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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.
Robert Yin, author and President of an evaluation research firm, talks about the use of case study methodologies in evaluating community-based collaborative initiatives.
Juila Coffman of Harvard Family Research Project describes common qualities shared among “learning organizations,” examining them in the context of service programs.
Diane Schilder of Harvard Family Research Project reports on findings from the recent Social Services Senior Managers Forum, held in Alberta, Canada.
Maurice Lim Miller, Executive Director of Asian Neighborhood Design, discusses an evaluation instrument for self-sufficiency that he developed and is using in San Francisco.
Susan Blank, Program Officer of the Foundation for Child Development, presents some of her observations from a recent study she conducted of MIS development and use in community-based agencies.
Anne Brady and Julia Coffman of Harvard Family Research Project share results and lessons from HFRP's Parenting Study.
This issue of The Evaluation Exchange, Harvard Family Research Project's quarterly evaluation periodical, investigates evaluation methodologies.
An annotated list of organizations and initiatives related to the issue's theme of Methodology.
A list of useful resources on the Internet.
An introduction to the issue on Methodology by HFRP's founder & director, Heather B. Weiss, Ed.D.
Jennifer Greene, Associate Professor at Cornell University, discusses a framework for planning and implementing mixed-method evaluations.
This report reviews teacher certification requirements for all 50 states and the District of Columbia and examines 60 teacher education programs that mention family involvement. The report also identifies nine teacher education programs that focus on family involvement as an important concept, engage students in hands-on activities, and promote a broad concept of family involvement that recognizes the value of home-school collaboration.
Free. 76 Pages.
The primary purpose of this study was to determine the extent to which selected course experiences influenced preservice teachers' perceptions of their comfort and competence levels in planning and implementing family involvement programs in schools. The study was a useful tool of self-inquiry for the instructor to determine if the planned activities and experiences enabled students to meet course objectives.
Free. Available online only.
This brief defines and explores the role of indicators as an integral part of a results-based accountability system. The brief shows how indicators enable decision makers to assess progress toward the achievement of intended outputs, outcomes, goals, and objectives.
Free. Available online only.
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.
Free. Available online only.
This report investigates 11 family support programs that have addressed the needs of vulnerable Latino families. The report clearly demonstrates the need to incorporate culture and family values into the very design of a program. Volume One provides detailed analysis of the various strategies and distills lessons for practitioners; Volume Two provides an in-depth profile of each program.
Hard copy out of stock.
This report investigates 11 family support programs that have addressed the needs of vulnerable Latino families. The report clearly demonstrates the need to incorporate culture and family values into the very design of a program. Volume One provides detailed analysis of the various strategies and distills lessons for practitioners; Volume Two provides an in-depth profile of each program.
Hard copy out of stock.
This issue provides a broad overview of the status of evaluations of community-based initiatives (CBI) and begins an ongoing dialogue among practitioners, evaluators, and funders about how to address the challenges involved in evaluating them.
An introduction to the issue on Community-Based Initiatives by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Anne Brady and Julia Coffman of Harvard Family Research Project summarize the long-term evidence about two-generational interventions aimed at improving child development, parenting, and family economics.
M. Elena Lopez and Cami Anderson of Harvard Family Research Project conduct a focus group of Executive Directors of five complex CBIs to learn about the evaluation and self-assessment efforts.
Dr. Gary Orfield, Professor of Education and Social Policy at Harvard University, shares his research on poverty to situate CBIs in the context of the larger social and economic factors that may affect their success.
Harvard Family Research Project provides a chart of 20 major ongoing evaluations of CBIs.
Cami Anderson and Sybilla Dorros from Harvard Family Research Project describe four new approaches and innovations of established methods for evaluating CBIs with examples.
This section features an annotated list of papers, organizations, initiatives, and other resources related to the community-based initiatives.