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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The Three- Step Assessment Tango: Nurturing and Measuring Learning in Online Professional Development: Expanded Web Only Version
This web only version of the Promising Practices section features an expanded article by David Eddy Spicer, Roland Stark, and Martha Stone Wiske from WIDE World, describing their process of measuring learning in online professional development.
Key Strategies to Educate Public Child Welfare Workers and Improve Child Welfare Systems
Joan Levy Zlotnik, Mary McCarthy, and Katharine Briar-Lawson review research and evaluation findings on public agency–university partnerships to educate public child welfare workers and the impact of such partnerships on workforce retention.
A Conversation with Thomas R. Guskey
Thomas R. Guskey of the University of Kentucky discusses his five-step process for evaluating professional development in education and its connection to professional development planning.
Engaging Stakeholders in Professional Development and Its Evaluation
Ila Desmukh Towery and Rachel Oliveri offer lessons for engaging teacher and student stakeholders in the evaluation of a professional development program.
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.
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.
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.
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.
From the Director's Desk
An introduction to the issue on Democratic Evaluation by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
New & Noteworthy
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Democratic Evaluation.
Democratic Evaluation Approaches for Equity and Inclusion
Katherine Ryan, Associate Professor of Educational Psychology at the University of Illinois, describes three approaches to democratic evaluation and argues that they can provide field-tested methods for addressing equity and inclusion issues in evaluations of programs for children, youth, and families.
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 Democratic Evaluation.
Evaluating Evaluation Data
Kathleen McCartney and Heather Weiss of the Harvard Graduate School of Education describe the conditions for evaluations to maintain scientific integrity and serve the public good despite a politicized environment.