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www.HFRP.org

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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Combining Qualitative and Quantitative Methods in Social Inquiry

Book chapter on using mixed methodology in the social sciences. In B. Somekh & C. Lewin (Eds.), Research methods in the social sciences. Thousand Oaks, CA: Sage.

Jennifer C. Greene , Holly Kreider, Ellen Mayer (2004) Research Report

An Aligned Family Involvement System in Kansas

Jane Groff from the Kansas Parent Information Resource Center talks about how the endorsement of statewide family involvement standards by the Kansas State Board of Education has resulted in the development of a common vision for family involvement across state education systems and agencies.

Jane Groff (May 2009) Research Report

“As Long as I Got Breath, I'll Fight”: Participatory Action Research for Educational Justice

A participatory action project in the South Bronx explores how young people, their parents, and community members have mobilized for educational resources, opportunities, and the fulfillment of their dreams.

Monique Guishard , Michelle Fine, Christine Doyle, Jeunesse Jackson, Rosemarie Roberts, Sati Singleton, Travis Staten, Ashley Webb (May 2003) Research Report

Free. Available online only.

Padres de Familia como Agentes de Cambio

En este Perfil de Liderando el Ramo, Sandra Gutiérrez, la directora nacional del programa Abriendo Puertas/Opening Doors, programa que está enfocado en la familia latina, comparte su visión de cómo las familias son fundamentales para transformar las vidas de nuestros hijos y de nuestras comunidades. [This article is also available in English as Parents as Agents of Change.]

Sandra Gutiérrez (September 17, 2013) Research Report

Parents as Agents of Change

In this Leading the Field profile, Sandra Gutierrez, national director of the Latino family-focused Abriendo Puertas/Opening Doors program, shares her vision of how families are fundamental to transforming the lives of our children and our communities. [Este artículo también está disponible en español como Padres de Familia como Agentes de Cambio.]

Sandra Gutierrez (September 17, 2013) Research Report

What Words Don't Say

Martin, an African-American student struggles with peer problems at his elementary school. He experiences racism and classism. How can Martin's mother and his teacher dialogue about sensitive issues?

Ann Barger Hannum (2001) Teaching Case

Free. Available online only.

Helping Older Youth Succeed Through Expanded Learning Opportunities

In the first brief in our ELO Research, Policy, and Practice series with the National Conference of State Legislatures, we examine the benefits of expanded learning opportunities (ELOs) for older youth as well as the policy implications of recent research. Helping Older Youth Succeed Through Expanded Learning Opportunities provides examples of positive youth outcomes, common characteristics of high quality programs and initiatives, and policy recommendations based on these findings.

Erin Harris , Sarah Deschenes, & Ashley Wallace (August 2011) Research Report

Health and Sports/Recreation Program Evaluations

The Harvard Family Research Project (HFRP) Out-of-School Time Program Evaluation Bibliography and Out-of-School Time Program Research and Evaluation Database both provide information on evaluations that have been conducted on sports/recreation and health-related out-of-school time (OST) programs, among other categories.

Erin Harris (March 2005) 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

Free. Available online only.

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

Free. Available online only.

Research Update 6: Out-Of-School Time Programs In Rural Areas

Out-of-school time (OST) programming can be a crucial asset to families in rural areas where resources to support children’s learning and development are often insufficient to meet the community’s needs. This issue in our Research Update series addresses the benefits, challenges, and successful strategies of OST programs in rural areas.

Erin Harris , Helen Malone, Tai Sunnanon (March 2011) Research Report

Free. Available online only.

Afterschool Evaluation 101: How to Evaluate an Expanded Learning Program

Afterschool Evaluation 101 is a how-to guide for conducting an evaluation. It is designed to help out-of-school time (OST) program directors who have little or no evaluation experience develop an evaluation strategy. The guide will walk you through the early planning stages, help you select the evaluation design and data collection methods that are best suited to your program, and help you analyze the data and present the results.

Erin Harris (December 12, 2011) Research Report

Free. Available online only.

Preparing Teachers to Engage Parents

This research report reviews parent involvement modules created for preservice teachers focusing on parent-teacher communication and collaborating with community. The online, problem-based modules were designed by the North Texas Partnership for Parent Engagement.

Mary M. Harris , Arminta Jacobson, Rebecca Hemmer (November 2004) Research Report

Free. Available online only.

Research Update 3: Highlights From the Out-of-School Time Database

This publication explores how out-of-school time programs use evaluation to inform their programming and serve older youth and their families.

Erin Harris (September 2008) Research Report

Free. Available online only.

Engaging With Families in Out-of-School Time Learning

This Snapshot provides an overview of how researchers are evaluating out-of-school time programs’ engagement with families.

Erin Harris , Christopher Wimer (April 2004) Research Report

Hard copy out of stock. Available online only.

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

Research Update 4: 21st CCLC-Funded Afterschool Programs

The 21st Century Community Learning Centers (21st CCLC) initiative provides funds for afterschool programs across the country and is the only federal funding source dedicated exclusively to afterschool programming. This issue in our Research Update: Highlights from the OST Database series, discusses the features and benefits of afterschool programs funded by the 21st CCLC initiative.

Erin Harris (November 2010) Research Report

Free. Available online only.

Featured Teaching Case: Making a Decision About College: Should I Stay or Should I Go?

Harvard Family Research Project’s Teaching Cases support teacher training and professional development by highlighting challenges that schools, families, and communities may encounter in supporting children’s learning. In this month’s newsletter, we feature Making a Decision About College: Should I Stay or Should I Go?, which considers the ways in which schools can support students who have significant family obligations to make an appropriate choice about where to attend college.

Harvard Family Research Project (April 2010) Research Report

Featured Teaching Case: Suspension at Aurora Middle School

Harvard Family Research Project’s Teaching Cases support teacher training and professional development by highlighting challenges that schools, families, and communities may encounter in supporting children’s learning. In this month’s newsletter, we feature Suspension at Aurora Middle School, which highlights the shared responsibility of community groups to resolve home-school difficulties.

Harvard Family Research Project (November 2009) Research Report

Bibliography of Family Involvement Research Published in 2004

Harvard Family Research Project (2004) Bibliography

Bibliography of Family Involvement Research Published in 2011

Harvard Family Research Project (September 2013) Bibliography

University–Community Partnerships

This FINE Forum features the Jane Addams School for Democracy, a university-community partnership in which Hmong and Latino immigrants, professors, high school teachers, parents, and students all work together on public issues.

Harvard Family Research Project (Fall 2002) Research Report

Free. Available online only.

Resource Guide for High School Transitions: Annotated Bibliography

This bibliographic resource provides a selected listing of journal articles, research briefs, and other resources that focus on the transitions into and out of high school as well as general high school and college readiness. These resources address a variety of topics related to high school transitions including family engagement, school practices, and student outcomes.

Harvard Family Research Project (June 2011) Research Report

Family Involvement News: September 2014

How can “two-generation” programs help parents influence children’s development? What five ongoing family activities can help children’s literacy development? What project will explore the effectiveness of new reading technology used by early education and parenting initiatives? Read to find out!

Harvard Family Research Project (September 17, 2014) Research Report

Building a Cradle to Career Pathway in Cincinnati, Ohio

The Cincinnati, Ohio-based Strive initiative has taken a complementary learning approach to scaffolding children’s educational growth to ensure a comprehensive, cradle-to-career system of support that includes family and community engagement. Harvard Family Research Project spoke with Jeff Edmondson, executive director of Strive, as well as two of Strive’s partners in the community, Liz Blume of the Community Building Institute, and Rolanda Smith of Parents for Public Schools of Greater Cincinnati, to find out more about Strive’s philosophy, successes, and challenges.

Harvard Family Research Project (April 2010) Research Report

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Published by Harvard Family Research Project