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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 issue of the FINE Forum points to the possibilities of enriching parent-teacher and broader school-community relationships. We hope that you take away ideas for your own practice.
Harvard Family Research Project (Fall 2003) Research Report
At two public schools in the Texas borderlands, a faith-based organization and a school–community partnership come together to improve parental engagement.
Timothy Quezada (October 2003) Research Report
Growing evidence tells us that parent involvement in after school programs can make a difference in children's lives, as well as benefit families, schools, and after school programs themselves. This article by Ellen Mayer and Holly M. Kreider draws from research conducted by HFRP in partnership with Build the Out-of-School Time Network and the United Way of Massachusetts Bay. It describes four strategies for engaging elementary school families in after school programs and provides examples of promising practices from family-focused programs serving ethnically diverse families. The article also offers implications for parents and parent leaders as they select and design after school programs.
Ellen Mayer , Holly M. Kreider (October/November 2006) Research Report
This paper reviews the literature on family literacy and describes critical perspectives. It also explores guiding principles and examples of their application in three different programs.
Margaret Caspe (June 2003) Research Report
Two key processes whereby teachers working in a low-income rural New England town come to understand families include gathering information and meaning making.
Margaret Caspe (May 2003) Research Report
Research suggesting links between parenting goals and cognitive ability informs a goal-based parenting intervention program for low-income families.
Robert F. Bettler , Barbara Burns (May 2003) Research Report
A participatory action project in the South Bronx explores how young people, their parents, and community members have mobilized for educational resources, opportunities, and the fulfillment of their dreams.
Monique Guishard , Michelle Fine, Christine Doyle, Jeunesse Jackson, Rosemarie Roberts, Sati Singleton, Travis Staten, Ashley Webb (May 2003) Research Report
This issue of the FINE Forum focuses on promising practices to engage families and communities in supporting students' mathematical proficiency.
Harvard Family Research Project (Spring 2003) Research Report
Ensuring children's smooth transition from early education programs to kindergarten requires that attention be paid to the resources and linkages among schools, child care and early education services, and families. In this Q+A, Robert Pianta, professor of Clinical and School Psychology at the University of Virginia, shares his recent research on children's transitions and gives tips on how to support families during this time.
Harvard Family Research Project (Spring 2002) Research Report
Using role-play with school staff, poor single mothers reveal school prejudices toward parents and catalyze changes in the conduct of parent meetings.
Leslie R. Bloom (November 2002) Research Report
In an elementary school in the rural south, parents, preservice teachers, and others come together to strengthen children's literacy and learn from their experiences with children and one another.
Devon Brenner , Teresa Jayroe, Angela Boutwell (November 2002) Research Report
Latina teachers' literacy practices are shaped in part by the literacy activities the teachers' own families engaged in during their early school years.
Angela Arzubiaga , Laurie MacGillivray, Robert Rueda (November 2002) Research Report
A preschool parenting and readiness program in Canada results in higher school readiness among program children and families, as well as family readiness among teachers.
Janette Pelletier (November 2002) Research Report
Latino parents share their perspectives on what teachers should know in order to teach children more effectively and emphasize that Latino parents care about their children's education.
Toni G. Jones (November 2002) Research Report
A classroom-based family involvement project in Cyprus offers multiple roles for parents in the classroom, and benefits students, parents, and the teacher.
Loizos Symeou (November 2002) Research Report
This FINE Forum features the Jane Addams School for Democracy, a university-community partnership in which Hmong and Latino immigrants, professors, high school teachers, parents, and students all work together on public issues.
Harvard Family Research Project (Fall 2002) Research Report
A collaboration with the Finance Project, this brief provides practitioners of local out-of-school time programs with techniques, tools, and strategies for improving their program and tracking their effectiveness over time.
Priscilla M. D. Little , Sharon DuPree, Sharon Deich (September 2002) Research Report
This brief offers an overview of how out-of-school time programs can evaluate their family involvement strategies and practices. It draws on findings from our OST Evaluation Database, interviews, and email correspondence.
Margaret Caspe , Flora Traub, Priscilla M.D. Little (August 2002) Research Report
This report identifies four conceptual dimensions of family involvement
Harvard Family Research Project (May 2002) Research Report
This brief offers a synthesis of findings based on a review of current research on the transition to kindergarten, especially the important role that families play in the transition. It focuses on promising transition practices and how schools can get involved in their implementation.
Marielle Bohan-Baker , Priscilla M.D. Little (April 2002) Research Report
As we celebrate the Week of the Young Child, the FINE Forum presents some innovative ideas and practices in family involvement in early childhood education.
Harvard Family Research Project (Spring 2002) Research Report
This research brief presents preliminary evidence that family involvement in young children's education may contribute to a smooth transition to elementary school for children, and also helps parents remain involved in their children's learning in school.
Holly Kreider , Family Involvement Network of Educators (FINE) (April 2002) Research Report
The purpose of this article is to present a conceptual framework and promote promising practices for involving Hispanic, immigrant parents/caregivers of students in their children's education. Toward this end, the article presents a model for how teachers and immigrant parents/families can be trained and encouraged to work as partners to improve student performance.
Shari Golan , Dana Petersen (March 2002) Research Report
This issue of FINE Forum explores new forms of and strategies in family involvement, all of which share a common goal: expanding and deepening family and community roles to help students meet high standards.
Harvard Family Research Project (Winter 2001/2002) Research Report
Too often vital research in the early care and education field does not get used effectively for advocacy purposes. While researchers and advocates often share the same goals, they tend to operate on separate tracks. This brief explores how research and advocacy can be bridged for greater effect using strategic communications. By definition, strategic communications means a deliberate plan or tactics for using communications as a channel for achieving a certain result. Collaborative work in the state of New Jersey around the goal of achieving a comprehensive and quality early care and education system is used as a backdrop for learning about effective practice.
Julia Coffman (January 2002) Research Report
© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project