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All Publications & Resources
WORKING WITH TEACHERS AND FAMILIES
COMPLEMENTARY LEARNING CONNECTIONS
A collaboration with the Finance Project, this brief provides practitioners of local out-of-school time programs with techniques, tools, and strategies for improving their program and tracking their effectiveness over time.
Priscilla M. D. Little , Sharon DuPree, Sharon Deich (September 2002) Research Report
Family resource centers are places where you can get information on raising and educating your child. This issue of the Early Childhood Digest describes family resource centers and how they can help you get your child ready for school.
Priscilla M. D. Little (October 1998) Research Report
Priscilla Little, an independent consultant working in afterschool research and evaluation, reflects on the transformation of afterschool from being merely a “safe haven” for kids whose parents are working to a core component of a holistic education. She also highlights six strategies for engaging families in afterschool programs.
Priscilla Little (June 28, 2012) 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
This paper reviews the literature on community organizing. It examines how community organizing differs from traditional parent involvement activities, outlines the characteristic strategies used to engage parents in organizing efforts, and describes the outcomes of these efforts.
M. Elena Lopez (December 2003) Research Report
Elena Lopez explores the benefits of creating strong partnerships between early childhood programs and families.
M. Elena Lopez (January 2010) Research Report
This report details three school-based programs to show what makes comprehensive family support programs thrive. Home visiting and parent education in Brattleboro, Vermont are featured, as is extended child care in Leadville, Colorado, and school-linked services in Gainesville, Florida.
M. Elena Lopez , Mona Hochberg (1993) Research Report
This report provides a training framework to support families through child care programs. It describes six areas of practice through which providers can develop the knowledge and skills to partner with families. The report contains profiles of family-centered programs and examines how they have applied family support principles in their practice.
M. Elena Lopez , Sybilla Dorros, Heather Weiss (1999) Research Report
This study provides a deeper understanding of how cultural practices combine with other factors to shape parenting behaviors among families in the United States in the first year of children's lives. Several findings provide information about ways in which practitioners and Latino families can more effectively engage with young Latino children to influence their cognitive, social, language, and literacy development—and therefore facilitate their school readiness.
Michael L. Lopez , Sandra Barrueco, Erika Feinauer, Jonathan C. Miles (June 2007) Research Report
Chinese-American college students from diverse socioeconomic backgrounds describe the role of their families in their paths to college.
Vivian Louie (September 2004) Research Report
This review of current literature on community development is a resource for people hoping to gain insight into the common ground and potential for collaboration that exist between family support and community development initiatives. A brief introduction to the bibliography explains what the eight themes are, why they are important, and what special challenges are raised for community development practitioners.
Louisa Lund (1998) Research Report
Interviews with 84 math teachers about the use of their class websites suggest that sites could be used more effectively to share information with parents and to support parent involvement.
Ellen Lunts (October 2004) Research Report
Family Research Project researchers reviewed teacher-certification requirements for all 50 states and the District of Columbia. Recommendations for strengthening parent involvement programs in preservice teacher education are presented.
Leon Lynn (September 1997) Research Report
This article describes five ways for teachers to use family involvement storybooks in their early childhood education classrooms. The article also includes a vignette about the impact of sharing a family involvement storybook in one third-grade class.
Ellen Mayer , Martha Kateri Ferede, Elaine D. Hou (November 2006) 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
Spanish Translation Available in Storybook Corner. This online bilingual storybook about family involvement at school is designed to engage children and their families. For educators, the printable online storybook is an easy-to-use family involvement tool that supports literacy. The story was developed from research and is based on the real experiences of one Latino boy and his family who are acculturating to the U.S.
Ellen Mayer , Joe Cepeda (2007) Research Report
Spanish Translation Available. No matter how busy parents are, there are things they can do to help their children. Parents of first- and second-graders in the School Transition Study research project have discovered creative ways to stay involved in their children's learning and development. Researchers conducting the survey learned important and useful tips to share with busy parents everywhere.
Ellen Mayer , Holly Kreider, Peggy Vaughan (September 1999) Research Report
Growing evidence tells us that parent involvement in after school programs can make a difference in children's lives, as well as benefit families, schools, and after school programs themselves. This article by Ellen Mayer and Holly M. Kreider draws from research conducted by HFRP in partnership with Build the Out-of-School Time Network and the United Way of Massachusetts Bay. It describes four strategies for engaging elementary school families in after school programs and provides examples of promising practices from family-focused programs serving ethnically diverse families. The article also offers implications for parents and parent leaders as they select and design after school programs.
Ellen Mayer , Holly M. Kreider (October/November 2006) Research Report
Tomasito's embarrassment at having his parents drop by the school limits the development of a strong, trusting, and communicative parent-teacher relationship. Shy and quiet Tomasito does not share information about his home life with his teacher who in turn holds many misconceptions about his home context. How can teacher and family communicate better?
Ellen Mayer (2001) Teaching Case
Elementary school principal and “connected educator” Joe Mazza discusses how he has integrated technology—including social media—into his school’s family engagement strategies to enhance his school’s ability to connect with families. He also stresses the importance of balancing technology-based engagement strategies with in-person relationship-building efforts.
Joe Mazza (February 7, 2013) Research Report
Beth Martin, a fourth grade teacher, finds her students respond well to the new mathematics curriculum she is using in her class, but at home parents struggle to understand the new math and help their children with homework. How should Beth and her colleagues respond to parents' skepticism about the new curriculum and support their involvement at home?
Becky Smith McCarthy (2004) Teaching Case
A middle school principal will not allow a single mother employed by the local casino to address her daughter's class during Career Week because he is concerned about promoting gambling. How can this school reorganize to serve and respect all families?
Claire McCown (2001) Teaching Case
This course provides an opportunity for students to reflect on and answer some of the following question: Why do parents and teachers both feel frustrated and powerless to meet the needs of today's students? In this class we will consider the power inequities inherent in schools today. In this class we will consider the power inequities inherent in schools today. We will focus not only on present problems in schools, but on reviewing innovative initiatives and models around the country that give a louder voice to teachers and parents on behalf of children.
Dana McDermott (Winter 2004) Syllabus
This study shows positive social and academic outcomes for low-income, minority kindergarten children whose parents promote learning in the home and contact schools regularly.
Christine McWayne , Marissa Owsianik (October 2004) Research Report
Trise Moore, Family Partnership Advocate for Federal Way Public Schools Washington state, discusses her work in the district’s Family Partnership Office to promote strong partnerships among parents and district- and school-level staff.
Trise Moore (May 2011) Research Report