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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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We are committed to keeping you up to date on what's new in family engagement. This list of links to current reports, articles, events, and opportunities will help you stay on top of research and resources from HFRP and other field leaders.
This resource guide highlights research reports, journal articles, examples of best practices, and tools that provide information on facilitating a comfortable and effective family–school partnership in the interest of successful outcomes for children with disabilities.
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.
Harvard Family Research Project’s Senior Research Analysts Heidi Rosenberg, Erin Harris, and Shani Wilkes explore how the relationship between families and afterschool is shifting from a focus on increasing afterschool program participation toward a focus on parents’ supporting children’s learning and development in afterschool settings.
We are committed to keeping you up to date on what's new in family engagement. View our list of links to current reports, articles, resources, and events in the field.
Priscilla Little, an independent consultant working in afterschool research and evaluation, reflects on the transformation of afterschool from being merely a “safe haven” for kids whose parents are working to a core component of a holistic education. She also highlights six strategies for engaging families in afterschool programs.
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.
Jane Werner and Lisa Brahms, from the Children’s Museum of Pittsburgh, discuss the Museum’s innovative MAKESHOP studio space, which invites children and families to co-create projects and transforms the traditional museum visit experience.
This installment in our Family Involvement Research Digest Series features Susan Landry discussing a recent study—conducted by Landry and her colleagues at the Children’s Learning Institute at the University of Texas—about a mother–child intervention aimed at improving the use of responsive parenting techniques.
Kiersten Beigel, Family and Community Partnerships Specialist for the Office of Head Start, discusses the recent work by the National Center for Family, School, and Community Engagement and the Center’s research-based tools designed to help Head Start and other early childhood programs reach out to parents and families.
Jacqueline Jones, Senior Advisor on Early Learning to the Secretary of Education at the U.S. Department of Education, highlights the Department’s new Race to the Top–Early Learning Challenge competitive grant program and the decision to make family engagement an integral part of the grant criteria.
In this FINE Newsletter Commentary, HFRP’s Christine Patton explores how new developments in early learning research, policy, and practice reflect a national “coming together” around the importance of early childhood experiences and their role in later school success.
Anne Duggan is Professor of Pediatrics and Professor of Health Policy and Management at Johns Hopkins University. Dr. Duggan reflects on what she has learned from nearly 20 years of evaluative research on home visiting—particularly looking at what factors influence service delivery and family outcomes—and how that research can be applied to practice.
Justina Wang, a graduate research assistant at HFRP, reviews a new book by Mark R. Warren and Karen L. Mapp, which offers a glimpse at six communities across the U.S. where families, youth, and local organizers have reshaped the educational landscape in their districts.
We are committed to keeping you up to date on what's new in family engagement. View our list of links to current reports, articles, resources, and events in the field.
Ken Smythe-Leistico is the director of Ready Freddy: Pathways to Kindergarten Success at the University of Pittsburgh’s Office of Child Development. In this profile, Ken discusses the Ready Freddy program—created in collaboration with Pittsburgh Public Schools, families, and community partners to increase the likelihood that children will have a successful kindergarten year.
To support Race to the Top—Early Learning Challenge grant recipients’, HFRP produced this selective list of resources about engaging and supporting families with young children. This list of journal articles, practical guides, webinars, and presentations may also be helpful for any other states, districts, and local programs interested in expanding their family engagement work.
HFRP's teaching cases involve real world situations and consider the perspectives of various stakeholders, including early childhood program and elementary school staff, parents, children, and community members. This handout provides a detailed list of our teaching cases on family involvement, focusing on the earlier years of a child's learning and development.
We at Harvard Family Research Project are committed to keeping you up to date on what's new in family involvement. This list of links to current reports, articles, events, and opportunities will help you stay on top of research and resources from HFRP and other field leaders.
This new book on family involvement in out-of-school time (OST), edited by former HFRP staff members Holly Kreider and Helen Westmoreland, includes information on promising practices, benefits, and concerns related to family involvement in OST, and features a chapter written by former HFRP staff members Suzanne Bouffard, Kelley O’Carroll, Helen Westmoreland, and Priscilla Little.
Lori Takeuchi—Director of Research for the Joan Ganz Cooney Center and author of the recent report Families Matter: Engaging Families in a Digital Age—discusses her research on how children use technology across the various settings of their lives, and the implications of her findings for practitioners who work with young children and their families.
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.
Nita Rudy is a Program Director for the Mississippi Schoolhouse to Statehouse program developed by Parents for Public Schools (PPS), a national organization supporting community-based groups that work with parents to improve public schools. In this Voices from the Field, Nita shares her experience using data to engage families around school improvement efforts.
Eric Dearing, Associate Professor of Applied Developmental Psychology in the Lynch School of Education at Boston College, discusses the need to use data-based evidence, rather than intuition, to create successful family and community engagement strategies.
One year after the National Policy Forum on Family, School, and Community Engagement, this report looks back at the major themes of the Forum discussions and offers a set of recommendations for driving family engagement in education as we move forward.