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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.
All Publications & Resources WORKING WITH TEACHERS AND FAMILIES DEVELOPMENT PERIODS |
COMPLEMENTARY LEARNING CONNECTIONS
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Harvard Family Research Project and the Public Library Association call for libraries to join together with schools and community organizations to establish a system of family engagement that extends throughout a child’s life, supports children and families, and prepares children for success.
M. Elena Lopez, Margaret Caspe, Lorette McWilliams (August 9, 2016) Research Report
Learning mathematics starts in infancy and happens anywhere, anytime. In this commentary, Taniesha Woods explores what young children need to know about math, what environments rich in mathematics learning look like, and how families can support children’s math development.
Taniesha A. Woods (May 24, 2016) Research Report
In this Q & A with Laura Overdeck, learn how Bedtime Math is giving families and children comfort in talking about numbers in their daily lives, and helping families and afterschool programs get children excited about math in the world around them.
Margaret Caspe (May 24, 2016) Research Report
A key principle in the definition of family engagement is that it is continuous across time. In this commentary, we explore why thinking of family engagement in this way matters, and we learn about tools educators can use to develop the skills to promote it.
Margaret Caspe (March 8, 2016) Research Report
What is the evidence base to support family engagement in the transition to school? You can check out the articles in this bibliography to read about why transition to school matters for children, families, and communities.
Harvard Family Research Project (March 19, 2015) Research Report
The transition to school is a process—not just a one-time event—and begins during children’s preschool years and continues into and on through the early elementary grades. Find out four important things research tells us about the transition.
Margaret Caspe, M. Elena Lopez, and Chalatwan Chattrabhuti (March 19, 2015) Research Report
Presidents’ Day is a time to reflect on the importance of leadership. Learn how policymakers, researchers, and practitioners are leading the field of family engagement.
Harvard Family Research Project (February 13, 2015) Research Report
To honor Dr. Martin Luther King, Jr.’s vision of freedom and justice, we highlight key messages from our contributors about transforming family engagement to promote educational equity.
Harvard Family Research Project (January 14, 2015) Research Report
Through a resourceful museum-preschool-family partnership involving cultural institutions across the city, an organization in New York City is providing rich anywhere, anytime learning opportunities for young children from low-income households. Learn how the Literacy Through Culture program hopes to increase families’ enthusiasm and appreciation for learning in a variety of contexts and build strong parent–child interactions around fun learning activities.
Barbara Palley, Cathleen Wiggins, Melissa Ptacek, Shanta Lawson, and Charlene Melville (June 9, 2014) Research Report
Through innovative and engaging family activities, the Maryland Library Partnership is playing a crucial community role by promoting learning anywhere, anytime and reaching out to parents to help them with their children’s learning, improve literacy, and close the vocabulary gap between low-income learners and their peers.
Nathan Driskell (June 9, 2014) Research Report
Explore the world of anywhere, anytime learning with us! Read how researchers and practitioners are helping to close the opportunity gap by creating innovative spaces, developing strategic collaborations to ensure children’s success, and engaging families and children as partners in meaningful learning experiences, both in and out of school.
M. Elena Lopez, Margaret Caspe (June 9, 2014) Research Report
HFRP director Heather B. Weiss examines how families and others involved with children and youth can ensure that children obtain the access, supports, and opportunities that they need to get the full benefits of digital media for learning.
Heather B. Weiss (April 24, 2014) Research Report
We are committed to keeping you up to date on family engagement news. The resources in this section highlight the latest tools and discussions from HFRP and review recent findings in the areas of family engagement policy, strategies, and research, along with family engagement and digital learning.
Harvard Family Research Project (April 24, 2014) Research Report
Are you interested in using social media to find out how families can navigate digital media to enhance children’s learning? Start here—we guide you to organizations and individuals that bring the latest DML research into public focus!
Harvard Family Research Project (April 24, 2014) Research Report
This Research Spotlight, which follows up on our 2013 fall FINE Newsletter, has been compiled in response to our readers’ interest in using data for continuous improvement.
Harvard Family Research Project (April 2014) Research Report
Lori Takeuchi, Joan Ganz Cooney Center Research Director, discusses the Center’s report findings on families’ and children’s educational-media use, including families’ selection of educational media for their children and ways that practitioners can support families in their choices. Takeuchi notes some of the following findings: when parents use media alongside their children, the educational value of the experience is enhanced; educational-media use varies based on the age of the child; and children are applying what they learn from educational media to nonmedia activities.
Harvard Family Research Project (February 19, 2014) Research Report
We are committed to keeping you up to date on family engagement news. The following resources highlight the latest tools and discussions from HFRP and review recent findings in the areas of family engagement policy as well as family-school partnerships.
Harvard Family Research Project (February 19, 2014) Research Report
In this Research Digest, William Jeynes highlights key findings from his recent meta-analysis examining the effectiveness of different types of school-based parental involvement programs. His study found that programs that emphasized shared reading, teacher–parent partnership, checking homework, and teacher–parent communication all had statistically significant positive effects on student outcomes. Jeynes discusses why the effects of school-based programs are greater than the effects seen with “voluntary” expressions of parental engagement.
William H. Jeynes (February 7, 2013) Research Report
Harvard Family Research Project’s Senior Research Analysts Heidi Rosenberg, Erin Harris, and Shani Wilkes explore how the relationship between families and afterschool is shifting from a focus on increasing afterschool program participation toward a focus on parents’ supporting children’s learning and development in afterschool settings.
Heidi Rosenberg , Erin Harris, Shani Wilkes (June 28, 2012) Research Report
Families play important roles in supporting children’s learning not just in school but also in the many out-of-school contexts in which they learn. Harvard Family Research Project’s Helen Westmoreland talks about how families and nonschool learning settings, such as out-of-school time programs, museums, and libraries, can work together to promote student achievement.
Helen Westmoreland (August 2009) Research Report
We teamed up with the National PTA to bring you this ground-breaking policy brief that examines the role of school districts in promoting family engagement. The brief spotlights how six school districts have used innovative strategies to create and sustain family engagement “systems at work.”
Helen Westmoreland , Heidi M. Rosenberg, M. Elena Lopez, Heather Weiss (July 2009) Research Report
We at Harvard Family Research Project are committed to keeping you up-to-date on what's new in family involvement. View our list of links to current reports, articles, events, and opportunities in the family involvement field.
Harvard Family Research Project (May 2009) Research Report
Four decades of research demonstrate that it is necessary to redefine learning—both where and when it takes place—if the country is to achieve the goal of educating all of its children. This report from Harvard Family Research Project (HFRP) makes a research-based case for federal provision of out-of-school complementary learning supports, so that all students gain the skills necessary for success in the 21st century.
Heather B. Weiss , Priscilla M. D. Little, Suzanne M. Bouffard, Sarah N. Deschenes, Helen Janc Malone (May 2009) Research Report
This article by Harvard Family Research Project in the April 2009 issue of Phi Delta Kappan offers research-based recommendations for federal education legislation.
Heather Weiss , Priscilla Little, Suzanne M. Bouffard, Sarah N. Deschenes, Helen Janc Malone (April 2009) Research Report
Not all home–school communication succeeds in supporting student learning. In this article, Duke University's JoBeth Allen offers tips for effective communication between schools and families that can help children to learn and grow.
JoBeth Allen (January 2009) Research Report
© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project