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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 report investigates 11 family support programs that have addressed the needs of vulnerable Latino families. The report clearly demonstrates the need to incorporate culture and family values into the very design of a program. Volume One provides detailed analysis of the various strategies and distills lessons for practitioners; Volume Two provides an in-depth profile of each program.
Hard copy out of stock.
An introduction to the issue on Community-Based Initiatives by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Anne Brady and Julia Coffman of Harvard Family Research Project summarize the long-term evidence about two-generational interventions aimed at improving child development, parenting, and family economics.
M. Elena Lopez and Cami Anderson of Harvard Family Research Project conduct a focus group of Executive Directors of five complex CBIs to learn about the evaluation and self-assessment efforts.
Dr. Gary Orfield, Professor of Education and Social Policy at Harvard University, shares his research on poverty to situate CBIs in the context of the larger social and economic factors that may affect their success.
Harvard Family Research Project provides a chart of 20 major ongoing evaluations of CBIs.
Cami Anderson and Sybilla Dorros from Harvard Family Research Project describe four new approaches and innovations of established methods for evaluating CBIs with examples.
This section features an annotated list of papers, organizations, initiatives, and other resources related to the community-based initiatives.
A list of useful resources on the Internet.
This issue provides a broad overview of the status of evaluations of community-based initiatives (CBI) and begins an ongoing dialogue among practitioners, evaluators, and funders about how to address the challenges involved in evaluating them.
In this course, we deepen the preparation of teachers in training, focusing on schools as organizations in specific political communities wherein people exercise more or less democratic voices in public policies that govern their economic, housing, and education opportunities. Teachers make and influence policies in their classrooms, at their campuses, and in the institutions and/or districts in which they work.
Free. Available online only.
Harvard Family Research Project presents synopses of three alternative approaches to evaluating a hypothetical Robinswood Family Resource Center.
Harvard Family Research Project presents an example of an organization using empowerment evaluation.
William Meezan and Jacquelyn McCroskey, professors at the University of Southern California School of Social Work, outline their recent work on a family preservation program evaluation.
This issue of The Evaluation Exchange, Harvard Family Research Project's quarterly evaluation periodical, explores alternative ways of evaluating family resource centers.
An introduction to the issue on Family Resource Centers by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
This report examines local examples of successful implementation of reforms. It provides useful information to early childhood practitioners who work directly with children and families, managers who direct early childhood agencies and programs, and policymakers who make decisions about program designs and funding strategies.
Free. Available online only.
This is a course about parent involvement and the relationship between homes, schools, and communities. Content is organized around how the home, family, and school influences the growth, development, and education of younger children. Students will learn how schools relate to parents and will acquire knowledge and skills to implement excellent parent involvement programs.
Free. Available online only.
This course, with its fieldwork component, takes gradual and small steps in grappling with the constituent parts of culture. Taking the notion of self as a center of relationship, we adopt a bottom-up approach in tracing how culture dialectically implicates individual mind and selfhood. Forming several research teams, each group will undertake an empirical studies in designated field sites. Each team, using methodological tools available in visual anthropology and video ethnography (with support from the teaching and technical staff), will be required to relate their research findings to one or more theoretical themes covered in this course.
Free. Available online only.
Harvard Family Research Project presents brief descriptions of Minnesota and Oregon's results-based accountability systems.
The Research and Training Center for Children's Mental Health (RTC), in partnership with the Judge Baker Technical Assistance Center, will be offering technical assistance on outcomes, system accountability, and the self-evaluation method.
Kristen Moore and Brett Brown of Child Trends outline the field of child indicators in the 1990s.
Nancy Dunton of the New York State Department of Social Services discusses the challenges to data capacity for outcome-based accountability.
Jean Layzer, Project Director of Abt Associates, examines theories of change in family support programs.