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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New & Noteworthy
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Professional Development.
Teacher Professional Development: How Do We Establish It and Know That It's Working?
Mary Russo, principal of the Richard J. Murphy School in Dorchester, Massachusetts, describes the professional development of school staff and school-level practices to assess its impact.
Classroom Observation, Professional Development and Teacher Quality
Robert Pianta from the University of Virginia describes a classroom assessment scoring system that measures teacher–child interactions and serves as the basis for individualized professional development to strengthen teachers' classroom practice.
The Three- Step Assessment Tango: Nurturing and Measuring Learning in Online Professional Development
David Eddy Spicer, Roland Stark, and Martha Stone Wiske from WIDE World describe their process of measuring learning in online professional development.
Coaching for Quality
Sarah Jonas describes the Children's Aid Society's model of site-based coaching for quality after school programming and the supports they provide to build the capacity of their coaches.
Who is the Afterschool Workforce?
Beth Miller, senior research advisor to the National Institute for Out-of-School Time (NIOST), and Ellen Gannett, codirector of NIOST, discuss the characteristics of the after school workforce.
Staff Characteristics and Professional Development in Quality After School Programs
Denise Huang describes her work with the National Partnership for Quality Afterschool Learning to identify best practices for learning in after school programs, including characteristics of effective professional development.
Examining the Efficacy of Two Models of Preschool Professional Development in Language and Literacy
Nancy Clark-Chiarelli from Education Development Center, Inc. describes an evaluation of two approaches to early literacy professional development—one with a traditional face-to-face mode of delivery and one with a technology-enhanced component.
Theory of Action in Practice
Claudia Weisburd and Tamara Sniad from Foundations, Inc. describe the use of a theory of change and a theory of action to help address questions about how to develop and evaluate professional development for after school staff.
Pathways from Workforce Development to Child Outcomes
Harvard Family Research Project explores connections between workforce development and child outcomes in four human service sectors.
Building an Evaluation Tool Kit for Professional Development
Jennifer Buher-Kane, Nancy Peter, and Susan Kinnevy of the Center for Research on Youth and Social Policy at the University of Pennsylvania share their experience of creating a tool kit designed specifically for those who provide professional development to out-of-school time program staff.
Evaluating a Professional Development “Cascade”: From Facilitators to University Faculty to Early Childhood Providers
Caroline Wilkinson and Shelley Billig from RMC Research Corporation describe their evaluation of the New England Professional Development Initiative's cascade approach to professional development in early childhood education.
New & Noteworthy: Expanded Web Only Version
This web only version of the New & Noteworthy section features an expanded annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Professional Development.
Family Strengthening Interventions: Evidence-Based Practices
The purpose of this class is to provide professional skills that will help students to select, implement, and evaluate the effectiveness of evidence-based family strengthening interventions. Students will increase their knowledge, skills, and expertise in the most up-to-date information on effective family strengthening interventions in their area of primary interest.
Free. Available online only.
Focus on Families! How to Build and Support Family-Centered Practices in After School
This comprehensive, easy-to-read guide to understanding how to engage families in after school programs is a critical resource for after school providers looking to create or expand an existing family engagement program. It offers a research base for why family engagement matters, concrete program strategies for engaging families, case studies of promising family engagement efforts, and an evaluation tool for improving family engagement practices.
Free. 48 Pages.
Harnessing Technology in Out-of-School Time Settings
This Snapshot reviews the role of technology in OST programs, highlighting the evaluation methods and findings about implementation and youth outcomes.
Free. 8 Pages.
New & Noteworthy
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Evaluating Family Involvement Programs.
Exploring Quality Standards for Middle School After School Programs: What We Know and What We Need to Know Summit
This summit, made possible through a grant from the Nellie Mae Education Foundation, brought together after school staff, administrators, researchers, and funders to discuss how quality assessment looks and feels different for after school programs that serve middle school youth.
Free. Available online only.
Democratic Evaluation in Practice
Cheryl MacNeil, an evaluation consultant, describes the asymmetries of power in evaluation and her efforts to make her evaluation practice more democratic.
Social Capital in the Connected Society
Andrew Nachison, director of the Media Center, an organization that studies the intersection of media, technology, and society, writes about social capital and democratic processes in a digital society.
Using Democratic Evaluation Principles to Foster Citizen Engagement and Strengthen Neighborhoods
Arnold Love and Betty Muggah describe how Hamilton Community Foundation applied democratic evaluation principles to transform challenged neighborhoods into vibrant communities.
Untangling Logic Models and Indicators: Reflections on Engaging Stakeholders
Seema Shah, a researcher at the Institute for Education and Social Policy, shares her experience of engaging community organizing groups to develop a logic model on how community organizing leads to better student outcomes.
The Trenton Central High School Obesity Prevention Project: Encouraging Democracy Through Inclusion
Katrina Bledsoe of the College of New Jersey writes about the inclusion of student voices in the evaluation of an obesity prevention program
How does evaluation create options to enhancing social justice?
Saville Kushner of the Centre for Research in Education and Democracy at the University of the West of England suggests ways that an evaluation's participants can make evaluations more democratic.
How can evaluation address racial equality?
Sally Leiderman, President of the Center for Assessment and Policy Development, explains how evaluation can be a tool to help communities and their partners do work in racial equity.