Jump to:Page Content
You are seeing this message because your web browser does not support basic web standards. Find out more about why this message is appearing and what you can do to make your experience on this site better.
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.
|
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.
Priscilla Little presented the workshop Learning What Works: An Evaluation Overview, providing an overview of what we know about after school evaluation. It examines how programs are collecting meaningful data for accountability and program improvement and what they are finding.
Free. Available online only.
Nancy Hill, Amy Baker, and Kevin Marjoribanks discuss the present state and future direction of family involvement research and evaluation, from the perspectives of developmental psychology, evaluation, and education, respectively.
An introduction to the issue on Evaluating Family Involvement Programs by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
M. Elena Lopez, Holly Kreider, and Margaret Caspe from HFRP discuss the co-construction of home-school partnerships to support children’s learning and development.
Herbert Turner, Chad Nye, and Jamie Schwartz explain the Campbell Collaboration’s application of its systematic review process to parent involvement interventions.
Robert Nix, research associate at Pennsylvania State University, describes how a rigorous evaluation of a complex behavior problems preventive intervention analyzes its school-home component.
This issue of The Evaluation Exchange brings together the current knowledge base of programs in family support and family involvement, providing a continuous perspective on family processes with regard to children's learning and development, from a child's early years through adolescence. Articles address the challenges of evaluating family programs, such as the need for conceptual clarity, methodological rigor, accountability, and contextual responsiveness. Rounding out the issue are examples of ongoing evaluations of parent leadership and organizing to ensure that schools serve all children at high standards.
Veronica Thomas and Velma LaPoint describe the Talent Development approach to evaluating an urban family-school-community partnership program.
Margaret Caspe from HFRP describes the various measures family intervention and prevention programs use to evaluate family processes.
Scott Rosas, from the Nemours Foundation, discusses the potential of concept mapping for the design and implementation of family support evaluations.
Eric Dearing, from the University of Wyoming, explains some of the basic uses of multilevel modeling, using examples from family involvement research and evaluation.
M. Elena Lopez of HFRP interprets themes from a participatory evaluation and parent engagement institute.
David Scheie, See Moua, and Pang Lee summarize lessons learned by listening to parents’ spontaneous stories during a parent survey interview.
Kelly Faughnan and Cassandra Wolos of HFRP present two listings of upcoming program evaluations, the first in parent leadership and organizing, the second in family involvement in education.
Jeanne Brooks-Gunn reflects on the breakthrough findings and new directions for research, evaluation, and practice in family-focused interventions.
Audrey Laszewski, project director of the Early Years Home Visitation Outcomes Project of Wisconsin, describes how a stakeholder collaboration resulted in a common outcome measurement process.
We teamed up with the National Center for Family and Community Connections with Schools at the Southwest Educational Development Laboratory (SEDL) to present this 1-day Family, School, and Community Connections Symposium: New Directions for Research, Practice, and Evaluation.
Free. Available online only.
Engaging with families is one of the many strategies that out-of-school time (OST) programs use to create quality, adult-supervised experiences for youth during nonschool hours. This workshop introduced participants to the latest research and evaluation findings on family involvement in OST programs, and shared strategies for engaging with families, using two case studies to illustrate these practices in context.
Free. Available online only.
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.
Daniel Khimasia from Frontier College shares lessons learned from evaluating the administering of a literacy program using web surveys.
David Fetterman, from the Schools of Medicine and Education at Stanford University, describes how technological tools can be integrated into the practice of empowerment evaluation.
This section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Harnessing Technology for Evaluation.
Stone Wiske and David Eddy Spicer, from the Harvard Graduate School of Education, describe the school's Wide-Scale Interactive Development for Educators program
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 Harnessing Technology for Evaluation.