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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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Scott Rosas, from the Nemours Foundation, discusses the potential of concept mapping for the design and implementation of family support evaluations.
Scott Rosas, Ph.D. (Winter 2004/2005) Evaluation Exchange Article
Eric Dearing, from the University of Wyoming, explains some of the basic uses of multilevel modeling, using examples from family involvement research and evaluation.
Eric Dearing, Ph.D. (Winter 2004/2005) Evaluation Exchange Article
M. Elena Lopez of HFRP interprets themes from a participatory evaluation and parent engagement institute.
M. Elena Lopez (Winter 2004/2005) Evaluation Exchange Article
David Scheie, See Moua, and Pang Lee summarize lessons learned by listening to parents’ spontaneous stories during a parent survey interview.
David Scheie , See Moua, Pang Lee (Winter 2004/2005) Evaluation Exchange Article
Kelly Faughnan and Cassandra Wolos of HFRP present two listings of upcoming program evaluations, the first in parent leadership and organizing, the second in family involvement in education.
Kelly Faughnan , Cassandra Wolos (Winter 2004/2005) Evaluation Exchange Article
Nancy Hill, Amy Baker, and Kevin Marjoribanks discuss the present state and future direction of family involvement research and evaluation, from the perspectives of developmental psychology, evaluation, and education, respectively.
Nancy Hill , Amy Baker, Kevin Marjoribanks (Winter 2004/2005) Evaluation Exchange Article
An introduction to the issue on Evaluating Family Involvement Programs by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Heather B. Weiss, Ed.D. (Winter 2004/2005) Evaluation Exchange Article
M. Elena Lopez, Holly Kreider, and Margaret Caspe from HFRP discuss the co-construction of home-school partnerships to support children’s learning and development.
M. Elena Lopez , Holly Kreider, Margaret Caspe (Winter 2004/2005) Evaluation Exchange Article
This issue of The Evaluation Exchange brings together the current knowledge base of programs in family support and family involvement, providing a continuous perspective on family processes with regard to children's learning and development, from a child's early years through adolescence. Articles address the challenges of evaluating family programs, such as the need for conceptual clarity, methodological rigor, accountability, and contextual responsiveness. Rounding out the issue are examples of ongoing evaluations of parent leadership and organizing to ensure that schools serve all children at high standards.
Evaluation Exchange Issue
Herbert Turner, Chad Nye, and Jamie Schwartz explain the Campbell Collaboration’s application of its systematic review process to parent involvement interventions.
Herbert Turner , Chad Nye, Jamie Schwartz (Winter 2004/2005) Evaluation Exchange Article
Robert Nix, research associate at Pennsylvania State University, describes how a rigorous evaluation of a complex behavior problems preventive intervention analyzes its school-home component.
Robert L. Nix, Ph.D. (Winter 2004/2005) Evaluation Exchange Article
Veronica Thomas and Velma LaPoint describe the Talent Development approach to evaluating an urban family-school-community partnership program.
Veronica Thomas , Velma LaPoint (Winter 2004/2005) Evaluation Exchange Article
Margaret Caspe from HFRP describes the various measures family intervention and prevention programs use to evaluate family processes.
Margaret Caspe (Winter 2004/2005) Evaluation Exchange Article
Jeanne Brooks-Gunn reflects on the breakthrough findings and new directions for research, evaluation, and practice in family-focused interventions.
Holly Kreider (Winter 2004/2005) Evaluation Exchange Article
Audrey Laszewski, project director of the Early Years Home Visitation Outcomes Project of Wisconsin, describes how a stakeholder collaboration resulted in a common outcome measurement process.
Audrey Laszewski (Winter 2004/2005) Evaluation Exchange Article
This four-session discussion guide by the Everyday Democracy (formerly the Study Circles Resource Center)is intended for communities trying to close the achievement gap in their schools.
Everyday Democracy (formerly the Study Circles Resource Center) (2005) Tool for Practice
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
We teamed up with the National Center for Family and Community Connections with Schools at the Southwest Educational Development Laboratory (SEDL) to present this 1-day Family, School, and Community Connections Symposium: New Directions for Research, Practice, and Evaluation.
Cathy Jordan , Mary Grassa O'Neill, Heather Weiss (December 2, 2004) Conferences and Presentations
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
Beth Martin, a fourth grade teacher, finds her students respond well to the new mathematics curriculum she is using in her class, but at home parents struggle to understand the new math and help their children with homework. How should Beth and her colleagues respond to parents' skepticism about the new curriculum and support their involvement at home?
Becky Smith McCarthy (2004) Teaching Case
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
Engaging with families is one of the many strategies that out-of-school time (OST) programs use to create quality, adult-supervised experiences for youth during nonschool hours. This workshop introduced participants to the latest research and evaluation findings on family involvement in OST programs, and shared strategies for engaging with families, using two case studies to illustrate these practices in context.
Harvard Family Research Project (October 26, 2004) Conferences and Presentations
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
© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project