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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

Abrams, L. S., & Gibbs, J. T. (2002). Disrupting the logic of home-school relations: Parent involvement strategies and practices of inclusion and exclusion. Urban Education, 37, 384–407.

Academic success among African American and Latino adolescents [Special issue]. (2002). Applied Developmental Science, 6(2).

Alles-Jardel, M., Fourdrinier, C., Roux, A., & Schneider, B. H. (2002). Parents' structuring of children's daily lives in relation to the quality and stability of children's friendships. International Journal of Psychology, 37, 65–73.

Auerbach, S. (2002). “Why do they give the good classes to some and not to others?” – Latino parent narratives of struggle in a college access program. Teachers College Record, 104(7), 1369–1392.

Beasley, M. T. (2002). Influence of culture-related experiences and sociodemographic risk factors on cognitive readiness among preschoolers. Journal of Education for Students Placed at Risk, 7, 3–23.

Bemak, F., & Cornely, L. (2002). The SAFI Model as a critical link between marginalized families and schools: A literature review and strategies for school counselors. Journal of Counseling and Development, 80(3), 322–331.

Birch, T. C., & Ferrin, S. E. (2002). Mexican American parental participation in public education in an isolated Rocky Mountain rural community. Equity & Excellence in Education, 35(1), 70–78.

Brody, G. H., Dorsey, S., Forehand, R., & Armistead, L. (2002). Unique and protective contributions of parenting and classroom processes to the adjustment of African American children living in single parent families. Child Development, 73, 274–286.

Brown, E. L. (2002). Mrs. Boyd's fifth-grade inclusive classroom: A study of multicultural teaching strategies. Urban Education, 37, 126–141.

Cai, Y., Reeve, J., & Robinson, D. T. (2002). Home schooling and teaching style: Comparing the motivating styles of home school and public school teachers. Journal of Educational Psychology, 94, 372–380.

Cairney, T. H. (2002). Bridging home and school literacy: In search of transformative approaches to curriculum. Early Child Development & Care, 172, 153–172.

Campbell, F. A., Pungello, E. P, & Miller-Johnson, S. (2002). The development of perceived scholastic competence and global self-worth in African American adolescents from low-income families: The roles of family factors, early educational intervention, and academic experience. Journal of Adolescent Research, 17, 277–302.

Cardoso, M., & Solomon, J. (2002). Studies of Portugese and British primary pupils learning science through simple activities in the home. International Journal of Science Education, 24(1), 47–60.

Catsambis, S. (2002). Expanding knowledge of parental involvement in children's secondary education: Connections with high school seniors' academic success. Social Psychology of Education, 5, 2, 149–177.

Coatsworth, J. D., Pantin, H., & Szapocznik, J. (2002). Families unidas: A family-centered ecodevelopmental intervention to reduce risk for problem behavior among Hispanic adolescents. Clinical Child & Family Psychology Review, 5(2), 113–132.

Cochren, J. R., & Yager, S. L. (2002). Want to know what your parents think?: Ask them! Contemporary Education, 72, 25–33.

Connell, C. M., & Prinz, R. J. (2002). The impact of childcare and parent-child interactions on school readiness and social skills development for low-income African American children. Journal of School Psychology, 40, 177–193.

Constantine, M. G., & Blackmon, S. M. (2002). Black adolescents' racial socialization experiences: Their relations to home, school and peer self-esteem. Journal of Black Studies, 32, 322–335.

Cooper, C. R. (2002). Five bridges along students' pathways to college: A developmental blueprint of families, teachers, counselors, mentors, and peers in the Puente project. Educational Policy, 16(4), 607–622.

Crespi, T. D., & Howe, E. A. (2002). Families in crisis: Considerations for special service providers in the schools. Special Services in the Schools, 18, 43–54.

Critical issues in research on families. (2002). The Journal of Special Education, 36(3), 124–154.

Davies, D. (2002). The 10th school revisited: Are school/family/community partnerships on the reform agenda now? Phi Delta Kappan, 83, 388–392.

Dee, J. R., & Henkin, A. B. (2002). Assessing dispositions toward cultural diversity among preservice teachers. Urban Education, 37, 22–41.

Deslandes, R., & Cloutier, R. (2002). Adolescents' perception of parental involvement in schooling. School Psychology International, 23, 220–232.

Dickinson, D. K., & Tabors, P. O. (2002). Fostering language and literacy in classrooms and homes. Young Children, 57, 10–18.

Dunst, C. J. (2002). Family-centered practices: Birth through high school. The Journal of Special Education, 36(3), 139–147.

Epstein, J. L., & Sheldon, S. B. (2002). Present and accounted for: Improving students attendance through family and community involvement. The Journal of Educational Research, 95(5), 308–318.

Evans, W. H. (Ed.). Voices of the children and their parents [Special section]. Preventing School Failure, 46(2).

Fantuzzo, J., & McWayne, C. (2002). The relationship between peer-play interactions in the family context and dimensions of school readiness for low-income preschool children. Journal of Educational Psychology, 94, 79–87.

Fisher, T. A., Matthews, L., Stafford, M. E., Nakagawa, K., & Durante, K. (2002). School personnel's perceptions of effective programs for working with mobile students and families. Elementary School Journal, 102, 317–333.

Foot, H., Howe, C., Cheyne, B., Terras, M., & Rattray, C. (2002). Parental participation and partnership in pre-school provision. International Journal of Early Years Education, 10(1), 5–19.

Frieman, B. B., & Berkeley, T. R. (2002). Encouraging fathers to participate in the school experiences of young children: The teacher's role. Early Childhood Education Journal, 29, 209–213.

Gadsden, V. (2002). Engaging fathers: Issues and considerations for early childhood education. Young Children, 57(6), 32–42.

Gonzalez, A. R. (2002). Parental involvement: Its contribution to high school students' motivation. The Clearing House, 75(3), 132–134.

Gonzalez-Mattingly, N. L. (2002). When discourses collide: An ethnography of migrant children at home and in school. Journal of Literacy Research, 34(1), 159–164.

Gonzalez-Pienda, J. A., Nunez, J. C., Gonzalez-Pumariega, S., Alvarez, L., Roces, C., & Garcia, M. (2002). A structural equation model of parental involvement, motivational and attitudinal characteristics, and academic achievement. Journal of Experimental Education, 70, 257–287.

Goodwin, A. L. (2002). Teacher preparation and the education of immigrant children. Education & Urban Society, 34, 156–172.

Gotlieb, A. (2002). Despite changes, Chicago parents still wield power. The Term Paper, 1(1), 2–7. [Available at]

Gutman, L. M., Sameroff, A. J., & Eccles, J. S. (2002). The academic achievement of African American students during early adolescence: An examination of multiple risk, promotive, and protective factors. American Journal of Community Psychology, 30, 367–399.

Haggerty, K. P., Fleming, C. B., Lonczak, H. S., Oxford, M. L., Harachi, T. W., & Catalano, R. F. (2002). Predictors of participation in parenting workshops. Journal of Primary Prevention, 22, 375–387.

Hanafin, J., & Lynch, A. (2002). Peripheral voices: Parental involvement, social class, and educational disadvantage. British Journal of Sociology of Education, 23(1), 35–49.

Handwerker, W. P. (2002). The construct validity of cultures: Cultural diversity, culture theory, and a method for ethnography. American Anthropologist, 104, 106–122.

Harry, B. (2002). Trends and issues in serving culturally diverse families of children with disabilities. The Journal of Special Education, 36(3), 131–138, 147.

Ho, B. S. (2002). Application of participatory action research to family-school intervention. School Psychology Review, 31(1), 106–121.

Hoover-Dempsey, K. V., Walker, J. M. T., Jones, K. P., & Reed, R. P. (2002). Teachers Involving Parents (TIP): Results of an in-service teacher education program for enhancing parental involvement. Teaching and Teacher Education, 18(7), 843–867.

Hundt, T. A. (2002). Videotaping young children in the classroom: Parents as partners. Teaching Exceptional Children, 34, 38–43.

Kagan, J. (2002). Empowerment and education: Civil rights, expert-advocates, and parent politics in Head Start, 1964–1980. Teachers College Record, 104, 516–562.

Kelly-Vance, L., & Schreck, D. (2002). The impact of a collaborative family/school reading programme on student reading rate. Journal of Research in Reading, 25, 43–53.

Kenny, M. E., Gallagher, L. A., Alvarez-Salvat, R., & Silsby, J. (2002). Sources of support and psychological distress among academically successful inner-city youth. Adolescence, 37, 161–182.

Kim, E. (2002). The relationship between parental involvement and children's educational achievement in the Korean immigrant family. Journal of Comparative Family Studies, 33(4), 529.

Kim, K., & Rohner, R. P. (2002). Parental warmth, control, and involvement in schooling: Predicting academic achievement among Korean American adolescents. Journal of Cross-Cultural Psychology, 33, 127–140.

Kutash, K., Duschnowski, A. J., Sumi, W. C., Rudo, Z., & Harris, K. M. (2002). A school, family, and community collaborative program for children who have emotional disturbances. Journal of Emotional & Behavioral Disorders, 10(2), 99–107.

Langhout, R. D., Rappaport, J., & Simmons, D. (2002). Integrating community into the classroom: Community gardening, community involvement, and project-based learning. Urban Education, 37, 323–350.

Leistyna, P. (2002). Extending the possibilities of multicultural community partnerships in urban public schools. The Urban Review, 34, 1–23.

Levenstein, P., Levenstein, S., & Oliver, D. (2002). First grade school readiness of former child participants in a South Carolina replication of the Parent-Child Home Program. Journal of Applied Developmental Psychology, 23(3), 331.

Levin, H. M., & Belfield, C. R. (2002). Families as contractual partners in education. UCLA Law Review, 49(6), 1799–1824.

Lewis, A. E., & Forman, T. A. (2002). Contestation or collaboration: A comparative study of home-school relations. Anthropology and Education Quarterly, 33, 60–89.

Linder, P. E., & Foote, M. M. (2002). Why should we care about family literacy? Preservice and mentor teachers' awareness. Journal of Reading Education, 27, 8–16.

Lowe, R., & Whipp, J. (2002). Examining the Milwaukee parent choice program: Options or opportunities? Educational Researcher, 31, 33–49.

Mahoney, J. L., Schweder, A. E., & Sattin, H. (2002). Structured after-school activities as a moderator of depressed mood for adolescents with detached relations to their parents. Journal of Community Psychology, 30, 69–86.

Marjoribanks, K. (2002). Family background, individual and environmental influences on adolescents' aspirations. Educational Studies, 28, 33–46.

Martin, E. J., & Hagan-Burke, S. (2002). Establishing a home-school connection: Strengthening the partnership between families and schools. Preventing School Failure, 46, 62–66.

Mattingly, D. J., Prislin, R., McKenzie, T. L., Rodriguez, J. L., & Kayzar, B. (2002). Evaluating evaluations: The case of parent involvement programs. Review of Educational Research, 72, 549–576.

McBride, B. A., Bae, J., & Wright, M. (2002). An examination of family-school partnership initiatives in rural prekindergarten programs. Early Education & Development, 13, 107–127.

McNichol, S. J., & Dalton, P. (2002). “The best way is always through the children”: The impact of family reading. Journal of Adolescent & Adult Literacy, 46(3), 246–253.

Mendez, J. L., McDermott, P., & Fantuzzo, J. (2002). Identifying and promoting social competence with African American preschool children: Developmental and contextual considerations. Psychology in the Schools, 39, 111–123.

Mistry, R. S., Vandewater, E. A., Huston, A. C., & McLoyd, V. C. (2002). Economic well-being and children's social adjustment: The role of family process in an ethnically diverse low-income sample. Child Development, 73, 935–951.

Muhlenhaupt, M. (2002). Family and school partnership for IEP development. Journal of Visual Impairment & Blindness, 96, 175–178.

Nakagawa, K., Stafford, M. E., Fisher, T. A., & Matthews, L. (2002). The city migrant dilemma: Building community at high-mobility urban schools. Urban Education, 37, 96–125.

NICHD Early Child Care Resource Network. (2002). Early child care and children's development prior to school entry: From the NICHD study of early child care. American Educational Research Journal, 39, 133–164.

Nichols, J. D., & Nichols, G. W. (2002). The impact of looping and non-looping classroom environments on parental attitudes. Educational Research Quarterly, 26(1), 23.

Nixon, M. (2002). How the web keeps parents “in the know”. THE Journal, 29, 58–60.

Opp, R. D., Hamer, L. M., & Beltyukova, S. (2002). The utility of an involvement and talent development framework in defining charter school success: A pilot study. Education & Urban Society, 34(3), 384–406.

Ortega, A., & Ramirez, J. (2002). Parent literacy workshops: One school's parent program integrated with the school day. The Reading Teacher, 55, 726–729.

Perrin, E. C. (2002). A difficult adjustment to school: The importance of family constellation. Journal of Developmental & Behavioral Pediatrics, 23(3), 171–174.

Pezdek, K., Berry, T., & Renno, P. A. (2002). Children's mathematics achievement: The role of parents' perceptions and their involvement in homework. Journal of Educational Psychology, 94(4), 771.

Pianta, R. C., La Paro, K. M., Payne, C., Cox, M. J., & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family and school characteristics and child outcomes. Elementary School Journal, 102, 225–238.

Ramirez, A. Y. (2002). UNESCO's learning, the treasure within and parental involvement: An examination of policy and policy formation. International Education, 31(2), 33–43.

Rankin, B. H., & Quane, J. M. (2002). Social contexts and urban adolescent outcomes: The interrelated effects of neighborhoods, families, and peers on African-American youth. Social Problems, 49, 79–100.

Reese, L. (2002). Parental strategies in contrasting cultural settings: Families in Mexico and El Norte. Anthropology & Education Quarterly, 33, 30–59.

Reglin, G. L. (2002). Project Reading and Writing (R.A.W.): Home visitations and the school involvement of high-risk families. Education (Chula Vista, Calif.), 123(1), 153–160.

Rodriguez, J. L. (2002). Family environment and achievement among three generations of Mexican American high school students. Applied Developmental Science, 6, 88–94.

Rogers, R. (2002). Between contexts: A critical discourse analysis of family literacy, discursive practices, and literate subjectivities. Reading Research Quarterly, 37(3), 248–277.

Sanders, M. G., & Harvey, A. (2002). Beyond the school walls: A case study of principal leadership for school-community collaboration. Teachers College Record, 104(7), 1345–1368.

Sartor, C. E., & Youniss, J. (2002). The relationship between positive parental involvement and identity achievement during adolescence. Adolescence, 37, 221–234.

Schneider, M., & Buckley, J. (2002). What do parents want from schools? Evidence from the Internet. Educational Evaluation and Policy Analysis, 24(2), 133.

Senechal, M., & LeFevre, J. (2002). Parental involvement in the development of children's reading skills: A five-year longitudinal study. Child Development, 73, 445–460.

Sheldon, S. B. (2002). Parents' social networks and beliefs as predictors of parent involvement. Elementary School Journal, 102, 301–316.

Sheldon, S. B., & Epstein, J. L. (2002). Improving student behavior and school discipline with family and community involvement. Education & Urban Society, 35, 4–26.

Simpson, D., & Cieslik, M. (2002). Education action zones, empowerment, and parents. Educational Research, 44(2), 119–128.

Tapia, J. (2002). Reexamining anthropology and education: Bringing economics back to culture. Urban Education, 37, 365–383.

Tierney, W. G. (2002). Parents and families in precollege preparation: The lack of connection between research and practice. Educational Policy, 16(4), 588–606.

Tracey, D. H., & Young, J. W. (2002). Mothers' helping behaviors during children's at-home oral-reading practice: Effects of children's reading ability, children's gender, and mothers' educational level. Journal of Educational Psychology, 94(4), 729.

Tucker, C. M., & Herman, K. C. (2002). Using culturally sensitive theories and research to meet the academic needs of low-income African American children. American Psychologist, 57(10), 762.

Valencia, R. R., & Black, M. S. (2002). “Mexican Americans don't value education!” – The basis of the myth, mythmaking, and debunking. Journal of Latinos & Education, 1(2), 81–103.

Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53, 20–33.

Wagner, M, Spiker, D, & Linn, M. I. (2002). The effectiveness of the Parents as Teachers program with low-income parents and children. Topics in Early Childhood Special Education, 22(2), 67–81.

Weiner, L. (2002). Assessing systemic reform's “learning by all”: Who evaluates learning policy analysts? Educational Policy, 16, 239–263.

Williams, T. R., Davis, L. E., Cribbs, J. M., Saunders, J., & Williams, J. H. (2002). Friends, family, and neighborhood: Understanding academic outcomes of African American youth. Urban Education, 37, 408–431.

Winnail, S. D., Geiger, B. F., & Nagy, S. (2002). Why don't parents participate in school health education? American Journal of Health Education, 33(1), 10–14.

Wolbers, K. A. (2002). Cultural factors and the achievement of black and Hispanic deaf students. Multicultural Education, 10(1), 43–48.

Xu, Jianzhong. (2002). Do early adolescents want family involvement in their education?: Hearing voices from those who matter most. The School Community Journal, 12, 53–72.


Dissertations and Theses

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.

Aikens, A. M. (2002). Parental involvement: The key to academic success. Dissertations Abstracts International, 63(6), 2105. (UMI No. 3056043)

Alvarez-Salvat, R. M. (2002). Cultural and familial barriers to school success. Dissertations Abstracts International, 63(2), 1013. (UMI No. 3043409)

Auerbach, S. (2002). Under co-construction: Parent roles in promoting college access for students of color. Dissertations Abstracts International 62(11), 3735A.

Balkcom, C. T. (2002). African American parental involvement in education: A phenomenological study of the role of self-efficacy. Dissertations Abstracts International, 63(2), 495. (UMI No. 3041993)

Banister, J. L. (2002). “Home-work”: Difference and (em)power(ment) in parent involvement discourse. Dissertations Abstracts International 62(7), 2379A.

Barza, L. C. (2002). Early reading acquisition: Perceptions and interactions of Haitian American, Jamaican American, and Cuban American families. Dissertations Abstracts International, 63(4), 1259. (UMI No. 3050710)

Becker, J. (2002). Home-school relationships in an urban high school, the roles teens play, and the influences these relationships have on teens' school experiences. Dissertations Abstracts International, 63(1), 135. (UMI No. 3041072)

Bice, C. J. F. (2002). The relationship between elementary parent involvement programs and secondary students' achievement and attendance. Dissertations Abstracts International, 63(4), 1259. (UMI No. 3051777)

Boone, B. J. W. (2002). Family-school connections: A study of parent involvement in Ohio's partnership schools. Dissertations Abstracts International, 63(4), 1195. (UMI No. 3048998)

Constantino, S. M. (2002). High-school student perspectives on the interaction between family involvement and peer relationship on their own school engagement practices. Dissertations Abstracts International, 63(4), 1198. (UMI No. 3047970)

Cooper, C. M. W. (2002). School choice reform and the standpoint of African American mothers: The search for power and opportunity in the educational marketplace. Dissertations Abstracts International, 62(12), 4116A.

DeNise Annunziata, D. (2002). Family influences on school success in African American inner-city early adolescents. Dissertation Abstracts International, 62(12), 5995B. (UMI No. 3037208)

Dillon, H. N. (2002). Promoting family involvement: An analysis of the role and strategies of Educational Services Teams. Dissertations Abstracts International, 63(3), 868. (UMI No. 3048282)

Eunjung, K. (2002). The relationship between parental involvement and children's educational achievement in the Korean American family. Dissertations Abstracts International, 62(9), 3201A. (UMI No. 3025811)

Farwell, M. M. (2002). Effects of community on parent involvement. Dissertation Abstracts International, 62(9), 4273B. (UMI No. 3027119)

Godber, Y. E. (2002). School climate: Understanding parent perspectives to strengthen family-school relationships. Dissertation Abstracts International, 63(6), 2128. (UMI No. 3056317)

Gray-Smith, K. Y. (2002). African-American mothers' attitudes and feelings of efficacy regarding their involvement in their children's 1st year in kindergarten. Dissertation Abstracts International, 62(8), 2681A. (UMI No. 3022266)

Guercio, A. M. (2002). Directing a preschool for children with disabilities. Confusion in communication: Parents and teachers. Dissertation Abstracts International, 63(5), 1644. (UMI No. 3052882)

Hall-Irby, L. K. (2002). An exploratory analysis of Mexican-American parental involvement perspectives on home, school, and community collaboration. Dissertation Abstracts International, 63(3), 829. (UMI No. 3047741)

Jackson, J. M. (2002). The factors of written school communication that influence African-American middle school parent involvement. Dissertation Abstracts International, 63(2), 445. (UMI No. 3042777)

Jones, S. D. A. (2002). College bound: School, family and society in the constructions of students' post-high school futures. Dissertation Abstracts International, 62(11), 3736A.

Katz, P. (2002). Mothers as informal science class teachers. Dissertation Abstracts International, 63(6), 2185. (UMI No. 3055582)

Keis, R. B. (2002). Developing authorship in Latino parents: A case study of the Libros y Familias Program (Oregon). Dissertation Abstracts International, 63(4), 1233. (UMI No. 3052242)

Kerr, M. H. (2002). The effects of family involvement on the problem and prosocial behavior outcomes of Latino youth. Dissertation Abstracts International, 63(6), 2804. (UMI No. 3055584)

Lee, T. S. (2002). Increasing stakeholders' participation in the Individual Education Plan (IEP) development process through action research. Dissertation Abstracts International, 62(10), 3346. (UMI No. 3030687)

Maruca, P. M. (2002). Impact of parent involvement on Hispanic, limited English proficient students and their parents. Dissertation Abstracts International, 63(5), 1718. (UMI No. 3055219)

McCullough, J. R. (2002). Developmental changes in the relationship between parent involvement in education and children's academic achievement. Dissertation Abstracts International, 63(1), 567. (UMI No. 3040743)

Miretzky, D. A. (2002). Parent-teacher perspectives on parent-teacher relationships. Dissertation Abstracts International, 63(3), 900. (UMI No. 3047869)

Ostrow, L. A. (2002). Parent participation: Salvadoran and Guatemalan immigrants' involvement in their children's schools. Dissertation Abstracts International, 62(12), 4355A. (UMI No. 3035630)

Patte, M. M. (2002). Defining parent involvement in rural elementary school through the eyes of parents, students, teachers, and administrators: A case study. Dissertation Abstracts International, 63(5), 1693. (UMI No. 3051722)

Sanders, D. A. (2002). The dynamics of parent-school communication, collaboration, and African American students' success: A participatory action research study. Dissertation Abstracts International, 63(6), 2118. (UMI No. 3056046)

Turk, C. L. (2002). School, family, and community partnerships in the middle grades: The relationship between types of involvement and academic outcomes. Dissertation Abstracts International, 63(1), 74. (UMI No. 3041332)

Vasek, J. A. (2002). The relationship between parent involvement typology and grade 3 reading achievement in a selected Texas school district. Dissertation Abstracts International, 63(6), 2183. (UMI No. 3056936)


Research Briefs, Papers, and Reports

Action Alliance for Children (2002). Pathways to parent leadership/Senderos a un liderazgo de padres. Oakland, CA: Author. [Available at]

Arzubiaga, A., MacGillivray, L., & Rueda, R. (2002). Lessons from Latina teachers' childhoods. Cambridge, MA: Harvard Family Research Project, Family Involvement Network of Educators. 

Blanc, S., Brown, J., Nevarez-La Torre, A., & Brown, C. (2002). Strong neighborhoods, strong schools: Logan Square Neighborhood Association case study. Chicago: Cross City Campaign for Urban School Reform. [Available at]

Bloom, L. R. (2002). “I'm poor, I'm single, I'm a mom, and I deserve respect”: Advocating in schools as/with mothers in poverty. Cambridge, MA: Harvard Family Research Project, Family Involvement Network of Educators. 

Bohan-Baker, M., & Little, P. M. D. (2002, April). The transition to kindergarten: A review of current research and promising practices to involve families. Cambridge, MA: Harvard Family Research Project.

Brenner, D., Jayroe, T., & Boutwell, A. (2002). Working with families in the rural south: Findings from the REA-funded Promising Readers Program. Cambridge, MA: Harvard Family Research Project, Family Involvement Network of Educators. 

Caspe, M. S., Traub, F. E., Little, P. M. D. (2002, August). Beyond the head count: Evaluating family involvement in out-of-school time programs. Cambridge, MA: Harvard Family Research Project. [

Chin, M. M., & Newman, K. S. (2002). High stakes: Time poverty, testing and the children of the working poor. New York: The Foundation for Child Development.

Davies, D. (2002). Middle and high school teachers as initiators of parent involvement projects. Boston: Institute for Responsive Education. [Available at]

ECS Information Clearing House. (2002). 2000–01 selected state policies. Denver, CO: Education Commission of the States. [Available at:]

Gold, E., Pickron-Davis, M., & Brown, C. (2002). Strong neighborhoods, strong schools: Alliance Organizing Project case study. Chicago: Cross City Campaign for Urban School Reform.

Gold, E., Simon, E., & Brown, C. (2002). Strong neighborhoods, strong schools: Oakland community organizations case study. Chicago: Cross City Campaign for Urban School Reform.

Gold, E., Simon, E., & Brown, C. (2002). Strong neighborhoods, strong schools: Successful community organizing for school reform. Chicago: Cross City Campaign for Urban School Reform.

Harvard Family Research Project. (2002, Spring). The Evaluation Exchange, 8(1). Cambridge, MA: Author. 

Harvard Family Research Project, Family Involvement Network of Educators. (2002, Spring). FINE Forum, 4. Cambridge, MA: Author. 

Harvard Family Research Project, Family Involvement Network of Educators (2002, Fall). FINE Forum, 5. Cambridge, MA: Author. 

Hood, J. L., & LoVette, O. K. (2002, February). An investigation of the relationship between parents' perceptions of parental involvement and the academic achievement of their children. Paper presented at the annual meeting of the Louisiana Educational Research Association, Reston, LA. (ERIC Document Reproduction Service No. ED464741)

Institute for Responsive Education. (2002). Supporting parents as leaders: Stories of dedication, determination, and inspiration. Boston: Author. [Available at]

Jacobs, D. T., & Reyhner, J. (2002). Preparing teachers to support American Indian and Alaska Native student success and cultural heritage. [Available at]

Jehl, J. (2002). Making connections to improve education. Baltimore, MD: Annie E. Casey Foundation. [Available at (Acrobat file).]

Jones, T. G. (2002). Incorporating Latino parents' perspectives into teacher preparation. Cambridge, MA: Harvard Family Research Project, Family Involvement Network of Educators. [

Kauffman Foundation (2002). Set for success: Building a strong foundation for school readiness based on the social-emotional development of young children. Kansas City, MO: Author.

Kreider, H. (2002, April). Getting parents “ready” for kindergarten: The role of early childhood education. Cambridge, MA: Harvard Family Research Project.

Levine, L. A. (2002). Teachers' perceptions of parental involvement: How it effects our children's development in literacy. New York: Author. (ERIC Document Reproduction Service No. ED465438)

Mapp, K. L. (2002, April). Having their say: Parents describe how and why they are involved in their children's education. Paper presented at the annual meeting of the American Education Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED464724)

Melaville, A. (2002). Community schools: Partnerships for excellence. Washington, DC: Coalition for Community Schools. (ERIC Document Reproduction Service No. ED464425) [Available at]

National Association of Partners in Education. (2002). Pocket guide to teacher-parent engagement through partnerships. Alexandria, VA: National Association of Partners in Education.

Nichols Soloman, R., & Rhodes, A. (2002). Strong images and practical ideas: A guide to parent engagement in school reform. Baltimore, MD: Annie E. Casey Foundation. [Available at]

Parker, B. (2002). Family focus groups on school to home to school communication. Arnold, MD: Southern Sociological Society.

Pelletier, J. (2002). Parents come to kindergarten: A unique junior kindergarten program for four-year-olds and their families. Cambridge, MA: Harvard Family Research Project, Family Involvement Network of Educators. [Available at 

Recruiting New Teachers. (2002). Connect for success: Building a teacher, parent, teen alliance. Belmont, MA: Recruiting New Teachers. [Available at

Reynolds, A. J., Temple, J. A., Robertson, D. L., & Mann, E. A. (2002). Age 21 cost-benefit analysis of the Title I Chicago child-parent centers. Madison, WI: Institute for Research on Poverty. (ERIC Document Reproduction Service No. ED462523) [Available at]

Sanders, M. G., & Simon, B. S. (2002). Program development in the National Network of Partnership Schools: A comparison of elementary, middle, and high schools. Baltimore, MD: CRESPAR/Johns Hopkins University. (ERIC Document Reproduction Service No. ED464997)

Simon, E., Gold, E., & Brown, C. (2002). Strong neighborhoods, strong schools: Austin Interfaith case study. Chicago: Cross City Campaign for Urban School Reform.

Simon, E., Gold, E., & Brown, C. (2002). Strong neighborhoods, strong schools: New York ACORN case study. Chicago: Cross City Campaign for Urban School Reform.

Symeou, L. (2002). Valuing parents as co-educators: A teacher-parent partnership project in Cyprus. Cambridge, MA: Harvard Family Research Project, Family Involvement Network of Educators.

Temple University Center for Public Policy and the Eastern Pennsylvania Organizing Project (2002). A parent-teacher strategy to improve teaching and learning in the Philadelphia public schools. Washington, DC: Author. [Available at]

Tinkler, B. (2002). A review of literature on Hispanic/Latino parent involvement in K-12 education. Denver, CO: Assets for Colorado Youth. [Available at]

Tomás Rivera Policy Institute Center for Latino Educational Excellence (2002). College knowledge: What Latino parents need to know and why they don't know it. Claremont, CA: Author.

Wulff, B. D. (2002). Helping every student succeed: Schools and communities working together. Pomfret, CT: Study Circles Resource Center. [Available at]


Books/Book Chapters

Bryk, A. S., & Schneider, B. L. (2002). Trust in schools: A core resource for improvement (The Rose Series in Sociology). New York: Russell Sage Foundation.

Calderon, M. E. (2002). Designing and implementing two-way bilingual programs. Thousand Oaks, CA: Corwin Press.

Chua, L. (2002). Psycho-social adaptation and the meaning of achievement for Chinese immigrants. New York: LFB Scholarly Publishing.

Dodd, A. (2002). Beyond parental involvement: A new paradigm for parent/school/community relationships: Stories, strategies, and promising practices. New York: Palgrave.

Dodd, A. W., & Konzal, J. L. (2002). How communities build stronger schools: Stories, strategies, and promising practices for educating every child. New York: Palgrave.

Dorries, D. (2002). Creating home-school connections: Opportunities and barriers. In G. McAuliffe (Ed.), Working with troubled youth in schools: A guide for all school staff (pp. 49–59). Westport, CT: Bergin & Garvey.

Downey, D. B. (2002). Parental and family involvement in education. In A. Molnar (Ed.), School reform proposals: The research evidence. Tempe, AZ: Information Age Publishing. [Available at

Dryfoos, J., & Maguire, S. (2002). Inside full-service community schools. Thousand Oaks, CA: Corwin Press.

Kay, P., Fitzgerald, M., & McConaughy, S. H. (2002). Building effective parent-teacher partnerships. In B. Algozzine & P. Kaye (Eds.), Preventing problem behaviors: A handbook of successful prevention strategies (pp. 104–125). Thousand Oaks, CA: Corwin Press.

Kugler, E. (2002). Debunking the middle-class myth: Why diverse schools are good for all kids. Lanham, MD: Scarecrow Education.

Kyle, D. W., McIntyre, E., Miller, K. B., & Moore, G. H. (2002). Reaching out: A K-8 resource for connecting families and schools. Thousand Oaks, CA: Corwin Press.

Leone, P. E., Evert, R. J., & Friedman, K. A. (2002). Building linkages to learning through community partnerships. In B. Algozzine & P. Kaye (Eds.), Preventing problem behaviors: A handbook of successful prevention strategies (pp. 126–141). Thousand Oaks, CA: Corwin Press.

Marjoribanks, K. (2002). Family and school capital: Towards a context theory of students' school outcomes. Boston: Kluwer Academic Publishers.

McAdoo, H. P. (Ed.). (2002). Black children: Social, educational, and parental environments (2nd ed.). Thousand Oaks, CA: Sage Publications.

Meier, D. (2002). In schools we trust: Creating communities of learning in an era of testing and standardization. Belmont, MA: Cahners Business Information.

Obiakor, F. E., Grant, P. A., & Dooley, E. A. (Eds.). (2002). Educating all learners: Refocusing the comprehensive support model. Springfield, IL: Charles C. Thomas.

Prater, L. P. (2002). Family and schooling. In F. E. Obiakor, P. A. Grant & E. A. Dooley (Eds.), Educating all learners: Refocusing the comprehensive support model (pp. 32–48). Springfield, IL: Charles C. Thomas.

Rao, S., & Kalyanpur, M. (2002). Promoting home-school collaboration in positive behavior support. In J. M. Lucyshyn, G. Dunlap & R. W. Albin (Eds.), Families and positive behavior support: Addressing problem behavior in family contexts (pp. 219–239). Baltimore, MD: Paul H. Brookes Publishing.

Scaringello, F. (2002). Creating computerized communication linkages with parents: The future is now. In G. McAuliffe (Ed.), Working with troubled youth in schools: A guide for all school staff (pp. 125–131). Westport, CT: Bergin & Garvey.

Shirley, D. (2002). Valley interfaith and school reform: Organizing for power in South Texas. Austin, TX: University of Texas Press.

Sinclair, M. F., Hurley, C. M., Evelo, D. L., Christenson, S. L., & Thurlow, M. L. (2002). Making connects that keep students coming to school. In B. Algozzine & P. Kaye (Eds.), Preventing problem behaviors: A handbook of successful prevention strategies (pp. 162–182). Thousand Oaks, CA: Corwin Press.

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Published by Harvard Family Research Project