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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.
This study found that teachers with National Board for Professional Teaching Standards certification have more positive attitudes, are more tenacious in their approaches, and have more strategies for engaging families than noncertified teachers.
Rick Ginsberg , Lauri Hermann-Ginsberg (March 2005) Research Report
This exploratory case study examines whether the transition from welfare to work influences parental involvement in elementary school education.
Catherine D. Shiffman (February 2005) Research Report
Five community-based education organizing groups use various strategies to build trust and commitment among parents and teachers.
Celina Su (January 2005) Research Report
An urban public school successfully engages parents by offering a variety of school-based activities, a welcoming environment, and frequent communication between staff and parents.
Monique Ouimette , Jay Feldman, Rosann Tung (December 2004) Research Report
This study examined the school-level effects on tested student achievement in 129 high poverty elementary schools that implemented a common set of comprehensive parent-engagement strategies over a 2-year period.
Sam Redding , Janis Langdon, Joseph Meyer, Pamela Sheley (November 2004) Research Report
Latino parents become more involved in their children's education when they understand the school system and know how to help their children.
Janet Chrispeels , Margarita González (November 2004) Research Report
This research report reviews parent involvement modules created for preservice teachers focusing on parent-teacher communication and collaborating with community. The online, problem-based modules were designed by the North Texas Partnership for Parent Engagement.
Mary M. Harris , Arminta Jacobson, Rebecca Hemmer (November 2004) Research Report
Article in the Journal of School Psychology, 42(6), 445–460. In this article the authors longitudinally examined associations between family involvement, children's feelings about literacy, and children's literacy achievement from kindergarten through fifth grade. Children's feelings about literacy mediated associations between family educational involvement and literacy achievement. Also, family involvement was more positively associated with literacy outcomes for children whose mothers were less educated compared with children whose mothers were more educated.
Eric Dearing , Kathleen McCartney, Heather Weiss, Holly Kreider, Sandra Simpkins (October 2004) Research Report
This study shows positive social and academic outcomes for low-income, minority kindergarten children whose parents promote learning in the home and contact schools regularly.
Christine McWayne , Marissa Owsianik (October 2004) Research Report
Parents often become involved in their children's education through homework. In 2001 research on parental involvement in children's homework was conducted (Hoover-Dempsey et al., 2001). The review focused on understanding why parents become involved in their children's homework, what strategies they employ, and how involvement contributes to student learning. In this paper, findings from the 2001 review suggest several ways in which schools can invite parents' involvement in homework.
Joan M. T. Walker , Kathleen V. Hoover-Dempsey, Darlene R. Whetsel, Christa L. Green (October 2004) Research Report
Interviews with 84 math teachers about the use of their class websites suggest that sites could be used more effectively to share information with parents and to support parent involvement.
Ellen Lunts (October 2004) Research Report
Analysis of National Educational Longitudinal Study (NELS) data shows that parents' high educational expectations positively affect students' academic achievement in high school.
Evanthia Patrikakou (September 2004) Research Report
Chapter in Discovering Successful Pathways in Children's Development: Mixed Methods in the Study of Childhood and Family Life. Edited by Thomas S. Weisner. Published by University of Chicago Press. This chapter chronicles a mixed-method analysis of family involvement in children's learning, drawing observations about the process and added value of combining methods.
Heather B. Weiss , Holly Kreider, Ellen Mayer, Rebecca Hencke, Margaret Vaughan (Fall 2004) Research Report
Chinese-American college students from diverse socioeconomic backgrounds describe the role of their families in their paths to college.
Vivian Louie (September 2004) Research Report
African-American and Chinese-American parents use alternative forms of social capital to support their children's education.
John Diamond , Ling Wang, Kimberly Gomez (May 2006) Research Report
A participatory research project examines a school-based writing workshop in which parents write stories for a literary magazine that is circulated in the school and community.
Janise Hurtig (May 2004) Research Report
This Snapshot provides an overview of how researchers are evaluating out-of-school time programs’ engagement with families.
Erin Harris , Christopher Wimer (April 2004) Research Report
This issue of the FINE Forum features some examples families, schools, and communities coming together to enrich children's learning and social development opportunities.
Harvard Family Research Project (Spring 2004) Research Report
A comparison between American and Japanese mothers' home reading practices with their preschool children enriches our understanding of cross-cultural differences.
Eiko Kato-Otani (February 2004) Research Report
Three studies explore how university–school research partnerships can provide teacher professional development to strengthen parent–teacher relations.
Aline Reali , Regina Tancredi (January 2004) Research Report
Students' pathways through school can be seen as moving through an academic pipeline to adulthood. The Bridging Multiple Worlds model focuses on how diverse youth, beginning in their middle childhood years, navigate across their worlds of families, peers, schools, and communities as they move along their pathways to college, careers, and family roles in adulthood.
Catherine R. Cooper , Gabriela Chavira, Dawn Mikolyski, Dolores Mena, Elizabeth Dom (January 2004) Research Report
This comprehensive resource guide compiles a wealth of information about family involvement from over 100 national organizations. It contains Web links to recent (published in and after 2000) research, information, and tools.
Heather Weiss , Kelly Faughnan, Margaret Caspe, Cassandra Wolos, M. Elena Lopez, Holly Kreider (2004) Research Report
This paper reviews the literature on community organizing. It examines how community organizing differs from traditional parent involvement activities, outlines the characteristic strategies used to engage parents in organizing efforts, and describes the outcomes of these efforts.
M. Elena Lopez (December 2003) Research Report
Article in the American Educational Research Journal , Vol. 40 , No. 4, December 2003, pp. 879–901.
Using a mixed method analysis, this article looks at the relation between employment and family involvement in children's elementary education for low-income women, and finds that work is both obstacle to and opportunity for family involvement. This article may be downloaded only. It may not be copied or used for any purpose other than scholarship.
Heather B. Weiss , Ellen Mayer, Holly Kreider, Margaret Vaughan, Eric Dearing, Rebecca Hencke, Kristina Pinto (Winter 2003) Research Report
Parents’ involvement at school is related to children’s higher literacy, particularly for those from socially or economically disadvantaged families.
Qiuyun Lin (October 2003) Research Report
© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project