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.
Ricardo Millett from the Woods Fund of Chicago discusses how evaluators can build capacity by addressing issues of diversity and multiculturalism.
Molly Engle and James Altschuld reveal some recent trends in university-based evaluation training.
Tezeta Tulloch from Harvard Family Research Project reviews Robert Brinkerhoff's, The Success Case Method: Find Out Quickly What's Working and What's Not.
Geneva Haertel and Barbara Means of SRI International suggest ways evaluators and policymakers can work together to produce “usable knowledge” of technology’s effects on learning.
J. Curtis Jones from the Partnership for Whole School Change in Boston describes a performing arts intervention that integrates program concepts into its evaluation.
A comparison between American and Japanese mothers' home reading practices with their preschool children enriches our understanding of cross-cultural differences.
Free. Available online only.
This course provides an opportunity for students to reflect on and answer some of the following question: Why do parents and teachers both feel frustrated and powerless to meet the needs of today's students? In this class we will consider the power inequities inherent in schools today. In this class we will consider the power inequities inherent in schools today. We will focus not only on present problems in schools, but on reviewing innovative initiatives and models around the country that give a louder voice to teachers and parents on behalf of children.
Free. Available online only.
Three studies explore how university–school research partnerships can provide teacher professional development to strengthen parent–teacher relations.
Free. Available online only.
Students' pathways through school can be seen as moving through an academic pipeline to adulthood. The Bridging Multiple Worlds model focuses on how diverse youth, beginning in their middle childhood years, navigate across their worlds of families, peers, schools, and communities as they move along their pathways to college, careers, and family roles in adulthood.
Free. Available online only.
This comprehensive resource guide compiles a wealth of information about family involvement from over 100 national organizations. It contains Web links to recent (published in and after 2000) research, information, and tools.
Free. Available online only.
This paper reviews the literature on community organizing. It examines how community organizing differs from traditional parent involvement activities, outlines the characteristic strategies used to engage parents in organizing efforts, and describes the outcomes of these efforts.
Free. Available online only.
Article in the American Educational Research Journal , Vol. 40 , No. 4, December 2003, pp. 879–901.
Using a mixed method analysis, this article looks at the relation between employment and family involvement in children's elementary education for low-income women, and finds that work is both obstacle to and opportunity for family involvement. This article may be downloaded only. It may not be copied or used for any purpose other than scholarship.
Free. Available online only.
Parents’ involvement at school is related to children’s higher literacy, particularly for those from socially or economically disadvantaged families.
Free. Available online only.
This issue of the FINE Forum points to the possibilities of enriching parent-teacher and broader school-community relationships. We hope that you take away ideas for your own practice.
Free. Available online only.
Many lessons have been learned during the past decade of community building; this issue of The Evaluation Exchange explores many of these lessons and their implications. Articles by experienced and insightful authors discuss a number of critical issues now surfacing in this field, including innovations in community-building evaluation, the role of cultural competency in community-based research and evaluation, and how evaluators and funders can better build on the evaluation and learning approaches that community-based organizations already use to improve their work.
Free. 20 Pages.
Xavier de Souza Briggs, founder of the Art and Science of Community Problem-Solving Project at Harvard University, discusses the limitations and possibilities of using evaluation to improve community building.
Xavier de Souza Briggs, founder of the Art and Science of Community Problem-Solving Project at Harvard University, discusses the limitations and possibilities of using evaluation to improve community building in an expanded web only version of the printed article.
A list of new resources on the evaluation of community-building efforts, including reports, tools, and organizations of interest.
This web only version of the New & Noteworthy section features an expanded list of new resources on the evaluation of community-building efforts, including reports, tools, and organizations of interest.
An introduction to the issue on Evaluating Community-Based Initiatives by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Julia Coffman and Marielle Bohan-Baker of HFRP offer ideas for how evaluation can ensure that initiative stakeholders discuss sustainability before it is too late to be useful.
Josh Kirschenbaum and Victor Rubin from PolicyLink discuss the uses of community mapping.
Andrew Mott, Director of the Community Learning Project and former Executive Director of the Center for Community Change, on the importance of building on grassroots approaches to assessment and learning.
Beth Weitzman and Diana Silver from New York University’s Center for Health and Public Service Research share their experience integrating a comparison group design into a theory of change approach.