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The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.

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The resources in this bibliography were found via a number of online databases. More information about specific search methods is outlined in each section below. The key search terms used were a combination of “parent,” “family,” “home,” “school,” “teacher,” “engagement,” “participation,” “involvement,” “student,” “education,” “relationship,” “digital media and learning,” and “cooperation.” We read abstracts from this initial list of publications and selected empirical studies relating to family involvement.

Please note that this compilation is not reviewed, nor does it represent the universe of recent family involvement research. We therefore invite member suggestions for additions to this list. To make suggestions, please contact FINE.

Following are the categories in this bibliography: 

Journal Articles | Dissertations and Theses | Research Briefs, Papers, and Reports | Books

Journal Articles

Finding Journal Articles
To compile the journal articles (both domestic and international), we searched the electronic databases of ERIC, Education Search Premier, Education Abstracts, and PsycINFO. Many of the citations below include a “DOI,” or Digital Object Identifier; this alphanumeric string is assigned by the International DOI Foundation to help identify content and provide a consistent link to its location on the internet. You may access the article by entering the DOI into the DOI Resolver at

Family Engagement in the United States

Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). Science aspirations, capital, and family habitus: How families shape children’s engagement and identification with science. American Educational Research Journal, 49(5), 881–908. doi: 10.3102/0002831211433290

Brooks, F. M., Magnusson, J., Spencer, N., & Morgan, A. (2012). Adolescent multiple risk behaviour: An asset approach to the role of family, school and community. Journal of Public Health, 34(suppl 1), i48–i56. doi: 10.1093/pubmed/fds001

Bryan, J., & Henry, L. (2012). A model for building school–family–community partnerships: Principles and process. Journal of Counseling & Development, 90(4), 408–420. doi: 10.1002/j.1556-6676.2012.00052.x

Bulotsky-Shearer, R. J., Wen, X., Faria, A. M., Hahs-Vaughn, D. L., & Korfmacher, J. (2012). National profiles of classroom quality and family involvement: A multilevel examination of proximal influences on Head Start children's school readiness. Early Childhood Research Quarterly, 27(4), 627–639. doi: 10.1016/j.ecresq.2012.02.001

Cheung, C. S. S., & Pomerantz, E. M. (2012). Why does parents' involvement enhance children's achievement? The role of parent-oriented motivation. Journal of Educational Psychology, 104(3), 820. doi: 10.1037/a0027183

Cook, B. G., Shepherd, K. G., Cook, S., & Cook, L. (2012). Facilitating the effective implementation of evidence-based practices through teacher-parent collaboration. Teaching Exceptional Children, 44(3), 22–30. Retrieved from

Dumont, H., Trautwein, U., Lüdtke, O., Neumann, M., Niggli, A., & Schnyder, I. (2012). Does parental homework involvement mediate the relationship between family background and educational outcomes? Contemporary Educational Psychology, 37(1), 55–69. doi: 10.1016/j.cedpsych.2011.09.004

Edwards, C. C., & Da Fonte, A. (2012). The 5-point plan. Teaching Exceptional Children, 44(3), 6–13. Retrieved from

Fan, W., Williams, C. M., & Wolters, C. A. (2012). Parental involvement in predicting school motivation: Similar and differential effects across ethnic groups. The Journal of Educational Research, 105(1), 21–35.  Retrieved from

Galindo, C., & Sheldon, S. B. (2012). School and home connections and children's kindergarten achievement gains: The mediating role of family involvement. Early Childhood Research Quarterly, 27(1), 90–103.
doi: 10.1016/j.ecresq.2011.05.004 

Gasser, U., Cortesi, S., Malik, M., & Lee, A. (2012). Youth and digital media: From credibility to information quality. Berkman Center Research Publication, 2012-1. doi: 10.2139/ssrn.2005272

Harris, E., Wallace, A. (2012). Year-round learning:  Continuity in education across settings through expanded learning opportunities. Retrieved from

Jacobbe, T., Ross, D. D., & Hensberry, K. K. (2012). The effects of a family math night on preservice teachers’ perceptions of parental involvement. Urban Education, 47(6), 1160–1182. doi: 10.1177/0042085912447805

Jasis, P. M., & Ordoñez-Jasis, R. (2012). Latino parent involvement examining commitment and empowerment in schools. Urban Education, 47(1), 65–89. doi: 10.1177/0042085911416013

Lawson, M. A., & Alameda-Lawson, T. (2012). A case study of school-linked, collective parent engagement. American Educational Research Journal, 49(4), 651–684. doi: 10.3102/0002831211427206

LeFevre, A. L., & Shaw, T. V. (2012). Latino parent involvement and school success longitudinal effects of formal and informal support. Education and Urban Society, 44(6), 707–723. doi: 10.1177/0013124511406719

Machado-Casas, M., & Ruiz, E. (2012). Globalized students vs. unglobalized families: Limiting family participation in education. Association of Mexican American Educators Journal, 6(2), 4–12. Retrieved from

Powell, D. R., Son, S. H., File, N., & Froiland, J. M. (2012). Changes in parent involvement across the transition from public school prekindergarten to first grade and children's academic outcomes. The Elementary School Journal, 113(2), 276–300. doi: 10.1086/667726

Savas, A. (2012). The contribution of school-family cooperation on effective classroom management in early childhood education. Educational Sciences: Theory and 12(4), Practice, 12, 3099–3110. Retrieved from

Serpell, Z. N., & Mashburn, A. J. (2012). Family–school connectedness and children's early social development. Social Development, 21(1), 21–46. doi: 10.1111/j.1467-9507.2011.00623.x

Trotti, J., Harris, M. M., Jacobson, A., & Brown, A. (2012). Preservice teachers' multicultural teaching concerns and knowledge of parent involvement. Teacher Education and Practice, 25(1), 24–37. Retrieved from

Van Ryzin, M. J., Stormshak, E. A., & Dishion, T. J. (2012). Engaging parents in the family check-up in middle school: Longitudinal effects on family conflict and problem behavior through the high school transition. Journal of Adolescent Health, 50(6), 627–633. doi: 10.1016/j.jadohealth.2011.10.255

Walker, J. T., & Dotger, B. H. (2012). Because wisdom can’t be told: Using comparison of simulated parent–teacher conferences to assess teacher candidates’ readiness for family-school partnership. Journal of Teacher Education, 63(1), 62–75. doi: 10.1177/0022487111419300

Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877–895. doi: 10.1111/j.1467-8624.2012.01745.x

Wilson, S. (2012). A blueprint for empowering families: The national standards for family-school partnerships. The National PTA Magazine, 37(3), 10–11.   Retrieved from

International Family Engagement

Dor, A., & Rucker-Naidu, T. B. (2012). Teachers' attitudes toward parents' involvement in school: Comparing teachers in the USA and Israel. Issues in Educational Research, 22(3), 246–262. Retrieved from

Mutch, C., & Collins, S. (2012). Partners in learning: Schools' engagement with parents, families, and communities in New Zealand. School Community Journal, 22(1), 167–187. Retrieved from

Skouteris, H., Watson, B., & Lum, J. (2012). Preschool children's transition to formal schooling: The importance of collaboration between teachers, parents and children. Australasian Journal of Early Childhood, 37(4), 78–85.  Retrieved from

Dissertations and Theses

Finding Dissertations and Theses
This bibliography includes master’s and doctoral dissertations. Unless otherwise noted, the following dissertations and theses are available through the ProQuest Dissertations and Theses database (for a fee) at [To avoid the cost, find out if your affiliate library subscribes to ProQuest. If you do not have access to ProQuest or if you are looking for a dissertation or thesis that is not published, your university or local public library may be able to borrow the item through an interlibrary loan. Another option is to check the website, where some U.S. and international universities make their dissertations and theses available electronically.]

Frost, K. A. (2012). A comparison of principals' and parents' perceptions of family engagement in schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3514673)

Minch, D. R. (2012). A preliminary investigation of family engagement practices in schools implementing problem-solving/response to intervention (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3546149)

Research Briefs, Papers, and Reports

Finding Research Briefs, Papers, and Reports
These briefs, papers, and reports were found via EBSCO and through Harvard Family Research Project’s FINE Newsletter.

Designs for Change. (2012). Chicago’s democratically-led elementary schools far out-perform Chicago’s “turnaround schools”: Yet turnaround schools receive lavish extra resources. Retrieved from$6wU9GSUcqtd9hs3TFeZCn0vq69IZViKeqDZhqNLziaXiKG0K_ms4C2keQo54&CONTENTTYPE=application/pdf&CONTENTDISPOSITION=skul022212-new.pdf

Georgia Department of Education & Bright From the Start: Georgia Department of Early Care and Learning. (2012). 360 degrees of family engagement: Wrapping school, home, and community engagement activities around student achievement outcomes. Retrieved from

National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Retrieved from
Fred Rogers Center for Early Learning and Children’s Media. (2012). A framework for quality digital media for young children. Retrieved from

Grimes, S., & Fields, D. (2012). Kids online: A new research agenda for understanding social networking forums. The Joan Ganz Cooney Center at Sesame Workshop. Retrieved from

Guernsey, L., Levine, M., Chiong, C., & Severns, M. (2012). Pioneering literacy in the digital wild west: Empowering parents and educators.  The Joan Ganz Cooney Center at Sesame Workshop. Retrieved from

Harris, E., Rosenberg, H., & Wallace, A. (2012).  Families and expanded learning opportunities: Working together to support children’s learning.  Brief No. 2. Harvard Family Research Project and the National Conference of State Legislatures.  Retrieved from

Linn, S., Wolfsheimer Almon, J., & Levin, D. (2012). Facing the screen dilemma. Young children, technology and early education. Boston, MA: Campaign for a Commercial-Free Childhood. New York, NY: Alliance for Childhood. Retrieved from

NAEYC and the Fred Rogers Center for Early Learning and Children’s Media. (2012). Key messages of the NAEYC/Fred Rogers Center position statement on technology and interactive media in early childhood programs. Retrieved from

National Center for Education Statistics. (2012). The nation’s report card: What every parent should know about NAEP.  Retrieved from

Patton, C., & Wang, J. (2012). Ready for Success: Creating collaborative and thoughtful transitions into kindergarten.  Harvard Family Research Project. Retrieved from

Sjuts, T. M., Clarke, B. L., Sheridan, S. M., Rispoli, K. M., & Ransom, K. A. (2012). Beyond activities: Engaging families in preschoolers’ language and literacy. CYFS Working Paper No. 2012-7. Retrieved from
Williams, T., & Sánchez, B. (2012).  Parental involvement (and uninvolvement) at an inner-city high school.  Urban Education, 47(3). Retrieved from


Finding Books
These books were found through HOLLIS (the Harvard University online library catalog), but should also be available through most library catalogs and bookstores.

Amatea, E. S., & Essex, N. L. (2012). Building culturally responsive family-school relationships (2nd ed.). Boston, MA: Merrill.

Berns, R. (2012). Child, family, school, community: Socialization and support (9th ed.). Belmont, CA: Cengage Learning.

Hutchins, D.J., Greenfeld, M.D., Epstein, J.L., Sanders, M.G., & Galindo, C. (2012). Multicultural partnerships: Involve all families. New York, NY: Routledge.

LoCasale-Crouch, J., Rudasill, K. M., Sweeney, B. D., Chattrabhuti, C., Patton, C., & Pianta, R. (2012). The transition to kindergarten: Fostering connections for early school success. In S. A. Karabenick, & T. C. Urdan (Eds.), Transitions across schools and cultures: Advances in motivation and achievement (pp. 1–26).Bingley, UK: Emerald Group Publishing Limited.
Plowman L., McPake J., & Stephen C. (2012) Extending opportunities for learning: The role of digital media in early education. In S. Suggate, & E. Reese (Eds.), Contemporary Debates in Child Development and Education (pp. 95–104). New York, NY: Routledge.

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Published by Harvard Family Research Project