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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 “parental involvement,” “parent teacher cooperation,” “family involvement,” “parent participation,” “family-school relationship,” “parent-student relationship,” “parent-school relationship,” “parental role,” “family relation,” “parenting,” “parental attitudes,” “parent-child relationship,” “parent influence,” “family influence,” “family role,” and “school,” “student,” “education,” “teacher.” 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 | Books


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

Abel, Y. (2014). Process into products: Supporting teachers to engage parents. Education and Urban Society, 46(2), 181-191. doi:10.1177/0013124512446307

Anderson, S., Aller, T. B., Piercy, K. W., & Roggman, L. A. (2015). “Helping us find our own selves”: Exploring father-role construction and early childhood programme engagement. Early Child Development and Care, 185(3), 360-376. doi:10.1080/03004430.2014.924112

Baker, C. (2014). Parenting and cultural socialization as predictors of African American children’s science and social studies achievement. Journal of African American Studies, 18(1), 92-107. doi:10.1007/s12111-013-9257-2

Bindman, S. W., Skibbe, L. E., Hindman, A. H., Aram, D., & Morrison, F. J. (2014). Parental writing support and preschoolers’ early literacy, language, and fine motor skills. Early Childhood Research Quarterly, 29(4), 614-624. doi:10.1016/j.ecresq.2014.07.002

Boyce, L. (2014). Family bookmaking: Creating links between home and early childhood programs. Young Children, 69(4), 53-55. Retrieved from

Brown, A. L., Harris, M., Jacobson, A., & Trotti, J. (2014). Parent teacher education connection: Preparing preservice teachers for family engagement. Teacher Educator, 49(2), 133-151. doi:10.1080/08878730.2014.887169

Currie-Rubin, R., & Smith, S. J. (2014). Understanding the roles of families in virtual learning. Teaching Exceptional Children, 46(5), 117-126. doi:10.1177/0040059914530101

Curry, K. A., & Adams, C. M. (2014). Parent social networks and parent responsibility: Implications for school leadership. Journal of School Leadership, 24(5), 918-948. Retrieved from

Elish-Piper, L. (2014). Parent involvement in reading. Illinois Reading Council Journal, 43(1), 54-58. Retrieved from

Finn-Stevenson, M. (2014). Family, school, and community partnerships: Practical strategies for afterschool programs. New Directions for Youth Development, 2014(144), 89-103. doi:10.1002/yd.20115

Froiland, J. M., & Davison, M. L. (2014). Parental expectations and school relationships as contributors to adolescents’ positive outcomes. Social Psychology of Education, 17(1), 1-17. doi:10.1007/s11218-013-9237-3

Goldberg, A. E., & Smith, J. Z. (2014). Predictors of school engagement among same-sex and heterosexual adoptive parents of kindergarteners. Journal of School Psychology, 52(5), 463-478. doi:10.1016/j.jsp.2014.08.001

Goodall, J., & Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66(4), 399-410. doi:10.1080/00131911.2013.781576

Hoerr, T. R. (2014). Principal connection: Tips for better parent-teacher conferences. Educational Leadership, 71(7), 86-87. Retrieved from

Ing, M. (2014). Can parents influence children’s mathematics achievement and persistence in STEM careers? Journal of Career Development, 41(2), 87-103. doi:10.1177/0894845313481672

Jeynes, W. H. (2014). Parental involvement that works … because it’s age-appropriate. Kappa Delta Pi Record, 50(2), 85-88. doi:10.1080/00228958.2014.900852

McWayne, C. M., & Melzi, G. (2014). Validation of a culture-contextualized measure of family engagement in the early learning of low-income Latino children. Journal of Family Psychology, 28(2), 260-266. doi:10.1037/a0036167

Monti, J. D., Pomerantz, E. M., & Roisman, G. I. (2014). Can parents’ involvement in children’s education offset the effects of early insensitivity on academic functioning? Journal of Educational Psychology, 106(3), 859-869. doi:10.1037/a0035906

Muccio, L. S., Kuwahara-Fujita, R., & Otsuji, J. J. Y. (2014).’Ohana math: Family engagement to promote mathematical learning for Hawaii’s young children. Young Children, 69(4), 24-30.  Retrieved from

Niehaus, K., & Adelson, J. L. (2014). School support, parental involvement, and academic and social-emotional outcomes for English language learners. American Educational Research Journal, 51(4), 810-844. doi:10.3102/0002831214531323

O’Donnell, J., & Kirkner, S. L. (2014). The impact of a collaborative family involvement program on Latino families and children’s educational performance. School Community Journal, 24(1), 211-234. Retrieved from

O’Sullivan, R. H., Chen, Y., & Fish, M. C. (2014). Parental mathematics homework involvement of low-income families with middle school students. School Community Journal, 24(2), 165-187. Retrieved from

Poza, L., Brooks, M. D., & Valdés, G. (2014). Entre familia: Immigrant parents’ strategies for involvement in children’s schooling. School Community Journal, 24(1), 119-148. Retrieved from

Qin, D. B., & Han, E. (2014). Tiger parents or sheep parents?: Struggles of parental involvement in working-class Chinese immigrant families. Teachers College Record, 116(8), 1-32. Retrieved from 

Rodriguez, R. J., Blatz, E. T., & Elbaum, B. (2014). Strategies to involve families of Latino students with disabilities: When parent initiative is not enough. Intervention in School and Clinic, 49(5), 263-270. Retrieved from doi: 10.1177/1053451213513956

Santiago, C. D., Lennon, J. M., Fuller, A. K., Brewer, S. K., & Kataoka, S. H. (2014) Examining the impact of a family treatment component for CBITS: When and for whom is it helpful? Journal of Family Psychology, 28(4), 560-570. doi:10.1037/a0037329

Shillady, A. (2014). Engaging families in diverse communities: Strategies from elementary school principals. Young Children, 69(4), 46-49. Retrieved from

Shillady, A., & Charner, K. (2014). Engaging families: Partnering in meaningful ways. Young Children, 69(4), 6-7. Retrieved from

Shumow, L., & Schmidt, J. A. (2014). Parent engagement in science with ninth graders and with students in higher grades. School Community Journal, 24(1), 17-36. Retrieved from

Sibley, E., & Dearing, E. (2014). Family educational involvement and child achievement in early elementary school for American-born and immigrant families. Psychology in the Schools, 51(8), 814-831. doi:10.1002/pits.21784

Sim, S. S. H., Berthelsen, D., Walker, S., Nicholson, J. M., & Fielding-Barnsley, R. (2014). A shared reading intervention with parents to enhance young children’s early literacy skills. Early Child Development and Care, 184(11), 1531-1549. doi:10.1080/03004430.2013.862532

Sime, D., & Sheridan, M. (2014). “You want the best for your kids”: Improving educational outcomes for children living in poverty through parental engagement. Educational Research, 56(3), 327-342. doi:10.1080/00131881.2014.934556

Unal, Z., & Unal, A. (2014). Perspectives of preservice and in-service teachers on their preparation to work with parents in elementary classrooms. Educational Forum, 78(2), 112-126. doi:10.1080/00131725.2013.878425

Wang, M., Hill, N. E., & Hofkens, T. (2014). Parental involvement and African American and European American adolescents’ academic, behavioral, and emotional development in secondary school. Child Development, 85(6), 2151-2168. doi:10.1111/cdev.12284

Wang, M., & Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610-625. doi:10.1111/cdev.12153

Waters, L. H., & Leong, P. (2014). Who is teaching? New roles for teachers and parents in cyber charter schools. Journal of Technology and Teacher Education, 22(1), 33-56. Retrieved from

Wessels, S., & Trainin, G. (2014). Bringing literacy home: Latino families supporting children’s literacy learning. Young Children, 69(3), 40-46. Retrieved from

Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377-397. doi:10.1080/00131911.2013.780009

International Family Engagement

Areepattamannil, S., & Lee, D. H. L. (2014). Linking immigrant parents’ educational expectations and aspirations to their children’s school performance. Journal of Genetic Psychology, 175(1), 51-57. doi:10.1080/00221325.2013.799061 .

Beauregard, F., Petrakos, H., & Dupont, A. (2014). Family‒school partnership: Practices of immigrant parents in Quebec, Canada. School Community Journal, 24(1), 177-210. Retrieved from

Bicknell, B. (2014). Parental roles in the education of mathematically gifted and talented children. Gifted Child Today, 37(2), 83-93. doi:10.1177/1076217513497576

de Bruïne, E. J., Willemse, T. M., D’Haem, J., Griswold, P., Vloeberghs, L., & van Eynde, S. (2014). Preparing teacher candidates for family–school partnerships. European Journal of Teacher Education, 37(4), 409-425. doi:10.1080/02619768.2014.912628
Eng, S., Szmodis, W., & Mulsow, M. (2014). Cambodian parental involvement: The role of parental beliefs, social networks, and trust. The Elementary School Journal, 114(4), 573-594. doi:10.1086/675639

Gonida, E. N., & Cortina, K. S. (2014). Parental involvement in homework: Relations with parent and student achievement-related motivational beliefs and achievement. British Journal of Educational Psychology, 84(3), 376-396. doi:10.1111/bjep.12039
Goodall, J., & Ghent, K. (2014). Parental belief and parental engagement in children’s learning. British Journal of Religious Education, 36(3), 332-352.  doi:10.1080/01416200.2013.820168

Grace, R., Bowes, J., & Elcombe, E. (2014). Child participation and family engagement with early childhood education and care services in disadvantaged Australian communities. International Journal of Early Childhood, 46(2), 271-298. doi:10.1007/s13158-014-0112-y

Lau, E. Y. H. (2014). Chinese parents’ perceptions and practices of parental involvement during school transition. Early Child Development and Care, 184(3), 403-415. doi:10.1080/03004430.2013.792258

Ngwaru, J. M. (2014). Promoting children’s sustainable access to early schooling in Africa: Reflections on the roles of parents in their children’s early childhood care and education. New Directions for Child and Adolescent Development, 2014(146), 61-76. doi:10.1002/cad.20073

Pagan, S., & Sénéchal, M. (2014). Involving parents in a summer book reading program to promote reading comprehension, fluency, and vocabulary in grade 3 and grade 5 children. Canadian Journal of Education, 37(2), 1-31. Retrieved from

Perera, L. D. H., Bomhoff, E. J., & Lee, G. H. Y. (2014). Parents’ attitudes towards science and their children’s science achievement. International Journal of Science Education, 36(18), 3021-3041. doi:10.1080/09500693.2014.949900

Pino-Pasternak, D. (2014). Applying an observational lens to identify parental behaviours associated with children’s homework motivation. British Journal of Educational Psychology, 84(3), 352-375. doi: 10.1111/bjep.12043

Sampson, L. B. (2014). Parental involvement and children’s educational performance: A comparison of Filipino and U.S. parents. Journal of Comparative Family Studies, 45(3), 351-366. Retrieved from

Stright, A. D., & Yeo, K. L. (2014). Maternal parenting styles, school involvement, and children’s school achievement and conduct in
Singapore. Journal of Educational Psychology, 106(1), 301-314. doi: 10.1037/a0033821

Thirumurthy, V. (2014). Homework, homework everywhere: Indian parents’ involvement with their children's homework. Childhood Education, 90(2), 83-90. doi:10.1080/00094056.2014.889497

Ule, M., Živoder, A., & du Bois-Reymond, M. (2015). “Simply the best for my children”: Patterns of parental involvement in education. International Journal of Qualitative Studies in Education, 28(3), 329-348. doi:10.1080/09518398.2014.987852

Villiger, C., Wandeler, C., & Niggli, A. (2014). Explaining differences in reading motivation between immigrant and native students: The role of parental involvement. International Journal of Educational Research, 64, 12-25. doi:10.1016/j.ijer.2013.10.004

Watabe, A., & Hibbard, D. R. (2014). The influence of authoritarian and authoritative parenting on children’s academic achievement motivation: A comparison between the United States and Japan. North American Journal of Psychology, 16(2), 359-382. Retrieved from


Dissertations and Theses

Finding Dissertations and Theses
This bibliography includes doctoral dissertations and master’s theses. 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.]

Baker, R. A. (2013). Parental involvement during the foundational K-6 years in education, school choice, and student academic achievement (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3591968)

Durand, F. (2014). The relationship between parental involvement and student achievement in the U.S. Virgin Islands (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3578709)

Grady, D. E. (2013). Elements of parent-teacher conferences that foster parental engagement and home-school partnerships in a rural k-3 elementary school (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3613808)

Jones, L. N. (2014). Barriers to parental involvement for children at risk (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3579639)

Shajith, B. (2012). Bringing parents to school: The effect of invitations from school, teacher, and child on parental involvement in middle schools (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3538298)

Walker-DeVose, D. C. (2013). At the intersection of can and can’t: Parental school involvement from the perspective of the low-SES African-American mother (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3575669)

Zigmond, A. (2013). Engaging families in early education at the Christina Early Education Center Newark, DE (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3613084)


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, E. (2014). How organizations provide learning opportunities for children and families. Family Involvement Network of Educators (FINE) Newsletter, 6(5). Retrieved from

Daugherty, L., Dossani, R., Johnson, E., & Wright, C. (2014). Families, powered on: Improving family engagement in early childhood education through technology. Retrieved from

Driskell, N. (2014). Racing to the top: Maryland’s promising practices in family engagement. Family Involvement Network of Educators (FINE) Newsletter, 6(4). Retrieved from

Driskell, N. (2014). A strong start for family engagement in Massachusetts. Family Involvement Network of Educators (FINE) Newsletter, 6(5). Retrieved from

Harvard Family Research Project. (2014). Redefining family engagement for student success. Retrieved from

Harvard Family Research Project. (2014). Research spotlight: Families and digital media in young children’s learning. Retrieved from

Lopez, E., & Caspe, M. (2014). Family engagement in anywhere, anytime learning. Family Involvement Network of Educators (FINE) Newsletter, 6(3). Retrieved from

Moore, K. A., Caal, S., Rojas, A., & Lawner, E. K. (2014). Child Trends’ evaluation of the Abriendo Puertas/Opening Doors program: Executive summary and discussion brief. Retrieved from

National Bureau of Economic Research. (2014). One step at a time: The effects of an early literacy text messaging program for parents of preschoolers. (NBER Working Paper No. 20659). Retrieved from

National Center on Parent, Family, and Community Engagement. (2014). Family as learners. Retrieved from

National Center on Parent, Family, and Community Engagement. (2014). Family engagement and school readiness. Retrieved from

National Center on Parent, Family, and Community Engagement. (2014). Family well-being. Retrieved from

Park, M., & McHugh, M. (2014). Immigrant parents and early childhood programs: Addressing barriers of literacy, culture, and systems knowledge. Retrieved from

Patton, C., & Caspe, M. (2014). Finding time together: Families, schools, and communities supporting anywhere, anytime learning. Family Involvement Network of Educators (FINE) Newsletter, 6(4). Retrieved from

Rideout, V. (2014). Learning at home: Families’ educational media use in America. Retrieved from

Walker, K., Gooze, R., & Torres, A. (2014). Connecting the dots: Raising a reader builds evidence base for its parent engagement and early literacy program. Retrieved from

Weiss, H. B. (2014). Family engagement as a shared responsibility in a digital learning environment. Family Involvement Network of Educators (FINE) Newsletter, 6(2). 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.

Dyches, T. T., Carter, N. J., & Prater, M. (2012). A teacher’s guide to communicating with parents: Practical strategies for developing successful relationships. Upper Saddle River, NJ: Pearson Education.

Iruka, I. U., Curenton, S. M., & Eke, W. A. I. (2014). The CRAF-E4 family engagement model: Building practitioners’ competence to work with diverse families. San Diego, CA: Elsevier.

Robinson, K., & Harris, A. L. (2014). The broken compass: Parental involvement with children’s education. Cambridge, MA: Harvard University Press.

Weiss, H. B., Lopez, M. E., Kreider, H., & Chatman-Nelson, C., eds. (2014). Preparing educators to engage families: Case studies using an ecological systems framework. Thousand Oaks, CA: SAGE Publications.


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Published by Harvard Family Research Project