Jump to:Page Content
You are seeing this message because your web browser does not support basic web standards. Find out more about why this message is appearing and what you can do to make your experience on this site better.
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.
|
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.
Hard copy out of stock.
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.
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.
Stephen Bagnato, Robert Grom, and Leon Haynes describe an evaluation design that provides scientific rigor in a community setting.
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.
Brian is struggling with his sexual orientation and confronts Jacob, a teacher whom he suspects is gay. Jacob reveals his sexual orientation to Brian and when Brian reports this information to his mother, Jill, she demands her son to withdraw from extracurricular activities led by a gay teacher. How can Jacob, knowing the risks of suicide among gay youth, best support Brian and gain Jill's confidence?
Free. Available online only.
Tony Berkley of the W. K. Kellogg Foundation describes the application of a theory of change to a complex initiative to facilitate team learning, strategic management, and program improvement.
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.
Using role-play with school staff, poor single mothers reveal school prejudices toward parents and catalyze changes in the conduct of parent meetings.
Free. Available online only.
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.
Free. Available online only.
This report analyzes experiences of grantees involved in Carnegie Corporation's Starting Points grant program to encourage states and cities to engage in practices to improve children's well-being. This work examines these grantees' experiences implementing key components of a learning system and presents the overall lessons for other localities intent on using information to improve outcomes.
$10.00 . 47 Pages.
Marielle Bohan-Baker describes the instructive and collaborative approach to planning and evaluation of six community partners in Long Beach, California.
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.
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.
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.
Donna Bryant and Karen Ponder describe the past 10 years of evaluating North Carolina's nationally recognized early childhood initiative.
Elizabeth Burke Bryant and Catherine Walsh, of Rhode Island Kids Count, give an account of the School Readiness Indicators Initiative.
Moria Cappio and Melanie Reyes from The Children’s Aid Society share their experiences reinventing family engagement strategies in their East Harlem Early Head Start/Head Start program to reach out to immigrant families by including parent civic advocacy. Cappio and Reyes also describe how using an advocacy evaluation tool helped them navigate these uncharted waters.
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.
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.
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.
Free. Available online only.
Examine how effective family-strengthening interventions can positively impact families and children in this practitioner-friendly brief from Harvard Family Research Project. Lessons From Family-Strengthening Interventions: Learning From Evidence-Based Practice is based on our review of interventions that have been rigorously evaluated through experimental and quasi-experimental studies. We offer educators, service providers, and evaluators recommendations for creating successful programs and evaluations.
Free. Available online only.
Harvard Family Research Project and the National PTA® have teamed up to bring you the third brief in our ground-breaking series about family engagement policy, highlighting the need for teacher education programs to prepare teachers to better work with families.
Free. Available online only.
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.
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.