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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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Introduction: Bibliographies Compiled by FINE


To compile these bibliographies we searched the electronic databases ERIC, Education Abstracts, PsychINFO, SocioFILE, Current Contents, and Dissertation Abstracts using combinations of the keywords “parent,” “family,” “home,” “teacher,” and “school.” We further revised our searches using specific terms such as “family school relationships,” “parent teacher cooperation,” “teacher training,” and “family involvement.” We read abstracts from this initial list of publications, selecting empirical studies relating to family involvement that were conducted primarily within the United States.

Please note that this compilation is not reviewed, nor does it represent the universe of recent family involvement research. We therefore invite member suggestions for additions to our listing. To make suggestions, please contact FINE at


Journal Articles

Adams, K. S., & Christenson, S. L. (2000). Trust and the family-school relationship: Examination of parent-teacher differences in elementary and secondary grades. Journal of School Psychology, 38, 477–497.

Anderson, S. A. (2000). How parental involvement makes a difference in reading achievement. Reading-Improvement, 37, 61–86.

Barksdale-Ladd, M. A., & Thomas, K. F. (2000). What's at stake in high-stakes testing: Teachers and parents speak out. Journal of Teacher Education, 51, 384.

Bloome, D., Katz, L., Solsken, J., Willet, J., & Wilson-Keenan, J. (2000). Interpellations of family/community and classroom literacy practices. Journal of Educational Research, 93, 155–163.

Brook, D., & Hancock R. (2000). What are parent-school organizations for? Some views from an inner-London LEA. Educational Review, 52, 259–267.

Caffery, R., Erdman, P., & Cood, D. (2000). Two systems/one client: Bringing families and school together. Family Journal: Counseling & Therapy for Couples & Families, 8, 154–160.

Cairney, T. H. (2000). Beyond the classroom walls: The rediscovery of the family and community as partners in education. Educational Review, 52, 163–174.

Caldas, S. J., & Caron-Caldas, S. (2000). The influence of family, school, and community on bilingual preference: Results from a Louisiana/Quebec case study. Applied Psycholinguistics, 21, 265–381.

Carter, R. S., & Wojtkiewicz, R. A. (2000). Parental involvement with adolescents' education: Do daughters or sons get more help? Adolescence, 35, 29–44.

Chrispeels, J. H., Castillo, S., & Brown, J. (2000). School leadership teams: A process model of team development. School Effectiveness & School Improvement, 11, 20–56.

Coleman, M., & Wallinga, C. R. (2000). Connecting families and classrooms using family involvement webs. Childhood-Education, 76, 209–214.

Cook, T., Murphy, R., & Hunt, H. D. (2000). Comer's school development program in Chicago: A theory -based evaluation. American Educational Research Journal, 37, 535–597.

Cooper, H., Lindsay, J., & Nye, B. (2000). Homework in the home: How student, family, and parenting-style differences relate to the homework process. Contemporary-Educational Psychology, 25, 464–87.

Culp, A. M., Hubbs-Tait, L., Culp, R., & Stanost, H. (2000). Maternal parenting characteristics and school involvement: Predictions of kindergarten cognitive competence among head start children. Journal of Research in Childhood Education, 15, 5–17.

DeMoss, S., & Vaughn, C. (2000). Reflections on theory and practice in parent involvement from a phenomenographical perspective. The School Community Journal, 10, 45–60.

Desimone, L., Finn-Stevenson, M., & Henrich, C. (2000). Whole school reform in a low-income African American community: The effects of the Cozi Model on teachers, parents, and students. Urban Education, 35, 269–323.

Drake, D. D. (2000). Parents and families as partners in the education process: Collaboration for the success of students in public schools. ERS Spectrum, 18, 34–39.

Faires, J., Nichols, W. D., & Rickelman, R. J. (2000). Effects of parental involvement in developing competent readers in first grade. Reading Psychology, 21, 195–215.

Fantuzzo, J. W., Tighe, E., & Childs, S. (2000). Family involvement questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92, 367–376.

Feuerstein, A. (2000). School characteristics and parent involvement: Influences on participation in children's schools. Journal of Educational Research, 94, 29–39.

Fine, M., Weis, L., Centrie, C., & Roberts, R. (2000). Educating beyond the borders of schooling. Anthropology & Education Quarterly, 31, 131–152.

Griffith, J. (2000). School climate as group evaluation and group consensus: Student and parent perceptions of the elementary school environment. Elementary School Journal, 101, 35–61.

Gutman, L. M. & McLoyd, V. C. (2000). Parents' management of their children's education within the home, at school, and in the community: An examination of African-American families living in poverty. The Urban Review, 32, 1–24.

Gutman, L. M., & Midgley, C. (2000). The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition. Journal of Youth & Adolescence, 29, 223–248.

Hausman, D., & Goldring E. (2000). Parent involvement, influence, and satisfaction in magnet schools: Do reasons for choice matter? The Urban Review, 32, 105–121.

Hernandez, L. P., Hernandez, A., Lopez, M. E., Kreider, H., & Coffman, J. (2000). Local and national implementation of the families and schools together (FAST) program. The School Community Journal, 10, 85–110.

Heymann, S. J., & Earle, A. (2000). Low-income parents: How do working conditions affect their opportunity to help school-age children at risk? American Educational Research Journal, 37, 833–848.

Holloway, S. D. (2000). Accentuating the negative: Views of preschool staff about mothers in Japan. Early Education & Development, 11, 617–632.

Hughes, P. & MacNaughton, G. (2000). Consensus, dissensus or community: the politics of parent involvement in early childhood education. Contemporary Issues in Early Childhood, 1, 241–258.

James, G. (2000) School climate as group evaluation and group consensus: Student and parent perceptions of the elementary school environment. The Elementary School Journal, 101, 35.

Kaplan, D., Kaplan, H. B., & Liu, X. (2000). Family structure and parental involvement in the intergenerational parallelism of school adversity. Journal of Educational Research, 93, 235–244.

Katz, Y. (2000). The parent-school partnership: Shared responsibility for the education of children. Curriculum and Teaching, 15, 95–102.

Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491–511.

Keller, J., & McDade, K. (2000). Attitudes of low-income parents toward seeking help with parenting: Implications for practice. Child Welfare, 79, 285–309.

Kessler-Sklar, S. L., & Baker, A. J. L. (2000). School district parent involvement policies and programs. The Elementary School Journal, 101, 108–118.

Kohl, G. O., Lengua, L. J., & McMahon, R. J. (2000). Parent involvement in school conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38, 501–523.

Krishnamoorthi, R. S. (2000). Making the local school councils work: the implementation of local school councils in Chicago public elementary schools. Journal of Law and Education, 29, 285–314.

La Paro, K., Pianta, R., & Cox, M. (2000). Kindergarten teachers' reported use of kindergarten to first grade transition practices. The Elementary School Journal, 101, 63.

Lake, J. & Billingsley, B. S. (2000). An analysis of factors that contribute to parent-school conflict in special education. Race: Remedial & Special Education, 21, 240–251.

Levine, E. B. & Trickett, E. J. (2000) Toward a model of Latino parent advocacy for educational change. Journal of Prevention & Intervention in the Community, 20, 121–137.

Li, H. & Rao, N. (2000). Parental influences on Chinese literacy development: A comparison of preschoolers in Beijing, Hong Kong, and Singapore. International Journal of Behavioral Development, 24, 82–90.

Lifto, D. E. (2000). What do parents want? American School Board Journal, 187, 51–52.

Lines, P. M. (2000). When home schoolers go to school: A partnership between families and schools. Peabody Journal of Education, 75, 159–186.

Lopez, L. C., Sanchez, V. V., & Hamilton, M. (2000). Immigrant and native-born Mexican-American parents' involvement in a public school: A preliminary study. Psychological Reports, 86, 521–525.

Lubeck, S., & DeVries, M. (2000). The social construction of parent involvement in head start. Early Education and Development, 11, 633–658.

McCarthey, S. J. (2000). Home school connections: a review of the literature. The Journal of Educational Research, 93, 145–153.

McNamara, O., Hustler, D., Stronach, I., Rodrigo, M., Beresford, E., & Botcherby, S. (2000). Room to manoeuvre: Mobilizing the “active partner” in home-school relations. British Educational Research Journal, 26, 473–489.

Mensing, J. F., Desiree, F., Fuller, B., & Kagan, S. L. (2000). How mothers balance work requirements and parenting. Early Education and Development, 11, 573–596.

Murray, P. (2000). Disabled children, parents and professionals: Partnerships on whose terms? Disability & Society, 15, 683–698.

Nakagawa, K. (2000). Unthreading the ties that bind: Questioning the discourse of parent involvement. Educational Policy, 14, 443–472.

Newman, B. M., Myers, M. C., Newman, P. R., Lohman, B. J., & Smith, V. L. (2000). The transition to high school for academically promising, urban, low-income African American youth. Adolescence, 35, 45–66.

Pang, I. W., & Watkins, D. (2000). Towards a psychological model of teacher-parent communication in Hong Kong primary schools. Educational Studies, 26, 141–163.

Patrikakou, E. N. & Weissber, R. P. (2000). Parents' perceptions of teacher outreach and parent involvement in children's education. Journal of Prevention & Intervention in the Community, 20, 103–199.

Peabody Journal of Education, 75(3). (2000). [Edition dedicated to collaboration]

Pelco, L. E., Jacobson, L. R., Ries, R. R., & Melka. S. (2000). Perspectives and practices in family-school partnerships: A national survey of school psychologists. School Psychology Review, 29, 235–250.

Peña, D. C. (2000). Parent involvement: Influencing factors and implications. The Journal of Educational Research, 94, 42–54.

Peña, D. C. (2000). Sharing power? An experience of Mexican American parents serving on a campus advisory council. The School Community Journal, 10, 61–84.

Reese, L., & Gallimore, R. (2000). Immigrant Latino's cultural model of literacy development: An evolving perpsective on home-school discontinuities. American Journal of Education, 108, 103–134.

Riehl, C. J. (2000). The principal's role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of Educational Research, 70, 55–81.

Rimm-Kauffman, S., & Pianta, R. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research, Journal of Applied Developmental Psychology, 21, 491–511.

Schoon, K. J., & Sandoval, P. A. (2000). Attracting, preparing, and keeping great urban teachers: The urban teacher education program, Option II. Urban Education, 35(4), 418.

Shumow, L., & Harris, W. (2000). Teachers' thinking about home-school relations in low-income urban communities. The School Community Journal, 10, 9–24.

Starkey, P., & Klein, A. (2000). Fostering parental support for children's mathematical development: An intervention with head start families. Early Education and Development, 11, 659–681.

Tapia, J. (2000). Schooling and learning in U.S.-Mexican families: A case study of households. The Urban Review, 32, 25–44.

Tatar, M., & Horenczyk, G. (2000). Parental expectations of their adolescents' teachers. Journal of Adolescence, 23, 487–495.

Tice, C. (2000). Enhancing family literacy through collaboration: Program considerations. Journal of Adolescent and Adult Literacy, 44, 138–145.

Westcott, A. D., & Konzal, J. L. (2000). Making our high schools better: How parents and teachers can work together. Harvard Educational Review, 70, 415.



Finding Dissertations and Theses
Dissertations published by Dissertation Abstracts International are available from ProQuest Digital Dissertations through your library or institution. If your library does not subscribe to ProQuest or if you are looking for a dissertation or thesis that is not published, your library may be able to borrow the item through an interlibrary loan. Another option is to check the website where some U.S. and international universities make their dissertations and theses available electronically.

Adelman, M. K. (2000). Traversing Boundaries: Intimacy and distance in teacher-parent relationships. Dissertation Abstracts International, 60, 2440A.

Boberg, T., Carpeneter, K., Haiges, S, & Lundsgaard, B.(2000). Increased student achievement through parental involvement and increased student responsibility. Chicago, IL: Saint Xavier University. (ERIC Document Reproduction Services No. ED439791)

Carroll, M. (2000). Exploring the commitments parents make to their children's education. Dissertation Abstracts International, 60, 3959A.

Simon, B. S. (2000). Predictors of high school and family partnerships and the influence of partnerships on student success. Baltimore, MD: Johns Hopkins University.



Chin, T. (2000). “Did you show that to your parents?”: How fourth graders create, resist, and mediate their parents' involvement in their education. Paper presented at the annual meeting of the American Sociological Association, Washington, DC.

Decker, L. E., Decker, V. A., & Associates (2000). Engaging families and communities: Pathways to educational success. Fairfax, VA: National Community Education Association in Cooperation.

Johnson, D. L., Jiang, Y. H., & Yoon, R. M. (April, 2000) Families in schools: How did a parent education program change parent behaviors related to student achievement. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Services No. ED441012)

Meehan, M. L., Walsh, S., Spring, J., Swisher, A., & Lewis, H. (2000, April). Adult literacy and parenting outcomes of a rural, home-based program. Paper presented at annual meeting of the American Educational Research Association, New Orleans, LA.

Quigley, D. D. (2000, April) Parents and teachers working together to support third grade achievement: Parents as learning partners. Paper presented at annual meeting of the American Educational Research Association, New Orleans, LA.

Stiffler, M. E. (2000). Parent involvement, does it make a difference in high school students' achievement? Paper presented for the Southern Sociological Society, New Orleans, LA.


Books/Book Chapters and Reports

Arzubiaga, A., Ceja, M., & Artiles, A. (2000). Transcending deficit thinking about Latinos' parenting styles: Toward an ecocultural view of family life. In C. Tejeda, C. Martinez & Z. Leonardo (Eds.), Charting new terrains of Chicano(a)/Latina(o) education. Creskill, NJ: Hampton Press.

Civil, M. (2000). Parents as learners and teachers of mathematics. Tucson, AZ: Unviersity of Arizona.

Coffman, J. (2000). The right question project: Capacity building to achieve large-scale sustainable impact. Cambridge, MA: Harvard Family Research Project. 

De Carvalho, M. E. P. (2000). Rethinking family-school relations: A critique of parental involvement in schooling. Mahwah, NJ: Lawrence Erlbaum Associates.

Hernandez, L. (2000). Families and schools together: Building organizational capacity for family-school partnerships. Cambridge, MA: Harvard Family Research Project. 

Hernandez, L. (2000). The Prichard committee for academic excellence: Building capacity for public engagement in educational reform. Cambridge, MA: Harvard Family Research Project. 

Hildago, N. M. (2000). Puerto Rican mothering strategies: The role of mothers and grandmothers in promoting school success. In S. Nieto (Ed.), Puerto Rican students in U.S. schools. Sociocultural, political, and historical studies in education (pp. 167–196). Mahwah, NJ: Lawrence Erlbaum Associates.

Kreider, H. (2000). National network of partnership schools: A model of family-school-community partnerships. Cambridge, MA: Harvard Family Research Project. 

Lopez, M. E. (2000). The national coalition of advocates for students: Capacity building for Southeast-Asian family-school partnerships. Cambridge, MA: Harvard Family Research Project. 

Morris, V. G. (2000). Creating caring and nurturing educational environments for African American children. Westport, CT: Bergin and Garvey.

Powell, D. R. (2000). Preparing early childhood professionals to work with families. In D. Horm-Wingerd, E. Hyson & E. Marilou (Eds.), New teachers for a new century: The future of early childhood professional preparation. Washington, DC: National Institute on Early Childhood Development and Education.

Rosier, K. B. (2000). Mothering inner city children: The early school years. New Brunswick, NJ: Rutgers University Press.

Sanders, M. G., & Epstein, J. L. (2000). Building school-family-community partnerships in middle and high schools. In M. G. Sanders (Ed.), Schooling students placed at risk: Research , policy, and practice in the education of poor and minority adolescents (pp. 339–361) Mahwah, NJ: Lawrence Erlbaum Associates.

Wasow, E. (2000). Families and schools: New lenses, new landscapes. In N. Nager & E. Shapiro (Eds.), Revisiting a progressive pedagogy. The developmental interaction approach. Albany, NY: State University of New York Press.

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