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All Publications & Resources
WORKING WITH TEACHERS AND FAMILIES
COMPLEMENTARY LEARNING CONNECTIONS
Interviews with African American mothers of successful high school daughters show that mothers maintain intense interest and direct involvement in multiple aspects of their daughters' educational lives but keep little contact with school officials.
Barbara M. Williams (February 2006) Research Report
Harvard Family Research Project (2006) Bibliography
A unique source for information on using children's storybooks with family involvement themes to engage families in their children's education and encourage family–school–community partnerships, all while supporting literacy.
Harvard Family Research Project (January 2006) Tool for Practice
This meta-analysis of parent involvement research brings together the results of 77 recent studies. Jeynes shows that parent involvement has an overall positive effect on student achievement and that the largest effects are associated with parental expectations.
William H. Jeynes (December 2005) Research Report
This study demonstrates that a wide variety of parent and child factors are linked to school readiness and that parenting education and support services promote family activities that relate to positive child outcomes.
Shari Golan , Donna Spiker, Carl Sumi (December 2005) Research Report
This book of research-based teaching cases and theoretical perspectives focuses on dilemmas in family-school-community relationships.
Heather B. Weiss , Holly Kreider, M. Elena Lopez, & Celina M. Chatman (2005) Research Report
This presentation, Supporting Children's Development in and out of the Classroom, examined parenting behaviors and their associations with one another and with children's outcomes in early and late adolescence.
Sandra Simpkins , Suzanne Bouffard, Eric Dearing, Holly Kreider, Chris Wimer, Pia Caronongan, Priscilla Little, Heather Weiss (October 28, 2005) Conferences and Presentations
Heather Weiss and M. Elena Lopez of Harvard Family Research Project sent the following letter in response to the Los Angeles Times article “Parents’ Involvement Not Key to Student Progress, Study Finds,” published on October 26, 2005.
Heather Weiss (October 27, 2005) Research Report
This study shows how families of students with disabilities are involved in their children’s education both at home and school, and how characteristics of children and families are related to families’ level of participation.
Lynn Newman (September 2005) Research Report
Second grade teacher Nikki believes that participation in a formal after school program would help her student Cindy academically at school. However, Cindy's single working mother Marla prefers to keep Cindy with her in the afternoons after her numerous struggles with securing quality affordable care in the community. What are the roles of family, school, and community in promoting children's learning and development in out-of-school time?
Ellen Mayer (2005) Teaching Case
Family-centered practices by professionals serving families and their young children with disabilities have become a cornerstone of personnel preparation programs in early childhood intervention (ECI) and early childhood education. Our research project sought to develop a measure to examine the family-centered beliefs, skills, work systems, and work practices of ECI and ECE graduate students.
Angie Giallourakis , Kristie Pretti-Frontczak, Bryan Cook (September 2005) Research Report
This is a chapter in Developmental Pathways Through Middle Childhood: Rethinking Context and Diversity as Resources. Edited by Catherine R. Cooper, Cynthia T. Garcia Coll, W. Todd Bartko, Helen M. Davis, & Celina Chatman. Published by Lawrence Erlbaum, Mahwah, NJ. This chapter uses mixed methods to examine associations between school context, family educational involvement, and child literacy outcomes from kindergarten through third grade.
Heather B. Weiss , Eric Dearing, Ellen Mayer, Holly Kreider, Kathleen McCartney (June 2005) Research Report
This study explores the reading concepts held by urban families and how home reading practices intersect with school literacy practices.
Catherine Compton-Lilly (June 2005) Research Report
This study examines how the topic of school, parent, and school partnerships are incorporated into preservice teacher education. Preservice teacher comfort levels with parent involvement is documented.
Carolyn B. Flanigan (May 2005) Research Report
This study explores the experiences of British Bangladeshi and Pakistani parents in their interactions with schools and their involvement in children’s education.
Gill Crozier , Jane Davies (May 2005) Research Report
Article in Urban Education, 40(1), 78–105.
In this article the authors argue that intermediary organizations play a crucial role in capacity building for family involvement, by providing alternatives to school-centered approaches to family involvement and engaging families with intensive support that schools seldom offer.
M. Elena Lopez , Holly Kreider, Julia Coffman (2005) Research Report
Engaging families in education holds tremendous potential for boosting children's achievement, but also ranks among educators' greatest challenges. Staff at Harvard Family Research Project paired up with staff at the Institute for Responsive Education at Cambridge College to make the case for family involvement to educators. Research and evaluation findings on the benefits, challenges, and effective strategies in family involvement were reviewed and illustrated with descriptions of established program models and exemplary practices from local schools.
Harvard Family Research Project (May 11, 2005) Conferences and Presentations
Researchers at the University of Nebraska-Lincoln studied the effectiveness of a behavioral intervention model where parents, educators, and service providers work collaboratively to address children's developmental needs in a Head Start program.
Susan M. Sheridan , Brandy L. Clarke, Diane C. Marti, Jennifer D. Burt, Ashley M. Rohlk (April 2005) Research Report
This panel session at the annual conference of the American Educational Research Association in Montreal, examined the current knowledge base and future directions for family involvement research and evaluation. Heather Weiss identified priority areas for future research and evaluation and criteria for selecting these areas. Panelists Kathleen Hoover-Dempsey, William Jeynes, Joyce Epstein, and Anne Henderson discussed research and evaluation on parent–child and parent–student–school relationships, home–school communication and parental expectations, school-based partnership programs, and community organizing, respectively.
Heather Weiss , Kathleen Hoover-Dempsey, William Jeynes, Joyce Epstein, Anne Henderson (April 14, 2005) Conferences and Presentations
This study found that perceived academic support from teachers and parents contributes indirectly to the academic achievement of Hong Kong students.
Jennifer Jun-Li Chen (April 2005) Research Report
With the implementation of welfare reform, government's increasing reliance on block grants rather than categorical funding, increasing devolution of responsibility for service delivery to the state and local level, increasing use of contracted services, and growing budget shortfalls at all levels of government, the social safety net in the United States is undergoing rapid transformation. How well the emerging “system” will protect children and support families is unknown. This course is designed to examine current and proposed child and family policies.
Julie B. Wilson (Spring 2005) Syllabus
Educators need to develop an effective synergy between parents and schools to promote student success. We use the term syneducation (synekpaidefsis;3 synergy + education) as the acquisition of a common educational experience (simultaneously and in cooperation) by individuals of different ages and educational backgrounds (Mylonakou, 2004). Our approach focuses mainly on how schools can give clear messages to parents about the necessity of their collaboration with schools.
Iro Mylonakou , Ioannis Kekes (March 2005) Research Report
This study found that teachers with National Board for Professional Teaching Standards certification have more positive attitudes, are more tenacious in their approaches, and have more strategies for engaging families than noncertified teachers.
Rick Ginsberg , Lauri Hermann-Ginsberg (March 2005) Research Report
This exploratory case study examines whether the transition from welfare to work influences parental involvement in elementary school education.
Catherine D. Shiffman (February 2005) Research Report
Five community-based education organizing groups use various strategies to build trust and commitment among parents and teachers.
Celina Su (January 2005) Research Report