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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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Sarita and Alberto are Paulo’s parents. In their story, they reflect on their own educational opportunities and their desire for Paulo to pursue college in his future.
() Research Report
Teachers are often among the most influential adults in a child’s decision to stay engaged in or disengaged from school. Hear from Nancy Brown, Paulo’s math teacher, about her perspective on and concerns about Paulo’s direction in school.
() Research Report
This research study evaluates and analyzes state initiatives in Missouri, Minnesota, Connecticut, and Maryland to support parents and early childhood. Lessons learned and evaluation methodologies are presented.
Harvard Family Research Project (March 1990) Research Report
Creating high-quality early childhood systems necessitates a strong focus on family engagement. Check out how Oregon is adopting an equity lens and building a strong foundation to engage families by leveraging federal funds, community leadership, and philanthropic investments.
Anairis Hinojosa and M. Elena Lopez (October 29, 2015) Research Report
Through a case discussion, the Bridging Worlds case became a catalyst for robust dialogue discussion about the assumptions teachers make during the transition to kindergarten and their potential consequences for children and families.
Anita Ede (August 25, 2015) Research Report
Catherine Ayoub and Barbara Pan, from the Harvard Graduate School of Education, describe their work collecting and analyzing longitudinal data to supplement national findings from the Early Head Start study.
Catherine C. Ayoub, Ed.D. , Barbara Alexander Pan, Ph.D. (Summer 2004) Evaluation Exchange Article
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
Dynamic Pittsburgh! Hundreds of the city’s PreK–12 educators, artists, technologists, and families are working together to remake learning.
Gregg Behr (April 24, 2014) Research Report
Make way for mathematics digital media! New research reveals that regular use of digital games and hands-on mathematics activities at home, along with parent training around digital media for learning, can improve mathematics outcomes for young children.
Betsy McCarthy (June 7, 2016) 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
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
Suzanne Bouffard and Heather Weiss reframe family involvement as part of a broader complementary learning approach to promoting children’s success in education and in life.
Suzanne Bouffard, Ph.D. , Heather Weiss, Ed.D. (Spring 2008) Evaluation Exchange Article
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
Charles Bruner of the Child and Family Policy Center outlines three factors of good family strengthening programs that evaluators are not adequately measuring in their evaluations.
Charles Bruner, Ph.D. (Summer 2004) Evaluation Exchange Article
While evaluation needs may vary, all organizations can benefit from utilizing theory-based evaluation tools to frame evaluation efforts. This article explores how three organizations developed their program’s theory of change and logic model.
Carolina Buitrago (November 19, 2015) 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
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
How do families spend time supporting their children’s informal and formal learning beyond the school day and across settings? Find out how educators and institutions are helping families promote their children’s learning experiences anytime, in school and beyond.
Christine Patton and Margaret Caspe (September 17, 2014) Research Report
Richard Rothstein argues that narrowing the achievement gap requires substantial changes in social policy in addition to extensive school reform.
Julia Coffman (Spring 2005) Evaluation Exchange Article
Julia Coffman , Heather B. Weiss (1999) 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
Maryland is embedding a new family engagement definition statewide as a foundation of policy and infrastructure. Through comprehensive partnerships, the state brings to scale family engagement approaches and launches new initiatives.
Nathan Driskell (September 17, 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
Research studies show that the level of children's development (especially their cognitive and language development) depends more directly upon their family structure, socioeconomic status, home stimulation, and parental values rather than how much time they spend in a child care or preschool environment, good or poor, and whether their parents are involved or not. The goal of the course is to make the most effective use of ourselves as early childhood teachers in working together with parents to optimize the experiences of the children for whom we share responsibility.
Tom Drummond () Syllabus
Anne Duggan is Professor of Pediatrics and Professor of Health Policy and Management at Johns Hopkins University. Dr. Duggan reflects on what she has learned from nearly 20 years of evaluative research on home visiting—particularly looking at what factors influence service delivery and family outcomes—and how that research can be applied to practice.
Anne Duggan (March 15, 2012) Research Report
© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project