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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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The resources in this bibliography were found via a number of online databases. More information about specific search methods is outlined in each section below. The key search terms used were a combination of “parent,” “family,” “home,” “school,” “teacher,” “engagement,” “participation,” “involvement,” “student,” “education,” “relationship,” and “cooperation.” We read abstracts from this initial list of publications and selected empirical studies relating to family involvement.

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 this list. To make suggestions, please contact FINE.

Following are the categories in this bibliography: 

Journal Articles
Dissertations and Theses
Research Briefs, Papers, and Reports

Journal Articles

Finding Journal Articles
To compile the journal articles (both domestic and international), we searched the electronic databases of ERIC, Education Search Premier, Education Abstracts, and PsycINFO. Many of the citations below include a “DOI,” or Digital Object Identifier; this alphanumeric string is assigned by the International DOI Foundation to help identify content and provide a consistent link to its location on the internet. You may access the article  by entering the DOI into the DOI Resolver at

Family Engagement in the United States

Byington, T. A., & Whitby, P. S. (2011). Empowering families during the early intervention planning process. Young Exceptional Children, 14(4), 44–56. doi:10.1177/1096250611428878

Christianakis, M. (2011). Parents as “help labor”: Inner-city teachers’ narratives of parent involvement. Teacher Education Quarterly, 38(4), 157–178.

Collier, S., & Auerbach, S. (2011). “It’s difficult because of the language”: A case study of the families promoting success program in the Los Angeles Unified School District. Multicultural Education, 18(2), 10–15.

Daniel, G. (2011). Family-school partnerships: Towards sustainable pedagogical practice. Asia-Pacific Journal of Teacher Education, 39(2), 165–176. doi:10.1080/1359866X.2011.560651

Doucet, F. (2011). (Re)Constructing home and school: Immigrant parents, agency, and the (un) desirability of bridging multiple worlds. Teachers College Record, 113(12), 2705–2738.

Douglass, A. (2011). Improving family engagement: The organizational context and its influence on partnering with parents in formal child care settings. Early Childhood Research & Practice, 13(2). 

Gregg, K., Rugg, M., & Souto-Manning, M. (2011). Fostering family-centered practices through a family-created portfolio. School Community Journal, 21(1), 53–70.

Haeseler, L. (2011). Strategies for building social support for families. Exchange (198), 82–85.

Hindman, A. H., & Morrison, F. J. (2011). Family involvement and educator outreach in Head Start: Nature, extent, and contributions to early literacy skills. Elementary School Journal, 111(3), 359–386. doi:10.1086/657651

Jung, A. (2011). Individualized education programs (IEPs) and barriers for parents from culturally and linguistically diverse backgrounds. Multicultural Education, 19(3), 21–25.

Kiyama, J. (2011). Family lessons and funds of knowledge: College-going paths in Mexican American families. Journal of Latinos and Education, 10(1), 23–42. doi:10.1080/15348431.2011.531656

Kroeger, J., & Lash, M. (2011). Asking, listening, and learning: Toward a more thorough method of inquiry in home-school relations. Teaching and Teacher Education: An International Journal of Research and Studies, 27(2), 268–277.

Kyle, D. W. (2011). Families’ goals, school involvement, and children’s academic achievement: A follow-up study thirteen years later. School Community Journal, 21(2), 9–24.

Landeros, M. (2011). Defining the “good mother” and the “professional teacher”: Parent-teacher relationships in an affluent school district. Gender and Education, 23(3), 247–262. doi:10.1080/09540253.2010.491789

Linse, C. (2011). Creating taxonomies to improve school-home connections with families of culturally and linguistically diverse learners. Education and Urban Society, 43(6), 651–670. doi:10.1177/0013124510380908

Norris, K. L. (2011). Beyond the textbook: Building relationships between teachers and diverse families. Education Digest: Essential Readings Condensed for Quick Review, 77(2), 58–61.

Patte, M. (2011). Examining preservice teacher knowledge and competencies in establishing family-school partnerships. School Community Journal, 21(2), 143–159.

Petrakos, H., & Lehrer, J. (2011). Parents’ and teachers’ perceptions of transition practices in kindergarten. Exceptionality Education International, 21(2), 62–73.

Plowman, L. L., Stevenson, O. O., McPake, J. J., Stephen, C. C., & Adey, C. C. (2011). Parents, pre-schoolers and learning with technology at home: Some implications for policy. Journal of Computer Assisted Learning, 27(4), 361–371. doi:10.1111/j.1365-2729.2011.00432.x

Pushor, D. (2011). Looking out, looking in. Educational Leadership, 69(1), 65–68.

Scanlan, M. (2011). How school leaders can accent Inclusion for bilingual students, families, and communities. Multicultural Education, 18(2), 5–9.

Shiffman, C. (2011). Making it visible: An exploration of how adult education participation informs parent involvement in education for school-age children. Adult Basic Education and Literacy Journal, 5(3), 161–170.

Smith, J., Wohlstetter, P., Kuzin, C., & De Pedro, K. (2011). Parent involvement in urban charter schools: New strategies for increasing participation. School Community Journal, 21(1), 71–94.

Stevenson, O. O. (2011). From public policy to family practices: Researching the everyday realities of families’ technology use at home. Journal of Computer Assisted Learning 27(4), 336–346. doi:10.1111/j.1365-2729.2011.00430

Stoddard, K., Braun, B., & Koorland, M. (2011). Beyond the schoolhouse: Understanding families through preservice experiences in the community. Preventing School Failure, 55(3), 158–163. doi:10.1080/1045988X.2010.49939

Torres, M. N., & Hurtado-Vivas, R. (2011). Playing fair with Latino parents as parents, not teachers: Beyond family literacy as assisting homework. Journal of Latinos and Education, 10(3), 223–244. doi:10.1080/15348431.2011.581108

Van Voorhis, F. L. (2011). Adding families to the homework equation: A longitudinal study of mathematics achievement. Education and Urban Society, 43(3), 313–338. doi:10.1177/0013124510380236

Waddell, J. (2011). Crossing borders without leaving town: The impact of cultural immersion on the perceptions of teacher education candidates. Issues in Teacher Education, 20(2), 23–36.

Wildenger, L. K., & McIntyre, L. (2011). Family concerns and involvement during kindergarten transition. Journal of Child and Family Studies, 20(4), 387–396. doi: 10.1007/s10826-010-9403-6

International Family Engagement

Diez, J., Gatt, S., & Racionero, S. (2011). Placing immigrant and minority family and community members at the school’s centre: The role of community participation. European Journal of Education, 46(2), 184–196. doi:10.1111/j.1465-3435.2011.01474.x

Grant, L. L. (2011). “I’m a completely different person at home”: Using digital technologies to connect learning between home and school. Journal of Computer Assisted Learning, 27(4), 292–302. doi:10.1111/j.1365-2729.2011.00433.x

Lea, T., Wegner, A., McRae-Williams, E., Chenhall, R., & Holmes, C. (2011). Problematising school space for indigenous education: Teachers’ and parents’ perspectives. Ethnography and Education, 6(3), 265–280. doi:10.1080/17457823.2011.610579

Markstrom, A. (2011). To involve parents in the assessment of the child in parent-teacher conferences: A case study. Early Childhood Education Journal, 38(6), 465–474. doi:10.1007/s10643-010-0436-7

Tekin, A. (2011). Parents’ motivational beliefs about their involvement in young children’s education. Early Child Development and Care, 181(10), 1315–1329. doi:10.1080/03004430.2010.525232

Van den Berg, M., & van Reekum, R. (2011). Parent involvement as professionalization: Professionals’ struggle for power in Dutch urban deprived areas. Journal of Education Policy, 26(3), 415–430. doi:10.1080/02680939.2010.543155

Yolcu, H. (2011). Decentralization of education and strengthening the participation of parents in school administration in Turkey: What has changed? Educational Sciences: Theory & Practice, 11(3), 1243–1251.

Yuen, L. (2011). Enhancing home-school collaboration through children’s expression. European Early Childhood Education Research Journal, 19(1), 147–158. doi:10.1080/1350293X.2011.548963

Dissertations and Theses

Finding Dissertations and Theses
This bibliography includes master’s and doctoral dissertations. Unless otherwise noted, the following dissertations and theses are available through the ProQuest Dissertations and Theses database (for a fee) at [To avoid the cost, find out if your affiliate library subscribes to ProQuest. 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.]

Johnstone-Schrag, M. D. (2011). Parent and educator perceptions of parental involvement and engagement in schools (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3489211)

LeBlanc, J. (2011). School administrator and parent perceptions of school, family, and community partnerships in middle school: A mixed methods study (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3451825)

Marchini, L. (2011). Teacher and school variables that impact special education preschool teacher-family involvement behaviors (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3444324)

Nagy, K. (2011). The impact of a family involvement program on achievement in first grade students (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3440022)

Wilson, R. M. (2011). Taking on the perspective of the other: Understanding parents’ and teachers’ perceptions of parent involvement in students’ educational experiences (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3452852)

Research Briefs, Papers, and Reports

Finding Research Briefs, Papers, and Reports
These briefs, papers, and reports were found via EBSCO and through Harvard Family Research Project’s FINE Newsletter.

Caspe, M., Lopez, M., Chu, A., & Weiss, H. B. (2011). Teaching the teachers: Preparing educators to engage families for student achievement (Issue Brief). Retrieved from

Forry, N. D., Moodie, S., Rothenberg, L., & Simkin, S. (2011). Family engagement and family-sensitive caregiving: Identifying common core elements and issues related to measurement, issue brief OPRE 2011-26b. Washington, DC: Office of Planning, Research & Evaluation, Administration for Children and Families, U.S. Department of Health & Human Services. Retrieved from 

Forry, N. D., Moodie, S., Simkin, S. & Rothenberg, L. (2011). Family-provider relationships: A multidisciplinary review of high quality practices and associations with family, child, and provider outcomes, issue brief OPRE 2011-26a. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. Retrieved from

Gould, B., & Murphy, S. (2011). Children’s elementary school outcomes after participating in family literacy programs (Research Brief). American Institute for Research. Retrieved from

Greenberg, D., Dechausay, N., & Fraker, C. (2011). Learning together: How families responded to education incentives in New York City’s conditional cash transfer program. MDRC. Retrieved from

Harris, E. (2011). Afterschool evaluation 101: How to evaluate an expanded learning program. Harvard Family Research Project. Retrieved from

Porter, T., Bromer, J., & Moodie, S. (2011). Quality rating & improvement systems (QRIS) and family-sensitive caregiving in early care and education arrangements: Promising directions and challenges, research-to-policy, research-to-practice brief OPRE 2011-11d. Washington, DC: Office of Planning, Research & Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. Retrieved from

Spielberg, L. (2011). Successful family engagement in the classroom: What teachers need to know and be able to do to engage families in raising student achievement. Harvard Family Research Project. Retrieved from

Steele, J. L., Vernez, G., Gottfried, M. A., & Schwam-Baird, M. (2011). The transformation of a school system: Principal, teacher, and parent perceptions of charter and traditional schools in post-Katrina New Orleans (Technical Report). RAND Corporation. Retrieved from

The National Center on Parent, Family, and Community Engagement (2011). Using the Head Start parent, family, and community engagement framework in your program: Markers of progress. Retrieved from

U.S. Department of Health and Human Services (2011). The Head Start parent, family, and community engagement framework: Promoting family engagement and school readiness from prenatal to age 8. U.S. Department of Health and Human Services: Administration for Children and Families. Retrieved from

Yaffe, D. & Coley, R. (2011). The family: America’s smallest school (Policy Notes). Educational Testing Service. Retrieved from


Finding Books
These books were found through HOLLIS (the Harvard University online library catalog), but should also be available through most library catalogs and bookstores.

Auerbach, S. (Ed.). (2011). School leadership for authentic family and community partnerships: Research perspectives for transforming practice. New York, NY: Routledge.

Duncan, G. J., & Murnane, R. (Eds.). (2011). Whither opportunity? Rising inequality, schools, and children’s life chances. New York, NY: Russell Sage Foundation.

Ensher, G. L., & Clark, D. A. (2011). Relationship-centered practices in early childhood: Working with families, infants, and young children at risk. Baltimore, MD: Brookes Publishing Company.

Krieder, H., & Westmoreland, H. (Eds.). (2011). Promising practices for family engagement in out-of-school time. Charlotte, NC: Information Age Publishing.

This resource is part of the September 2013 FINE Newsletter. The FINE Newsletter shares the newest and best family involvement research and resources from Harvard Family Research Project and other field leaders. To access the archives of past issues, please visit

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