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.
Lucy Friedman describes how a collaborative after school initiative links with universities and families to promote college and career preparation among middle school youth.
Peter Frumkin of the University of Texas at Austin describes the five primary ways in which funders define scale as it relates to nonprofits’ efforts to create a lasting and significant impact, and warns that strategic giving requires a nuanced stance grounded in a clear understanding of the many meanings—and limits—of scale.
Susan Fuhrman, Dean of the Graduate School of Education at the University of Pennsylvania, answers three questions on the challenges—political, technical, and financial—states face in developing accountability systems.
Thomas Gais of the Rockefeller Institute of Government discusses the use of information technology in welfare reform.
Fulfilling the democratic promise of equity, inclusion, and accountability requires the participation of an “organized” citizenry with the power to articulate and assert its interests effectively. Organizing is one way to confront these challenges by revitalizing old democratic institutions and creating new ones. In this course, students learn how to engage with social, economic, and political problems from an organizer's perspective ... and how to act to solve them.
Free. Available online only.
Authors from the Institute for Health Policy Studies at the University of California, San Francisco describe how they used both macro-level and individual grantee logic models to drive the evaluation design of the Clinic Consortia Policy and Advocacy Program.
Benoît Gauthier talks about the ways electronic collaboration tools are facilitating evaluation around the world.
Barbara Gebhard of Build describes the initiative's interactive evaluation approach.
Paul Gertler, Harry Patrinos, and Marta Rubio-Codina summarize a study on the outcomes associated with a school-based management intervention in Mexico.
Family-centered practices by professionals serving families and their young children with disabilities have become a cornerstone of personnel preparation programs in early childhood intervention (ECI) and early childhood education. Our research project sought to develop a measure to examine the family-centered beliefs, skills, work systems, and work practices of ECI and ECE graduate students.
Free. Available online only.
This study found that teachers with National Board for Professional Teaching Standards certification have more positive attitudes, are more tenacious in their approaches, and have more strategies for engaging families than noncertified teachers.
Free. Available online only.
Ken Giunta and Todd Shelton of InterAction answer HFRP's questions about their approaches and ideas on evaluating advocacy.
The purpose of this article is to present a conceptual framework and promote promising practices for involving Hispanic, immigrant parents/caregivers of students in their children's education. Toward this end, the article presents a model for how teachers and immigrant parents/families can be trained and encouraged to work as partners to improve student performance.
Free. Available online only.
This study demonstrates that a wide variety of parent and child factors are linked to school readiness and that parenting education and support services promote family activities that relate to positive child outcomes.
Free. Available online only.
Two evaluators from SRI describe the benefits realized by the Parent Institute for Quality Education when they prefaced their summative evaluation with a formative evaluation.
Based on their research with community-organizing groups, Eva Gold and Elaine Simon from Research for Action and Chris Brown from the Cross City Campaign for Urban School Reform describe four strategies for building public accountability for education.
Sonia Gómez-Banrey, Director of Countdown to Kindergarten (CDtoK) for Boston Public Schools (BPS), and Katherine (Kacy) Hughes, Senior Project Manager for Early Childhood and Family Learning at Boston Children’s Museum, highlight key components of the collaboration between BPS and the Museum as part of the CDtoK program to help BPS families better prepare their children for kindergarten.
Steven Goodman, director of the Educational Video Center and author of Teaching Youth Media, describes a program that teaches media literacy and documentary production skills to youth in New York City, with an eye toward fostering civic engagement.
This profile from the Complementary Learning in Action series tells the story of Multnomah County's (Oregon) SUN Service System, an antipoverty and prevention effort that connects educational, social, health, and other services under one umbrella.
Free. Available online only.
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.
Jennifer Greene, Associate Professor at Cornell University, discusses a framework for planning and implementing mixed-method evaluations.
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.
Luis Carlos Greer and Tamara Martinez, youth living in Arizona, describe how they got involved by working with a local community organization to make a change in their community.
Jane Groff from the Kansas Parent Information Resource Center talks about how the endorsement of statewide family involvement standards by the Kansas State Board of Education has resulted in the development of a common vision for family involvement across state education systems and agencies.
A participatory action project in the South Bronx explores how young people, their parents, and community members have mobilized for educational resources, opportunities, and the fulfillment of their dreams.
Free. Available online only.