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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
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COMPLEMENTARY LEARNING CONNECTIONS
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In this Q&A, Chip Donohue talks with HFRP about early childhood educators’ participation in online distance education courses and discusses how the topic of family engagement is being integrated into these classes.
Harvard Family Research Project (December 5, 2013) Research Report
Ken Smythe-Leistico is the director of Ready Freddy: Pathways to Kindergarten Success at the University of Pittsburgh’s Office of Child Development. In this profile, Ken discusses the Ready Freddy program—created in collaboration with Pittsburgh Public Schools, families, and community partners to increase the likelihood that children will have a successful kindergarten year.
Ken Smythe-Leistico (March 15, 2012) Research Report
Through its Race to the Top–Early Learning Challenge funds, Massachusetts has created strategic partnerships with museums and libraries, public television, family and community programs, community nonprofits, and public transportation to build a robust and growing statewide family engagement system.
Nathan Driskell (December 11, 2014) 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
In this section of the Bridging Worlds Interactive Case, we meet Esther Lasher, the educational director of the Grant Head Start Program. Esther works to smooth the transition to kindergarten by planning with multiple community and school representatives.
Harvard Family Research Project () Research Report
We begin the Bridging Worlds Interactive Case by meeting Maya Warren. Maya is a fun-loving 5-year-old girl who, despite success in preschool, is having a difficult transition to kindergarten.
Harvard Family Research Project () Research Report
In this section of the Bridging Worlds Interactive Case, we meet Nicole Warren, Maya’s mother. Nicole reflects on her daughter’s difficult transition to kindergarten and thinks about what she might do to improve the situation.
Harvard Family Research Project () Research Report
In this section of the Bridging Worlds Interactive Case, we meet Tanya Robinson, Maya’s kindergarten teacher. Tanya is concerned that children and families are not kindergarten ready.
Harvard Family Research Project () Research Report
In this section of the Bridging Worlds Interactive Case, we meet Maya’s former preschool teacher, Teresa Guzman. Teresa considers the role of early childhood programs in preparing children and families for kindergarten.
Harvard Family Research Project () Research Report
In the final section of the Bridging Worlds Interactive Case, we piece it all together. We think about the principles guiding smooth transitions to school, assumptions people in the case make, and how difficult issues might be resolved.
Harvard Family Research Project () Research Report
In this section of the Bridging Worlds Interactive Case, we examine some school-level data to develop a better understanding of the factors influencing Maya’s difficult transition to school.
Harvard Family Research Project () Research Report
This teaching case explores the complex issues surrounding the transition to kindergarten and the importance of family engagement in the process. Three expert commentaries and discussion questions are included. An interactive version is also available.
Margaret Caspe (2014) Research Report
In 2010, Silicon Valley Community Foundation started a bold and innovative initiative designed to ensure success by third grade for all children in San Mateo County, California. It focuses on ready children, ready families, ready schools, and ready communities
Michelle Sioson Hyman (March 19, 2015) Research Report
The purpose of this paper is to determine what the evidence and conventional wisdom say about scaling up home visiting as one of the best ways to support parents and promote early childhood development. To answer this question, we examined the available research evidence, interviewed leaders from six of the national home visiting models, and interviewed researchers who have studied home visiting. The area of interest for guiding future research, practice, and policy is whether home visiting can be delivered at broad scale and with the quality necessary to attain demonstrable, positive outcomes for young children and their parents.
Heather Weiss , Lisa Klein (May 2007) Research Report
One way to help educators better understand how parents and teachers think and feel during the transition to school is by pairing the Bridging Worlds case with an Empathy Map.
Jesús Paz-Albo (August 25, 2015) Research Report
When families, schools, and out-of-school supports work together, children are more likely to succeed. Lisa St. Clair writes about how the Nebraska State Parental Information and Resource Center is using a complementary learning approach to link family support programs with schools, early childhood programs, and out-of-school time programs.
Lisa St. Clair (August 2009) Research Report
Researchers at the University of Nebraska-Lincoln studied the effectiveness of a behavioral intervention model where parents, educators, and service providers work collaboratively to address children's developmental needs in a Head Start program.
Susan M. Sheridan , Brandy L. Clarke, Diane C. Marti, Jennifer D. Burt, Ashley M. Rohlk (April 2005) Research Report
Deborah J. Brown, external evaluator for Save the Children, discusses how continuous improvement processes have helped strengthen one of Save the Children’s language development and pre-literacy programs, Early Steps to School Success.
Deborah J. Brown (September 17, 2013) Research Report
In this Commentary, Harvard Family Research Project’s Senior Research Analyst, Heidi Rosenberg, looks at the ways in which schools, programs, and other community institutions can help facilitate continuous family engagement to help children succeed.
Heidi Rosenberg (September 20, 2012) Research Report
Communication is key during the transition to school, and a mock team meeting based on the perspectives presented in the Bridging Worlds case helped school psychologists gain confidence talking with representatives from different learning settings.
Jon Lasser (August 25, 2015) Research Report
As evidence mounts that family involvement can support children's learning, there is an increasing call in the field for common data collection instruments to measure home–school communication and other aspects of family involvement. This resource from Harvard Family Research Project compiles instruments developed for rigorous program impact evaluations and tested for reliability.
Helen Westmoreland , Suzanne Bouffard, Kelley O'Carroll, Heidi Rosenberg (May 2009) Research Report
In this Commentary, Harvard Family Research Project’s Heidi Rosenberg discusses how continuous improvement processes can strengthen family engagement strategies, and outlines the mindset and key practices that organizations need to adopt in order to use data to understand and improve upon their work.
Heidi Rosenberg (September 17, 2013) Research Report
To be successful, children need a strong science, technology, engineering, and math foundation. Learn how Iridescent, a project funded in part by the National Science Foundation, connects families, engineers, and children to develop these skills early on in school.
Tara Chklovski (March 19, 2015) Research Report
Children can develop 21st-century skills, even outside of the classroom. This resource guide offers hands-on, maker-inspired activities, along with advice from museums, libraries, and afterschool programs, for educators and families to use when exploring STEM topics with children.
Harvard Family Research Project (June 3, 2015) Research Report
What you say to families and do with them matters! In this Q & A with Brandi Black Thacker and Guylaine Richards, we learn about how the Parent, Family, and Community Engagement Simulation can be used as a professional development tool in Head Start/Early Head Start programs and beyond.
Brandi Black Thacker , Guylaine Richard (December 5, 2013) Research Report
© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project