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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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Learning for All: The Value of Field Experience in Training a New Generation of Program Evaluators

Field experience in evaluation inquiry is a promising approach to preparing the next generation of evaluators. Learn what one group of student consultants and organizations did to make a field experience in evaluative inquiry a positive one.

Carolina Buitrago with Sunindiya Bhalla, Nomi Davidson, Sarah Davila, Anairis Hinojosa, Babe Liberman, and Katie Tosh (December 3, 2015) Research Report

Framing Program Evaluation: Why We Should Tinker With Theories of Change and Logic Models

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

Federal Collaborations: Bringing Authentic STEM Experiences to High-Need Communities Through the Nation’s Largest Out-of-School Program

Ellen Lettvin from the U.S. Department of Education highlights how the 21st Century Community Learning Centers program is collaborating with various federal agencies to bring STEM into out-of-school time learning.

Ellen E. Lettvin (June 10, 2015) Research Report

Explore More: Science, Technology, Engineering, and Math Resources

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

Engaging Families in Science, Technology, Engineering, and Math (STEM) Project-Based Learning

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

Taking the Lead in Family Engagement: A Message to Our Followers on Presidents’ Day

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

Finding Time Together: Families, Schools, and Communities Supporting Anywhere, Anytime Learning

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

Family Engagement in Anywhere, Anytime Learning

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

Family Engagement as a Shared Responsibility in a Digital Learning Environment

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

Seamless and Connected—Education in the Digital Age

Through connected learning, says Mizuko Ito, schools, museums, and libraries are employing innovative strategies, leveraging digital media to make learning more relevant and engaging to youth, and linking the crucial spheres in a learner’s life—peers, interests, and academic pursuits.

Mizuko Ito (April 24, 2014) Research Report

Transforming Pittsburgh Into Kidsburgh!

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

Lessons From Museums and Libraries: Five Ways to Address Families’ Digital Learning Needs

Culture expert Marsha L. Semmel notes that museums and libraries are increasing their offerings for families in support of such vital 21st-century learning skills as problem solving, digital media literacy, and creativity. Learn how these institutions play important roles in addressing our children’s digital learning needs.

 

Marsha L. Semmel (April 24, 2014) Research Report

What About the Parents?

Katie Salen Tekinbaş outlines strategies and activities that New York City public school Quest to Learn has implemented to ensure that families are engaged in the digital learning life of students.

Katie Salen Tekinbaş (April 24, 2014) Research Report

Perspectives: Guiding Families on Children’s Media Use

Three experts reflect on their work in engaging families in a digital learning environment. We asked them to address the question, How can institutions offer relevant and useful guidance to parents and families about scaffolding their children’s digital media use?

Harvard Family Research Project (April 24, 2014) Research Report

Data Sharing Resources for Afterschool and Expanded Learning Programs and Systems

This resource highlights tools, publications, and reports that provide examples of promising practices for and guidance on data sharing for afterschool and expanded learning programs and systems.

Harvard Family Research Project (March 2013) Research Report

Partnerships for Learning: Community Support for Youth Success

In this paper, we draw on the experiences of national organizations and a set of community schools that have built learning partnerships, and examine seven key elements that we find to be essential in building them. Our paper serves as a guide to school districts and their partners as they consider whether and how to implement a partnerships for learning model. It also informs those who have already established these partnerships and wish to reflect on how to maximize partnership—and student—success.

Erin Harris , Shani Wilkes (January 2013) Research Report

Year-Round Learning: Continuity in Education Across Settings and Time Through Expanded Learning Opportunities

This brief provides examples of year-round learning programs along with recommendations for policymakers looking for ways to increase youth engagement in learning,

Erin Harris , Ashley Wallace (December 2012) Research Report

Families and Expanded Learning Opportunities: Working Together to Support Children’s Learning

This is the second brief in our ELO Research, Policy, and Practice series with the National Conference of State Legislatures. In this brief, we explore the ways that families and expanded learning opportunities (ELOs) must work as equal partners in order to ensure ELOs are contributing to children's learning in meaningful ways.

Erin Harris , Heidi Rosenberg, & Ashley Wallace (April 2012) Research Report

New Learning Opportunities Mean New Opportunities for Engagement

Today’s children and youth are increasingly exposed to new forms of learning beyond the classroom, especially in the form of out-of-school time programs and digital media. Developments in these areas have opened up new ways that families can become involved in their children’s education and development. In this FINE Newsletter Commentary, HFRP’s Heidi Rosenberg and M. Elena Lopez discuss the new roles for families in supporting student learning.

Heidi Rosenberg , M. Elena Lopez (December 5, 2011) Research Report

Year-Round Learning: Linking School, Afterschool, and Summer Learning to Support Student Success

There is growing national discussion about the need to create a more expansive definition of learning to include all the ways that youth can access educational opportunities—not just through the traditional school model, but also through afterschool activities, time spent with the family, and increasingly, through interaction with digital media. This brief introduces and analyzes one approach to expanded learning that provides students—often in distressed areas—with access to quality learning environments across the year.

Sarah Deschenes , Helen Janc Malone (June 2011) Research Report

Supporting Student Outcomes Through Expanded Learning Opportunities

This paper looks at the role of after school and summer learning programs in supporting student success. The paper explores how to bridge the divide between out-of-school time programs and schools by offering research-derived principles for effective expanded learning partnerships. It was commissioned by Learning Point Associates and the Collaborative for Building After-School Systems (CBASS) as part of a report on school reform and expanded learning.

Priscilla M. Little (February 11, 2009) Research Report

After School Programs in the 21st Century: Their Potential and What it Takes to Achieve It

This research brief draws on seminal research and evaluation studies to address two primary questions: (a) Does participation in after school programs make a difference, and, if so (b) what conditions appear to be necessary to achieve positive results? The brief concludes with a set of questions to spur conversation about the evolving role of after school in efforts to expand time and opportunities for children and youth in the 21st century.

Priscilla M.D. Little , Christopher Wimer, Heather B. Weiss, Harvard Family Research Project (February 2008) Research Report

Summer Success: Challenges and Strategies in Creating Quality Academically Focused Summer Programs

This brief looks at evaluations of 34 academically focused summer programs in order to distill challenges and compile promising strategies for creating quality summer programs.

Christopher Wimer , Rachel Gunther (October 2006) Research Report

Linking School and After School: Strategies for Success

Julie Bott reviews the strategies she and her colleagues use to link the Gardner Extended Services School's after school program with the school day.

Julie Bott (Fall 2006) Evaluation Exchange Article

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Published by Harvard Family Research Project