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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.
This report summarizes the current family involvement standards of practice for teachers and other educators, as described by a variety of professional associations, including the National Parent Teacher Association, the National Council for Accreditation of Teacher Education, and the National Association for the Education of Young Children.
Free. Available online only.
Mark Dynarski and Mary Moore of Mathematica Policy Research, reveal the challenges of evaluating a national program implemented in multiple locations with inherently different key elements.
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.
A list of useful resources on the Internet.
An introduction to the second issue on Out-of-School Time by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Jacquelynne Eccles, Professor at the University of Michigan, shares her thoughts about the contribution of developmental research to the after school conversation and the need for an infrastructure to support this.
Kathleen Hebbeler of SRI International describes the evaluation of CORAL, which seeks to help communities view academic achievement as the shared responsibility of multiple sectors of the community.
Assistant Executive Director for Community Schools Partnerships at the Children’s Aid Society in New York, Jane Quinn spoke with us about how the after school field has evolved and what she thinks the future holds.
Jennifer Smith from HFRP writes about involving youth in evaluation and research.
Cindy McMahon of the YWCA of Ashville, North Carolina, shares how YWCA as a whole, and her after school program as a part of it, used a logic model to show they make a difference for women and families.
JuNelle Harris of HFRP outlines the basics of designing logic models.
The Spring 2001 issue is the second in a series of two dedicated to the field of out-of-school time and after school that was started in the Volume VI, Number 1 issue. This issue features a conversation with Jane Quinn about the out-of-school time field, descriptions of national and local evaluations that are under way, a discussion of developmental research and evaluating after school programs, a description of practices that involve youth in evaluation and research, and some practical advice about using logic models in evaluating after school programs.
Olatokunbo (Toks) Fashola, Associate Research Scientist at the Johns Hopkins University Center for Research on the Education of Students Placed at Risk (CRESPAR), reveals the steps new programs can take to initiate evaluation.
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to this issue's theme of Out-of School Time.
Harvard Family Research Project provides information on initiatives in Texas, California, and Massachusetts.
Martin, an African-American student struggles with peer problems at his elementary school. He experiences racism and classism. How can Martin's mother and his teacher dialogue about sensitive issues?
Free. Available online only.
This chapter provides examples of local and state efforts to build capacity of organizations to obtain and use data that will inform and continuously improve practice and policy. Chapter by Heather Weiss in Perspectives on Crime and Justice:1999-2000 Lecture Series.
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Strategic Communications.
An introduction to the issue on Strategic Communications by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Marielle Bohan-Baker, from Harvard Family Research Project, presents some of the challenges voiced by communications experts in interviews about the use and evaluation of mass media initiatives.
Jacqueline Dugery of the Pew Partnership for Civic Change offers some innovative ways to build on organizational learning to engage in strategic communications campaigns.
Sarah Brown, Director of the National Campaign to Prevent Teen Pregnancy, describes the unique way in which the Campaign has enlisted the support of “unusual suspects” in its efforts to improve child well-being and reduce child poverty.
The Winter 2001 issue focuses on the increasing importance of strategic communications in nonprofits, examining how to best create, produce, and evaluate communications strategies. The issue features communications campaigns and their evaluations, a conversation with a top communications professional, and information and resources for designing and evaluating strategic communications initiatives.
Deborah Morgan of KIDS COUNT describes how the initiative used an integrated self-assessment evaluation design to incorporate strategic communications into its long-term vision to improve child well-being.