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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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In this Q & A, S. Craig Watkins discusses the family’s role in the connected learning model, and how students can link what they learn in schools, afterschool programs, and their communities using digital technology.
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.
Samantha Grant, a program evaluator at the University of Minnesota Extension Center for Youth Development, and a parent, offers guidance to families looking to make good decisions about their children’s out-of-school time activities.
Researchers from Teachers College, Columbia University, explore how a relatively new type of book– interactive math storybooks – can help parents appreciate and foster their child’s mathematical thinking.
Five community-based education organizing groups use various strategies to build trust and commitment among parents and teachers.
Free. Available online only.
Because early social performance and academic achievement are predictors of later school success, ensuring that children get off to a good start in kindergarten is critical. This brief, by Harvard Family Research Project's Christine Patton and Justina Wang, examines important elements of high-quality kindergarten transition strategies and profiles promising practices from six states that take an integrated and collaborative approach to helping kindergartners enter school ready for success.
This research review, part of the Equity Matters research initiative at the Campaign for Educational Equity at Teachers College, Columbia University, argues that family involvement in education is a powerful but neglected tool to support children’s learning and development. Disadvantaged children are both more likely to benefit from increased family involvement and to come from families who face the greatest barriers to such involvement. To reframe public understanding of the benefits of family involvement in children’s education, this paper lays out a research-based definition and more equitable approach to family involvement and positions it as a key cross-cutting component of broader comprehensive or complementary learning systems.
Free. Available online only.
This volume provides in-depth descriptions of four initiatives that have achieved broad reforms so that social services are more unified and accessible to families. Initiatives in California, Colorado, New Mexico, and West Virginia are covered.
$7.50 . 102 Pages.
These resources look at issues related to digital media and learning in early childhood and focus on such topics as children’s media use in the 21st century, family perspectives on children’s media use, and research-based guidance for practitioners and parents.
The director of a Parent Resource Center is concerned to hear that a number of parents are boycotting the program because they think the parent coordinator used her school connections to place her son in a gifted science class. How can the director and principal ease the tension?
Free. Available online only.
This course will address the identification and utilization of community resources and the creation of family engagement partnerships, community linkages, and collaborative efforts to provide for the educational, cultural, health, lifelong learning, vocational, and out-of-school needs of students and citizens in a community.
Free. Available online only.
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.
What are the benefits and challenges of sharing assessment data with preschool families? How can you do so effectively? A preschool teacher writes about her experiences, and provides valuable tips on how to share data with families in preparation for kindergarten.
This issue of the FINE Forum features some examples families, schools, and communities coming together to enrich children's learning and social development opportunities.
Free. Available online only.
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!
We share several resources on libraries - modern, evolving community spaces of education and support for families and children.
This article by Harvard Family Research Project in the April 2009 issue of Phi Delta Kappan offers research-based recommendations for federal education legislation.
Free. Available online only.
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.
Free. Available online only.
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.
HFRP's Director and Founder Heather Weiss testified at the United States House of Representatives Committee on Education and Labor's hearing on the "Education Begins at Home Act," on June 11, 2008.
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.
Our article in Voices for Urban Education makes a research-based case for the federal provision of out-of-school complementary learning supports.
How can you create a resource to help families of young children successfully transition to afterschool? What questions should be addressed? This video looks at one city’s approach to helping connect families and their young children to afterschool enrichment opportunities.
Dynamic Pittsburgh! Hundreds of the city’s PreK–12 educators, artists, technologists, and families are working together to remake learning.
Former Head Start parent, Nikia Parker, started out as a “hard-to-reach” parent but developed a strong, positive relationship with her family’s Early Head Start home visitor, which enabled her to not only effectively support her own children, but also take on advocacy and leadership roles within the larger Head Start community.