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WORKING WITH TEACHERS AND FAMILIES DEVELOPMENT PERIODS
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Family Engagement Policy Resources

We've added a section to our website to inform stakeholders of our policy-related work in family engagement. This work seeks to promote the broader definition of family engagement that stresses shared responsibility and cross-context learning within a cradle-to-career approach to education. Visit our new policy page for more details, including our  comments in the Federal Register regarding the U.S. Department of Education’s $4.35 billion Race to the Top Fund competitive grants program.

Harvard Family Research Project (November 2009) Research Report

Featured Teaching Case: Suspension at Aurora Middle School

Harvard Family Research Project’s Teaching Cases support teacher training and professional development by highlighting challenges that schools, families, and communities may encounter in supporting children’s learning. In this month’s newsletter, we feature Suspension at Aurora Middle School, which highlights the shared responsibility of community groups to resolve home-school difficulties.

Harvard Family Research Project (November 2009) Research Report

The Federal Role in Out-of-School Learning: After-School, Summer Learning, and Family Involvement as Critical Learning Supports (Voices in Urban Education, Summer 2009)

Our article in Voices for Urban Education makes a research-based case for the federal provision of out-of-school complementary learning supports.

Heather B. Weiss , Priscilla M.D. Little, Suzanne M. Bouffard, Sarah N. Deschenes, Helen Janc Malone (Summer 2009) Research Report

Commentary from Harvard Family Research Project on the Race to the Top Fund

Harvard Family Research Project (HFRP) submitted recommendations to the National Register Notice regarding the Race to the Top Fund’s proposed priorities, requirements, definitions, and selection criteria. HFRP both endorsed the comments submitted by the National Family, School, and Community Engagement Working Group, a collaborative of leaders in the family engagement field including HFRP’s Heather Weiss, and asserted that a priority criterion for awarding Race to the Top dollars should focus on the quality and depth of family engagement, especially to achieve the American Recovery and Reinvestment Act's goal of turning around struggling schools.

Harvard Family Research Project (August 25, 2009) Research Report

Commentary from the National Family, School, and Community Engagement Working Group on the Race to the Top Fund

The National Family, School, and Community Engagement Working Group, a collaborative of leaders in the family engagement field including Harvard Family Research Project’s (HFRP) Heather Weiss, submitted recommendations for the Race to the Top Fund’s proposed priorities, requirements, definitions, and selection criteria. The recommendations provide a framework for elevating and integrating family involvement into how the Race to the Top Funds are disseminated, governed, and evaluated for effectiveness.

National Family, School, and Community Engagement Working Group (August 25, 2009) Research Report

A Day in the Life: Family Engagement in Citizen Schools

Emily Schneider-Krzys, the Deputy Program Director of Citizen Schools in Texas, explains how the Citizen Schools program’s focus on creating networks, building intentional relationships, and establishing consistent communication helps to engage families and support student learning.

Emily Schneider-Krzys (August 2009) Research Report

Family Involvement Across Learning Settings

Families play important roles in supporting children’s learning not just in school but also in the many out-of-school contexts in which they learn. Harvard Family Research Project’s Helen Westmoreland talks about how families and nonschool learning settings, such as out-of-school time programs, museums, and libraries, can work together to promote student achievement.

Helen Westmoreland (August 2009) Research Report

Featured Teaching Case: After School for Cindy

Harvard Family Research Project’s Teaching Cases support teacher training and professional development by highlighting challenges that schools, families, and communities may encounter in supporting children’s learning. In this month’s FINE newsletter, we feature After School for Cindy, which explores the roles that family members, school staff, and community organizations play in one child’s out-of-school time and demonstrates the importance of family engagement across learning contexts.

Harvard Family Research Project (August 2009) Research Report

Complementary Learning Connections With Out-of-School Time Programs in Nebraska

When families, schools, and out-of-school supports work together, children are more likely to succeed. Lisa St. Clair writes about how the Nebraska State Parental Information and Resource Center is using a complementary learning approach to link family support programs with schools, early childhood programs, and out-of-school time programs.

Lisa St. Clair (August 2009) Research Report

Family Involvement News: August 2009

We at Harvard Family Research Project are committed to keeping you up-to-date on what's new in family involvement.  View our list of links to current reports, articles, events, and opportunities in the family involvement field.

Harvard Family Research Project (August 2009) Research Report

Seeing is Believing: Promising Practices for How School Districts Promote Family Engagement

We teamed up with the National PTA to bring you this ground-breaking policy brief that examines the role of school districts in promoting family engagement. The brief spotlights how six school districts have used innovative strategies to create and sustain family engagement “systems at work.” 

Helen Westmoreland , Heidi M. Rosenberg, M. Elena Lopez, Heather Weiss (July 2009) Research Report

National Family, School, and Community Engagement Working Group: Recommendations for Federal Policy

This policy brief offers a definition of family, school, and community engagement that builds on the definition in the No Child Left Behind Act (Title IX, section 9101, 32) and is based on research about when and how children learn and the relationships among families, schools, and communities in supporting that learning.  We also lay out some of the elements we believe are necessary to enable states, districts, schools, families, and community organizations to develop effective approaches to family engagement from birth to young adulthood.

The National Family, School, and Community Engagement Working Group (June 2009) Research Report

Family Involvement News: May 2009

We at Harvard Family Research Project are committed to keeping you up-to-date on what's new in family involvement.  View our list of links to current reports, articles, events, and opportunities in the family involvement field.

Harvard Family Research Project (May 2009) Research Report

Redefining Family Engagement in Education

Heather Weiss and Elena Lopez discuss the need to develop a broader definition of family engagement—one which focuses on the multiple contexts in which children grow and learn, from birth through adulthood—in this era of changing federal policy.

Heather Weiss , M. Elena Lopez (May 2009) Research Report

From Periphery to Center: A New Vision for Family, School, and Community Partnerships

Written by Harvard Family Research Project's Heather Weiss and Naomi Stephen, this chapter presents a comprehensive, integrated family, school, and community partnership framework that can help level the playing field for disadvantaged children and ensure that they have access to the parental involvement and community engagement practices of their more advantaged peers in order to enhance their learning.

Heather B. Weiss , Naomi Stephen (May 2009) Research Report

The Federal Role in Out-of-School Learning: After-School, Summer Learning, and Family Involvement as Critical Learning Supports

Four decades of research demonstrate that it is necessary to redefine learning—both where and when it takes place—if the country is to achieve the goal of educating all of its children. This report from Harvard Family Research Project (HFRP) makes a research-based case for federal provision of out-of-school complementary learning supports, so that all students gain the skills necessary for success in the 21st century.

Heather B. Weiss , Priscilla M. D. Little, Suzanne M. Bouffard, Sarah N. Deschenes, Helen Janc Malone (May 2009) Research Report

A Model for Statewide Parent Involvement Leadership in Colorado

Tina House of the Colorado Parent Involvement Network for Education discusses a collaborative approach to providing statewide leadership for family engagement.

Tina House (May 2009) Research Report

An Aligned Family Involvement System in Kansas

Jane Groff from the Kansas Parent Information Resource Center talks about how the endorsement of statewide family involvement standards by the Kansas State Board of Education has resulted in the development of a common vision for family involvement across state education systems and agencies.

Jane Groff (May 2009) Research Report

Data Collection Instruments for Evaluating Family Involvement

As evidence mounts that family involvement can support children's learning, there is an increasing call in the field for common data collection instruments to measure home–school communication and other aspects of family involvement. This resource from Harvard Family Research Project compiles instruments developed for rigorous program impact evaluations and tested for reliability.

 

Helen Westmoreland , Suzanne Bouffard, Kelley O'Carroll, Heidi Rosenberg (May 2009) Research Report

Strengthen What Happens Outside School to Improve What Happens Inside

This article by Harvard Family Research Project in the April 2009 issue of  Phi Delta Kappan offers research-based recommendations for federal education legislation.

Heather Weiss , Priscilla Little, Suzanne M. Bouffard, Sarah N. Deschenes, Helen Janc Malone (April 2009) Research Report

The Federal Role in Out-of-School Learning: After-School, Summer Learning, and Family Involvement as Critical Learning Supports

Four decades of research demonstrate that it is necessary to redefine learning—both where and when it takes place—if the country is to achieve the goal of educating all of its children. This report from Harvard Family Research Project (HFRP) makes a research-based case for federal provision of out-of-school complementary learning supports, so that all students gain the skills necessary for success in the 21st century.

Heather B. Weiss , Priscilla M. D. Little, Suzanne M. Bouffard, Sarah N. Deschenes, Helen Janc Malone (February 2009) Research Report

Family Involvement News: January 2009

We at Harvard Family Research Project are committed to keeping you up-to-date on what's new in family involvement.  View our list of links to current reports, articles, events, and opportunities in the family involvement field.

Harvard Family Research Project (January 2009) Research Report

Kindergarten Home Visit Project

The need for home–-school collaboration begins even before a child’s the first day of school. Researcher Amy Schulting shares data from a recent evaluation study to describe how one home visiting project eases children's transition to kindergarten.

Amy Schulting (January 2009) Research Report

Effective Home-School Communication

Not all home–school communication succeeds in supporting student learning. In this article, Duke University's JoBeth Allen offers tips for effective communication between schools and families that can help children to learn and grow.

JoBeth Allen (January 2009) Research Report

The Parent Teacher Home Visit Project

When community organizations, schools, and local government work together with families, they can help children learn. Carrie Rose writes about the Parent Teacher Home Visit Project, which draws on a community organizing model to sustain parent–teacher communication across students' school years.

Carrie Rose (January 2009) Research Report

© 2015 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project