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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

Adler, S. M. (2004). Home-school relations and the construction of racial and ethnic identity of Hmong elementary students. The School Community Journal, 14(2), 57–75.

Anguiano, R. P. V. (2004). Families and schools: The effect of parental involvement on high school completion. Journal of Family issues, 25(1), 61–85.

Arriaza, G. (2004). Making changes that stay made: School reform and community involvement. The High School Journal, 87(4), 10–24.

Attanucci, J. S. (2004). Questioning honor: A parent-teacher conflict over excellence and diversity in a USA urban high school. Journal of Moral Education, 33(1), 57–69.

Auerbach, S. (2004). Engaging Latino parents in supporting college pathways: Lessons from a college access program. Journal of Hispanic Higher Education, 3(2), 125–145.

Bailey, L. B., Silvern, S. B., Brabham, E., & Ross, M. (2004). The effects of interactive reading homework and parent involvement on children's inference responses. Early Childhood Education Journal, 32(3), 173–178.

Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39–62.

Barnett, M. (2004). A qualitative analysis of family support and interaction among Black college students at an Ivy League university. Journal of Negro Education, 73(1), 53–68.

Barton, A. C., Drake, C., Perez, J. G., St. Louis, K., & George, M. (2004). Ecologies of parental engagement in urban education. Educational Researcher, 33(4), 3–12.

Barwegen, L. M., Falciani, N. K., Putnam, S. J., Reamer, M. B., & Stair, E. E. (2004). Academic achievement of home-school and public school students and student perception of parent involvement. The School Community Journal, 14(1), 39–58.

Bast, J. L., & Walberg, H. J. (2004). Can parents choose the best schools for their children? Economics of Education Review, 23(4), 431–440.

Baum, A. C., & McMurray-Schwarz, P. (2004). Preservice teachers' beliefs about family involvement: Implications for teacher education. Early Childhood Education Journal, 32(1), 57–61.

Benigno, J. P., & Ellis, S. (2004). Two is greater than three: Effects of older siblings on parental support of preschoolers' counting in middle-income families. Early Childhood Research Quarterly, 19(1), 4–20.

Beveridge, S. (2004). Pupil participation and the home-school relationship. European Journal of Special Needs Education, 19(1), 3–16.

Bleeker, M. M., & Jacobs, J. E. (2004). Achievement in math and science: Do mothers' beliefs matter 12 years later? Journal of Educational Psychology, 96, 97–109.

Bonesronning, H. (2004). The determinants of parental effort in education production: Do parents respond to changes in class size? Economics of Education Review, 23, 1–9.

Bryan, J., & Holcomb-McCoy, C. (2004). School counselors' perceptions of their involvement in school-family-community partnerships. Professional School Counseling, 7(3), 162–171.

Cancio, E. J., West, R. P., & Young, K. R. (2004). Improving mathematics homework completion and accuracy of students with EBD through self-management and parent participation. Journal of Emotional and Behavioral Disorders, 12(1), 9–22.

Castro, D. C., Bryant, D. M., Peisner-Feinberg, E. S., Skinner, M. L. (in press). Parent involvement in Head Start programs: The role of parent, teacher and classroom characteristics. Early Childhood Research Quarterly.

Chafouleas, S. M., & Whitcomb, M. (2004). Integrating home, school and community resources: Evaluation of a district-wide prevention program. Reclaiming Children and Youth, 12(4), 203–209.

Chin, T., & Phillips, M. (2004). Social reproduction and child-rearing practices: Social class, children's agency, and the summer activity gap. Sociology of Education, 77(3), 185–210.

Clements, M. A. (2004). Site-level predictors of children's school and social competence in the Chicago Child-Parent Centers. Early Childhood Research Quarterly, 19(2), 273–296.

Darling, S., & Westberg, L. (2004). Parent involvement in children's acquisition of reading. Reading Teacher, 57(8), 774–776.

Dearing, E., McCartney, K., Weiss, H. B., Kreider, H., & Simpkins, S. (2004). The promotive effects of family educational involvement for low-income children's literacy. Journal of School Psychology, 42(6), 445–460.

Desimone, L., Payne, B., Fedoravicius, N., Henrich, C. C., & Finn-Stevenson, M. (2004). Comprehensive school reform: An implementation study of preschool programs in elementary schools. Elementary School Journal, 104(5), 369–389.

Diamond, J. B., & Gomez, K. (2004). African American parents' educational orientations: The importance of social class and parents' perceptions of schools. Education and Urban Society, 36(4), 383–427.

Drummond, K. V., & Stipek, D. (2004). Low-income parents' beliefs about their role in children's academic learning. Elementary School Journal, 104(3), 197–213.

Evans, M. A., Fox, M., Cremaso, L., & McKinnon, L. (2004). Beginning reading: The views of parents and teachers of young children. Journal of Educational Psychology, 96(1), 130–141.

Flouri, E. (2004). Correlates of parents' involvement with their adolescent children in restructured and biological two-parent families: The role of child characteristics. International Journal of Behavioral Development, 28(2), 148–156.

Flouri, E., & Buchanan, A. (2004). Early father's and mother's involvement and child's later educational outcome. British Journal of Educational Psychology, 74(2), 141–153.

Freeman, M. (2004). Toward a rearticulation of a discourse on class within the practice of parental involvement. Qualitative Inquiry, 10, 566–580.

Gallagher, P. A., Rhodes, C. A., & Darling, S. M. (2004). Parents as professionals in early intervention: A parent educator model. Topics in Early Childhood Special Education, 24(1), 5–13.

Garcia, D. C. (2004). Exploring connections between the construct of teacher efficacy and family involvement practices: Implications for urban teacher preparation. Urban Education, 39(3), 290–315.

Garcia, D. C. (2004). Implementing family literacy programs for linguistically and culturally diverse populations: Key elements to consider. School Community Journal, 14(1), 113–137.

Garcia Bacete, F.-J., & Rodriguez, O. (2004). Family and ability correlates of academic grades: Social status group differences. Psychological Reports, 95(1), 10–12.

Gillanders, C., & Jimenez, R. T. (2004). Reaching for success: A close-up of Mexican immigrant parents in the U.S.A. who foster literacy success for their kindergarten children. Journal of Early Childhood Literacy, 4(3), 243–269.

Glick, J. E., & White, M. J. (2004). Post-secondary school participation of immigrant and native youth: The role of familial resources and educational expectations. Social Science Research, 33(2), 272–299.

Green, C. R., & Halsall, S. H. (2004). Head Start families sharing literature. Early Childhood Research & Practice, 6(2). [Available at]

Haney, M., & Hill, J. (2004). Relationships between parent-teaching activities and emergent literacy in preschool children. Early Child Development and Care, 174(3), 215–228.

Heggins, A. C., & Jones, C. B. (Eds.) (2004). Defining family involvement in the schools: New voices, new views [Special issue]. The Negro Educational Review, 55(1), 3–6.

Hill, N. E., Castellino, D. R., Lansford, J. E., Nowlin, P., Dodge, K. A., Bates, J. E., et al. (2004). Parent academic involvement as related to school behavior, achievement, and aspirations: Demographic variations across adolescence. Child Development, 75(5), 1491–1509.

Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children's academic achievement: Pragmatics and issues. Current Directions in Psychological Science, 13(4), 161–164.

Ibanez, G. E. (2004). Cultural attributes and adaptations linked to achievement motivation among Latino adolescents. Journal of Youth & Adolescence, 33(6), 559–568.

Johnson, C. E., & Anguiano, R. P. V. (2004). Latino parents in the rural Southeast: A study of family and school partnerships. Journal of Family and Consumer Sciences, 96(4), 29–33.

Jacobs, J. E., & Bleeker, M. M. (2004). Girls' and boys' developing interests in math and science: Do parents matter? Social and self processes underlying math and science achievement [Special issue]. New Directions for Child and Adolescent Development, 106, 5–21.

Kalafat, J. (2004). Enabling and empowering practices of Kentucky's school-based family resource centers: A multiple case study. Evaluation and Program Planning, 27(1), 65–78.

Kaplan, D. S., Liu, R. X., & Kaplan, H. B. (2004). Explaining intergenerational parallelism in adverse school experiences: Mediating influence of young and middle adulthood experiences. Journal of Experimental Education, 72(2), 117–159.

Kelly, S. (2004). Do increased levels of parental involvement account for social class differences in track placement? Social Science Research, 33(4), 626–659.

Knight, M. G., Norton, N. E. L., & Bentley, C. C. (2004). The power of black and Latina/o counterstories: Urban families and college-going processes. Anthropology & Education Quarterly, 35(1), 99–120.

Kratochwill, T. R., McDonald, L., Levin, J. R., Bear-Tibbetts, H. Y., & Demaray, M. K. (2004). Families and Schools Together: An experimental analysis of a parent-mediated multifamily group program for American Indian children. Journal of School Psychology, 42(5), 359–383.

Lahman, M. K, & Soyeon, P. (2004). Understanding children from diverse cultures: Bridging perspectives of parents and teachers. International Journal of Early Years Education, 12(2), 131–142.

LaPoint, V., & Jackson, H. L. (2004). Evaluating the co-construction of the family, school, and community partnership program in a low-income urban high school. New Directions for Evaluation, 2004(101), 25–36.

Lightfoot, D. (2004). “Some parents just don't care”: Decoding the meanings of parental involvement in urban schools. Urban Education, 39(1), 91–107.

Lindsay, G., & Dockrell, J. E. (2004). Whose job is it? Parents' concerns about the needs of their children with language problems. Journal of Special Education, 37(4), 225–235.

Marchant, M., Young, K. R., & West, R. P. (2004). The effects of parental teaching on compliance behavior of children. Psychology in the Schools, 41(3), 337–350.

MacCleod, F. (2004). Literacy identity and agency: Linking classrooms to communities. Early Child Development & Care, 174(3), 243–252.

McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in Schools, 41(3), 363–377.

Manz, P. H., Fantuzzo, J. W., & Power, T. J. (2004). Multidimensional assessment of family involvement among urban elementary students. Journal of School Psychology, 42(6), 461–475.

Miretzky, D. (2004). The communication requirements of democratic schools: Parent-teacher perspectives on their relationships. The Teachers College Record, 106(4), 814–851.

Ortiz, R. W. (2004). Hispanic/Latino fathers and children's literacy development: Examining involvement practices from a sociocultural context. Journal of Latinos and Education, 3(3), 165–180.

Ouellette, P. M., Briscoe, R., & Tyson, C. (2004). Parent-school and community partnerships in children's mental health: Networking challenges, dilemmas, and solutions. Journal of Child & Family Studies, 13(3), 295–308.

Parmar, P., Harkness, S., & Super, C. M. (2004). Asian and Euro-American parents' ethnotheories of play and learning: Effects on preschool children's home routines and school behaviour. International Journal of Behavioral Development, 28(2), 97–104.

Porter DeCusati, C. L., & Johnson, J. E. (2004). Parents as classroom volunteers and kindergarten students' emergent reading skills. Journal of Educational Research, 97(5), 235–246.

Ramirez, A. Y. F. (2004). PASSport to Success: An examination of a parent education program. The School Community Journal, 14(2), 131–152.

Ratelle, C. F., Guay, F., Larose, S., & Senecal, C. (2004). Family correlates of trajectories of academic motivation during a school transition: A semiparametric group-based approach. Journal of Educational Psychology, 96(4), 743–754.

Reali, A. M. M. R., & Tancredi, R. M. S. P. (2004). Bringing together school and family: Lessons from a Brazilian experience. The School Community Journal, 14(2), 105–129.

Reynolds, A. J., & Ou, S.-R. (2004). Alterable predictors of child well-being in the Chicago longitudinal study. Children and Youth Services Review, 26, 1–14.

Reynolds, A. J., Ou, S.-R., & Topitzes, J. W. (2004). Paths of effects of early childhood intervention on educational attainment and delinquency: A confirmatory analysis of the Chicago Child-Parent Centers. Child Development, 75(5), 1299–1328.

Salas, L. (2004). Individualized educational plan (IEP) meetings and Mexican American parents: Let's talk about it. Journal of Latinos and Education, 3(3), 181–192.

Sheldon, S. B., & Epstein, J. L. (2004). Getting students to school: Using family and community involvement to reduce chronic absenteeism. The School Community Journal, 14(2), 39–56.

Sheldon, S. B., & Van Voorhis, F. L. (2004). Partnership programs in U.S. Schools: Their development and relationship to family involvement outcomes. School Effectiveness and School Improvement, 15(2), 125–148.

Sheridan, S. M., Erchul, W. P., Brown, M. S., Dowd, S. E., Warnes, E. D., Marti, D. C., et al. (2004). Perceptions of helpfulness in conjoint behavioral consultation: Congruence and agreement between teachers and parents. School Psychology Quarterly, 19(2), 121–140.

Shiver, E. M., Howes, C., & Wishard, A. G. (2004). Teacher-articulated perceptions and practices with families: Examining effective teaching in diverse high quality child care settings. Early Education and Development, 15(2), 167–186.

Shumow, L., & Strickland, M. (Eds.) (2004). Teacher education for parent involvement [Special issue]. Thresholds in Education, 30(2).

Simon, B. S. (2004). High school outreach and family involvement. Social Psychology of Education, 7, 185–209.

Stolz, H. E., Barber, B. K., Olsen, J. A., Erickson, L. D., Bradford, K. P., Maughan, S. L., et al. (2004). Family and school socialization and adolescent academic achievement: A cross-national dominance analysis of achievement predictors. Marriage & Family Review, 36(1–2), 7–33.

Supplee, L. H., Shaw, D. S., Hailstones, K., & Hartman, K. (2004). Family and child influences on early academic and emotion regulatory behaviors. Journal of School Psychology, 42(3), 221–242.

Taylor, L. C., Clayton, J. D., & Rowley, S. J. (2004). Academic socialization: Understanding parental influences on children's school-related development in the early years. Review of General Psychology, 8(3), 163–178.

Terzian, M. A., & Fraser, M. W. (in press). Preventing aggressive behavior and drug use in elementary school: Six family-oriented programs. Aggression and Violent Behavior.

Thompson, G. L., Warren, S., & Carter, L. (2004). It's not my fault: Predicting high school teachers who blame parents and students for students' low achievement. The High School Journal, 87(3), 5–14.

Tseng, V. (2004). Family interdependence and academic adjustment in college: Youth from immigrant and U.S.-born families. Child Development, 75(3), 966–983.

Torrez, N. (2004). Developing parent information frameworks that support college preparation for Latino students. The High School Journal, 87(3), 54–62.

Tuinsta, C., & Hiatt-Michael, D. (2004). Student-led parent conferences in middle schools. The School Community Journal, 14(1), 59–80.

Quezada, T. (2004.) Faith-based organizing for school improvement in the Texas borderlands: A case study of the Texas Alliance School Initiative. The School Community Journal, 14(1), 7–37.

Xu, J. (2004). Family help and homework management in urban and rural secondary schools. Teachers College Record, 106(9), 1786–1803.


Dissertations and Theses

Finding Dissertations and Theses
For all recent dissertations published by Dissertation Abstracts International, you can access the abstract and purchase the full text online through ProQuest Digital Dissertations at To avoid the cost, find out if your affiliate library subscribes to ProQuest Digital Dissertations. If you do not have access to ProQuest or if you are looking for a dissertation or thesis that is not published, your university or local public 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.

Anderson, S. P. (2004). The causes of failure in primary reading and the use of family literacy as a solution for learning gaps. Unpublished master's thesis, Bethel College, St. Paul, MN.

Arthur, P. K. (2004). Coordinating parent-teacher partnership. Unpublished master's thesis, Eastern Washington University, Cheney, WA.

Bager-Charleson, E. S. (2004). The parent's school? Narrative research about parental involvement in school. Dissertation Abstracts International, 65(2), 291C.

Braegelmann, N. (2004). Assessing the effects of a bi-weekly newsletter given to parents on the quantity of reading aloud they do to their children. Unpublished master's thesis, Northern State University, Aberdeen, SD.

Buley, J. (2004). Adult caregivers involvement in schools: Attitudes, beliefs and contradictions of pre-service and practicing elementary school teachers. Dissertation Abstracts International, 64(11), 4012A. (UMI No. 3110991)

Cediel, A. J. (2004). With an army: Mobilizing parents for school improvement. Dissertation Abstracts International, 65(05), 1601A. (UMI No. 3134472)

Copeland, D. A. (2004). Effect of home literacy activities on students' reading achievement and motivation to read. Unpublished master's thesis, Urbana University, Urbana, OH.

Cross, C. M. (2004). The effects of mothers' participation in a preschool family literacy program on mothers' English language and literacy. Dissertation Abstracts International, 65(1), 94A. (UMI No. 3119733)

Davis, J. M. (2004). The impact of parental involvement: A study of the relationship between homework and kindergarten Texas Primary Reading Inventory scores. Dissertation Abstracts International, 65(05), 1657A. (UMI No. 3132081)

Davies, D. W. (2004). A comparison of the importance attributed to early childhood literacy activities by parents and early childhood educators with the activities suggested by the Pennsylvania Early Childhood Learning Continuum Indicators. Dissertation Abstracts International, 64(12), 4349A. (UMI No. 3116328)

Debruyn, D. C. (2004). From parent education to parental involvement: A case study of PACT charter school. Unpublished master's thesis, Bethel College, St. Paul, MN.

Deckner, D. F. (2004). Language and literacy: Effects of parent practices, child interests, and shared book reading. Dissertation Abstracts International, 64(7), 3557B. (UMI No. 3097483)

Ellis, D. (2004). The effects of parental involvement and student achievement. Unpublished master's thesis, Maryville University of Saint Louis, St. Louis, MO.

Ewing, K. A. (2004). Do parents matter?: An examination of parental attitudes and involvement as predictors of children's social success within integrated and general education preschools. Unpublished master's thesis, Wake Forest University, Winston-Salem, NC.

Fargnoli, J. C. (2004). Parental perceptions of successful middle school and family partnerships: A Rhode Island case study. Dissertation Abstracts International, 56(06), 2154A. (UMI No. 3135663)

Fitzpatrick, K. L. (2004). Working within the system to make the system work: Intra-district collaboration to increase Hispanic parent involvement in public education. Unpublished master's thesis, University of Washington, Seattle.

Fix-Turkowski, V. R. (2004). Parental engagement beliefs and behaviors of consistently exemplary schools. Dissertations Abstracts International, 64(10), 3548A. (UMI No. 3108697)

Gaudette, J. E. (2004). A program evaluation: The impact of Shakopee early childhood family education (ECFE) and school readiness (SR) programs on student success and parent involvement in kindergarten through fourth grade. Unpublished master's thesis, Minnesota State University, Mankato.

Havsy, L. H. (2004). Effects of school climate, student belonging, student coping and home support for learning on student attendance. Dissertation Abstracts International, 64(12), 4356A. (UMI No. 3117536)

Hiltibran, S. L. (2004). Parent involvement and its effect on first grade student achievement in mathematics. Unpublished master's thesis, Urbana University, Urbana, OH.

Houff, S. E. (2004). A plan to increase parental involvement in the extra-familial activities of youth. Unpublished specialist's degree project, James Madison University, Harrisonburg, VA.

Jund, T. J. (2004). Parent communication: Is it enough? Unpublished master's thesis, Northeastern State University, Tahlequah, OK.

King, L. G. (2004). Will providing instructional reading strategies for parents in workshops result in improved reading levels in first grade students? Unpublished certificate of advanced graduate studies thesis, Salem State College, Salem, MA.

Kuster, D. L. (2004). Improving student performance through home/school communication and home activities. Unpublished master's thesis, Maryville University of Saint Louis, St. Louis, MO.

Lo, L. (2004). Knowledge, participation, and needs of Chinese-speaking parents of primary-grade children with disabilities. Unpublished doctoral dissertation, University of San Francisco, CA.

Longfellow, C. A. (2004). Enhancing school-home communication through technology in Christina School District (Delaware). Dissertation Abstracts International, 65(05), 1748A. (UMI No. 3133814)

Lunts, E. A. (2004). Math teachers' perceptions and practices of using their publicly accessible class Web sites to support parental involvement and instruction. Dissertation Abstracts International, 64(12), 4415A. (UMI No. 3114913)

Lupiani, J. L. (2004). Parental role construction, parent sense of efficacy, and perceptions of teacher invitations as factors influencing parent involvement. Dissertation Abstracts International, 65(05), 1664A. (UMI No. 3134442)

Machara, M. E. (2004). Congruence of parents' and teachers' role perceptions: Preparing Head Start children for kindergarten. Dissertation Abstract International, 65(07), 2485A. (UMI No. 3140114)

Mack, K. G. (2004). Are school psychologists engaging in parent involvement activities at the elementary school level?: A national study. Unpublished specialist's degree thesis, University of South Florida, Tampa.

Marinez Lora, A. M. (2004). Ethnic-racial minority parents and schools: Testing a theoretical model. Dissertation Abstracts International, 64(8), 2778A.

Marion, S. G. (2004). A school's attempt to include and reach families: The creation, impact, and implications of a family literacy program. Dissertation Abstracts International, 65(3), 818A. (UMI No. 3126791)

Martz, A. H. (2004). Family-school achievement survey-student form: An exploration of psychometiric properties. Dissertation Abstracts International, 64(8), 2779(A). (UMI No. 3103571)

McDonnell, D. S. (2004). School-to-home communication in high school: Effects of task engagement and homework completion. Dissertation Abstracts International, 65(1), 60A. (UMI No. 3119760)

McCubbins, J. L. (2004). Transition into kindergarten: A collaboration of family and educational perspectives. Unpublished master's thesis, Virginia Polytechnic Institute and State University, Blacksburg, VA.

McGarvin, P. (2004). Parents' participation plus teacher support equal successful students. Unpublished master's thesis, Maryville University of Saint Louis, St. Louis, MO.

Mendoza-Sanchez, G. (2004). The relationship among ethnic identity, parental academic involvement, academic motivation and educational aspirations of Mexican-American high school students. Unpublished master's thesis, California State University, Northridge.

Mestry, K. (2004). The assessment of parent involvement as an aspect of whole school evaluation. Unpublished master's thesis, Rand Afrikaans University, Auckland Park, South Africa.

Michael, S. (2004). The management of parent involvement in multicultural schools in the Umlazi district. Unpublished master's thesis, University of South Africa, Pretoria, South Africa.

Newman, L. A. (2004). Factors associated with family involvement in the education of secondary-school-age students with disabilities: A national perspective. Dissertation Abstract International, 65(7), 2560A.

O'Brien, J. P. (2004). Sharing educational decisions with parents: Perceptions of parents, teachers, and principals in a school-based management setting. Dissertation Abstracts International, 65(07), 2446A. (UMI No. 3141237)

Palmer, D. L. (2004). The structure of maternal and paternal involvement in adolescence and relations to academic achievement. Dissertation Abstracts International, 65(3), 1580B. (UMI No. 3126326)

Pierce, J. A. (2004). Building school and community connections through leadership, technology, and professional learning community development: A case study of two elementary schools. Dissertation Abstracts International, 65(2), 372A. (UMI No. 3122313)

Pink, B. (2004). A qualitative research study on the viability of using a classroom Web site as a school-to-home communication tool in a southwestern United States elementary school and middle school. Dissertation Abstracts International, 65(2), 479A. (UMI No. 3122304)

Ramsey, L. A. (2004). The effects of parental involvement and school culture on student self-efficacy. Dissertation Abstracts International, 65(2), 372A. (UMI No. 3124291)

Riley, P. A. (2004). Will increased communication with first grade parents improve parent involvement? Unpublished certificate of advanced graduate studies thesis, Salem State College, Salem, MA.

Rivera, M. E. (2004). The Latino parent involvement school. Unpublished master's thesis, California State University, Northridge.

Roberts, S. C. (2004). The role and function of school psychologists in school, family and community partnerships: An emerging theory. Dissertation Abstracts International, 64(9), 3193A. (UMI No. 3106466)

Ross, J. A. (2004). The experience of mother at the crossroads of self and school. Dissertation Abstracts International, 65(07), 2768A. (UMI No. 3139798)

Ruiz, C. L. (2004). A parent involvement handbook of literacy and math strategies for parents of kindergarten students. Unpublished master's project, California State Polytechnic University, Pomona.

Russell, L. (2004). A study of students' social environments and the effects they have on learning. Masters Abstracts International 42(3), 731. (UMI No. 1417263)

Scott, A. M. (2004). Factors affecting goodness of fit in kindergarten classrooms. Dissertation Abstracts International, 64(7), 2385A. (UMI No. 3096669)

Shealey, T. L. (2004). Perceptions of teachers regarding home-school relationships. Unpublished specialist's degree thesis, Mercer University, Atlanta, GA.

Sheinberg, N. (2004). How should I raise my child? Assessing the parenting beliefs and practices of Latino and African-American mothers in the context of a parenting intervention program. Dissertation Abstracts International, 64(8), 4088B. (UMI No. 3100164)

Shin, H. J. (2004). Parental involvement and its influence on children's school performance: A comparative study between Asian (Chinese and Koreans) Americans and Mexican Americans. Dissertation Abstracts International, 65(2), 700A. (UMI No. 3120685)

Smith, G. C. (2004). The effect of teachers' responsibility attributions and self-efficacy on efforts to involve parents whose children exhibit behavior problems. Dissertation Abstracts International, 64(11), 3958A (UMI No. 3112915)

Song, J. (2004). Korean-American parents' perspectives on teacher-parent collaboration. Unpublished master's thesis, California State University, Northridge.

Storer Smith, E. (2004). Multiple meanings of parent involvement in Head Start: Parents and staff make sense. Dissertation Abstracts International, 65(3), 826A. (UMI No 3125901)

Stuck, L. C. (2004). An exploratory study of the relationships between teacher to parent communication, parent trust, and teacher trust. Dissertation Abstracts International, 65(05), 1670A. (UMI No. 3134406)

Tanner, T. (2004). The role of Chinese-American and African-American parents in the academic achievement of their children. Dissertation Abstracts International, 65(2), 413A. (UMI No. 3122363)

Thomas-Richmond, J. M. (2004). A phenomenological study of the School-Family Partnership Training program. Dissertation Abstracts International, 65(06), 2162A. (UMI No. 3134689)

Thul, C. A. (2004). A survey of school psychologists' attitudes and feelings toward gay male and/or lesbian parents in addition to their awareness and professional services offered to these families. Dissertation Abstracts International, 64(8), 2781A. (UMI No. 3100609).

Zhou, Y. (2004). Racial group differences in the effect of parental encouragement on students' aspirations. Unpublished master's thesis, Arizona State University, Tempe.


Research Briefs, Papers, and Reports

Besaw, A., Kalt, J. P., Lee, A., Sethi, J., Boatright Wilson, J., & Zemler, M. (2004). The context and meaning of family strengthening in Indian America. Cambridge, MA: Harvard Project on American Indian Economic Development. [Available at]

Boethel, M. (2004). Readiness: School, family, & community connections. Austin, TX: Southwest Educational Development Laboratory. [Available at]

Chrispeels, J., & Gonzalez, M. (2004). Do educational programs increase parents' practices at home?: Factors influencing parent involvement. Cambridge, MA: Harvard Family Research Project. 

Diamond, J. B., Wang, L., & Gomez, K. W. (2004). African-American and Chinese-American parent involvement: The importance of race, class, and culture. Cambridge, MA: Harvard Family Research Project. 

Dingerson, L., Brown, C., & Beam, J. M. (2004). 26 conversations about organizing, school reform, and No Child Left Behind. National Center for Schools and Communities, the Cross City Campaign for School Reform, and the Center for Community Change. [Available at]

Harris, E., & Wimer, C. (2004). Engaging with families in out-of-school time learning. Cambridge, MA: Harvard Family Research Project. 

Harris, M., Jacobson, A., & Hemmer, R. (2004). Preparing teachers to engage parents. Cambridge, MA: Harvard Family Research Project. 

Harvard Family Research Project. (2004). Evaluating family involvement programs [Special issue]. The Evaluation Exchange, 10(4).

Henderson, A., Jacob, B., Kernon-Schloss, A., & Raimondo, B. (2004). The case for parent leadership. Lexington, KY: KSA Plus Communications and Prichard Committee for Academic Excellence. [Available at]

Hirota, J. M., Jacobowitz, R., & Brown, P. (2004). Pathways to school reform: Integrating constituency building and policy work. Chicago: Chapin Hall Center for Children. [Available at]

Hurtig, J. (2004). Parents write their worlds: A parent involvement program bridging urban schools and families. Cambridge, MA: Harvard Family Research Project.

Juvonen, J., Le, V.-N., Kaganoff, T., Augustine, C., & Constant, L. (2004). Focus on the wonder years: Challenges facing the American middle school. Santa Monica, CA: RAND Corporation. [Available at]

Kato-Otani, E. (2004). Story time: Mothers' reading practices in Japan and the U.S. Cambridge, MA: Harvard Family Research Project. 

Louie, V. (2004). The role of the family in the educational experiences of second-generation Chinese Americans. Cambridge, MA: Harvard Family Research Project. 

Lunts, E. (2004). Math teachers' perceptions and practices of using their publicly-accessible Web sites to support parental involvement and instruction. Cambridge, MA: Harvard Family Research Project.

McWayne, C., & Owsianik, M. (2004). Parent involvement and the social and academic competencies of urban kindergarten children. Cambridge, MA: Harvard Family Research Project.

Mediratta, K. (2004). Constituents of change: Community organizing and public education reform. New York: Institute of Social Policy, New York University. [Available at]

Melaville, A. (2004). Doing what matters: The Bridges to Success strategy for building community schools. Indianapolis, IN: Bridges to Success. [Available at]

Ouimette, M., Feldman, J., & Tung, R. (2004). Engaging parents in an urban public high school: A case study of Boston Arts Academy. Cambridge, MA. Harvard Family Research Project. 

Patrikakou, E. N. (2004). Adolescence: Are parents relevant to students' high school achievement and post-secondary attainment? Cambridge, MA: Harvard Family Research Project. 

Reali, A. M. M. R., & Tancredi, R. M. S. P. (2004). School-family relationship: Some lessons from a teacher professional development program. Cambridge, MA: Harvard Family Research Project. [

Redding, S., Langdon, J., Meyer, J. & Sheley, P. (2004). The effects of comprehensive parent engagement on student learning outcomes. Cambridge, MA: Harvard Family Research Project. 

Walker, J. M. T., Hoover-Dempsey, K. V., Whetsel, D. R., & Green, C. L. (2004). Parental involvement in homework: A review of current research and its implications for teachers, after school program staff, and parent leaders. Cambridge, MA: Harvard Family Research Project. 

Zimmer, A. (2004). Lessons from the field of school reform organizing: A review of strategies for organizers and leaders. New York: New York University Community Involvement Program.


Books/Book Chapters

Hiatt-Michael, D. (2004). Promising practices connecting schools to families of children with special needs. Greenwich, CT: Information Age Publishing.

Gaitan, C. D. (2004). Involving Latino families in schools: Raising student achievement through home-school partnerships. Thousand Oaks, CA: Corwin Press.

Griffith, A., & Smith, D. (2004). Mothering for schooling. New York: Routledge Falmer.

Lopez, G. R. (2004). Bringing the mountain to Mohammed: Parent involvement in migrant-impacted schools. In C. Salinas & M. E. Fránquiz (Eds.), Scholars in the field: The challenges of migrant education (pp. 135–146). Charleston, WV: AEL.

Mapp, K. (2004). Family engagement. In F. P. Schargel & J. Smink (Eds.), Helping students graduate: A strategic approach to dropout prevention (pp. 99–113). Larchmont, NY: Eye on Education.

Peck, A. F., Keenan, S., Cheney, D., & Neel, R. S. (2004). Establishing exemplary personnel preparation programs for teachers of students with emotional and behavioral disorders: Partnerships with schools, parents, and community agencies. Arlington, VA: Council for Children with Behavioral Disorders.

San Antonio, D. M. (2004). Adolescent lives in transition: How social class influences the adjustment to middle school. Albany: State University of New York Press.

Sexton, R. F. (2004). Mobilizing citizens for better schools. New York: Teachers College Press.

Trevino, R. E. (2004). Against all odds: Lessons from parents of migrant high-achievers. In C. Salinas & M. E. Fránquiz (Eds.), Scholars in the field: The challenges of migrant education. Charleston, WV: AEL.

© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project