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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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This multiple paper symposium at the annual meeting of the American Educational Research Association followed up on our panel session in 2005. It featured four research studies that used nuanced definitions of family involvement and cutting-edge methodologies to address processes of family involvement and academic outcomes for disadvantaged children across the developmental continuum.
Free. Available online only.
The purpose of this paper is to determine what the evidence and conventional wisdom say about scaling up home visiting as one of the best ways to support parents and promote early childhood development. To answer this question, we examined the available research evidence, interviewed leaders from six of the national home visiting models, and interviewed researchers who have studied home visiting. The area of interest for guiding future research, practice, and policy is whether home visiting can be delivered at broad scale and with the quality necessary to attain demonstrable, positive outcomes for young children and their parents.
Free. Available online only.
This paper provided an evaluation framework to analyze four state initiatives that provide multi-generational family support and education programs. The paper documented preliminary findings and was presented at The Public Policy and Family Support amd Education Programs Colloquium in Annapolis, MD, April 26-28, 1989.
Hard copy out of stock.
HFRP's Director and Founder Heather Weiss testified at the United States House of Representatives Committee on Education and Labor's hearing on the "Education Begins at Home Act," on June 11, 2008.
An introduction to the issue on Early Childhood Programs and Evaluation by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Heather Weiss, HFRP director, describes a consortium of national organizations working to improve home visitation models.
What are effective interventions for at-risk children? This course will address this question with a focus on children in poverty and children suffering social and emotional risks. We will examine several school initiatives—including the movement to implement standards and high-stakes tests, promising charter and pilot schools, and efforts to improve teaching, as well as selected early childhood initiatives, mentoring programs, and after school interventions. While the primary focus of the course will be on the impact of interventions on children's academic development, we will also look at their impact on children's social and ethical development.
Free. Available online only.
As evidence mounts that family involvement can support children's learning, there is an increasing call in the field for common data collection instruments to measure home–school communication and other aspects of family involvement. This resource from Harvard Family Research Project compiles instruments developed for rigorous program impact evaluations and tested for reliability.
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.