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All Publications & Resources
WORKING WITH TEACHERS AND FAMILIES DEVELOPMENT PERIODS
COMPLEMENTARY LEARNING CONNECTIONS

Taking Leadership, Innovating Change: Profiles in Family, School, and Community Engagement

This new report from the National Family, School, and Community Engagement Working Group contains twelve examples of leading innovations in family engagement as an integral and effective strategy in systemic education reform.

National Family, School, and Community Engagement Working Group (March 2010) Research Report

Reframing Family Involvement in Education: Supporting Families to Support Educational Equity

This research review, part of the Equity Matters research initiative at the Campaign for Educational Equity at Teachers College, Columbia University, argues that family involvement in education is a powerful but neglected tool to support children’s learning and development.  Disadvantaged children are both more likely to benefit from increased family involvement and to come from families who face the greatest barriers to such involvement.  To reframe public understanding of the benefits of family involvement in children’s education, this paper lays out a research-based definition and more equitable approach to family involvement and positions it as a key cross-cutting component of broader comprehensive or complementary learning systems.

Heather B. Weiss , Suzanne M. Bouffard, Beatrice L. Bridglall, Edmund W. Gordon (December 2009) Research Report

Commentary from the National Family, School, and Community Engagement Working Group on the Investing in Innovation (i3) 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 Investing in Innovation (i3) Fund’s proposed priorities, requirements, definitions, and selection criteria.The National Working Group’s recommendations provide a framework for the integration of family involvement into how potential recipients of i3 funds are assessed and selected, as well as how initiatives are evaluated.

National Family, School, and Community Engagement Working Group (January 19, 2010) Research Report

Commentary from Harvard Family Research Project on the Investing in Innovation (i3) Fund

HFRP submitted recommendations to the National Register Notice regarding the i3 fund’s proposed priorities, requirements, definitions, and selection criteria. The recommendation included an endorsement of 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 emphasized the need to direct development and validation grant funding toward promising family and community engagement initiatives, isolate and recognize the added value of parental involvement in interventions, and take a nuanced view of effect size when selecting innovations for funding.

Harvard Family Research Project (January 19, 2010) Research Report

Preparing Educators to Engage Families: Case Studies Using an Ecological Systems Framework, Second Edition

This book supports teacher training and professional development in the area of family engagement. This volume helps prepare teachers and other professionals to partner with the families of elementary school children for student success and positive development. This second edition pairs child development theory with research-based teaching cases that reflect critical dilemmas in family–school–community relations, especially among families for whom poverty and cultural differences are daily realities.

Heather B. Weiss , Holly Kreider, M. Elena Lopez, Celina Chatman-Nelson (January 2010) Research Report

Valuing Families as Partners

Elena Lopez explores the benefits of creating strong partnerships between early childhood programs and families.

M. Elena Lopez (January 2010) Research Report

Resource Guide for Family Engagement in Education at the High School Level

A sampling of research reports, best practices, and tools to guide you in conceptualizing and creating effective family engagement strategies for high school students.

Harvard Family Research Project (December 7, 2009) Bibliography

Parent-Teacher Conference Tip Sheets for Principals, Teachers, and Parents

Parent–teacher conferences are an important component of ongoing home–school communication and family involvement in children's education. This set of tip sheets—for principals, teachers, and parents—can help ensure that conferences achieve their maximum potential.

Harvard Family Research Project (January 2009) Tool for Practice

Family Involvement News: November 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 upcoming and current reports, articles, events, and funding opportunities in the family involvement field.

Harvard Family Research Project (November 2009) Research Report

Co-Constructing Family Engagement Roles in Federal Way, Washington

Through open communication and a mutual investment in solving a problem, one parent, school principal, and district-level family advocate helped bring about positive change in a Federal Way, Washington, middle school. Kelley O’Carroll and Angela Griffin write about the shared responsibility of co-constructing an effective solution and how this effort inspired a parent to advocate for the entire student body, not just her own child.

Kelley O'Carrol , Angela Griffin (November 2009) Research Report

Family Engagement: A Shared Responsibility

Harvard Family Research Project’s M. Elena Lopez, Heidi Rosenberg, and Helen Westmoreland discuss how families, schools, and communities can create a shared responsibility for children’s learning and academic success. The three dimensions of this approach include creating opportunities for family engagement, building co-constructed roles that outline families’ and schools’ responsibilities, and learning about effective ways to engage families in children’s learning.

Heidi Rosenberg , M. Elena Lopez, Helen Westmoreland (November 2009) Research Report

How to Develop a Logic Model for Districtwide Family Engagement Strategies

How to Develop a Logic Model for Districtwide Family Engagement Strategies, a tool from Harvard Family Research Project, guides school districts to create a logic model that can aid in planning, implementing, assessing, and communicating about their systemic family engagement efforts.

Helen Westmoreland , M. Elena Lopez, Heidi Rosenberg (November 2009) Tool for Evaluation

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

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Published by Harvard Family Research Project