Jump to:Page Content
You are seeing this message because your web browser does not support basic web standards. Find out more about why this message is appearing and what you can do to make your experience on this site better.
All Publications & Resources
WORKING WITH TEACHERS AND FAMILIES
COMPLEMENTARY LEARNING CONNECTIONS
This issue of the FINE Forum features some examples families, schools, and communities coming together to enrich children's learning and social development opportunities.
Harvard Family Research Project (Spring 2004) Research Report
HFRP's teaching cases involve real world situations and consider the perspectives of various stakeholders, including early childhood program and elementary school staff, parents, children, and community members. This handout provides a detailed list of our teaching cases on family involvement, focusing on the earlier years of a child's learning and development.
Harvard Family Research Project (January 2012) Research Report
This issue of the FINE Forum points to the possibilities of enriching parent-teacher and broader school-community relationships. We hope that you take away ideas for your own practice.
Harvard Family Research Project (Fall 2003) Research Report
This issue of the FINE Forum focuses on promising practices to engage families and communities in supporting students' mathematical proficiency.
Harvard Family Research Project (Spring 2003) Research Report
This resource guide highlights research reports, journal articles, examples of best practices, and tools that provide information on facilitating a comfortable and effective family–school partnership in the interest of successful outcomes for children with disabilities.
Harvard Family Research Project , Jamie Ferrel (September 2012) Bibliography
As we celebrate the Week of the Young Child, the FINE Forum presents some innovative ideas and practices in family involvement in early childhood education.
Harvard Family Research Project (Spring 2002) Research Report
This issue of FINE Forum explores new forms of and strategies in family involvement, all of which share a common goal: expanding and deepening family and community roles to help students meet high standards.
Harvard Family Research Project (Winter 2001/2002) Research Report
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
Molly is surprised when her son's teacher recommends he attend summer school. She thought he was doing just fine and the family had been doing a lot to make the home a rich reading environment. How can teachers better communicate academic progress with parents? How can administrators support teachers in this effort?
Holly Kreider , Margaret Caspe (2002) Teaching Case
Tim Kelly, a first grade student, comes to school hungry, dirty, emotionally needy, and academically unprepared. His teacher believes his lack of care at home is contributing to his poor school performance. How can a teacher individualize parent involvement?
Holly Kreider (1999) Teaching Case
This research brief presents preliminary evidence that family involvement in young children's education may contribute to a smooth transition to elementary school for children, and also helps parents remain involved in their children's learning in school.
Holly Kreider , Family Involvement Network of Educators (FINE) (April 2002) Research Report
This digest provides suggestions on how families and teachers can work together in schools to provide enriching experiences for children.
Holly Kreider (March 1998) Research Report
Spanish Translation Available. Good communication between parents and teachers has many benefits. This Early Childhood Digest shares information on how to establish good parent-teacher communication.
Holly Kreider , Ellen Mayer, Peggy Vaughan (May 1999) Research Report
Elena Lopez explores the benefits of creating strong partnerships between early childhood programs and families.
M. Elena Lopez (January 2010) 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
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
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
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
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
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
Disciplinary problems at an intermediate school in the Bronx are compounded by the lack of experienced teachers whose race and class backgrounds differ from their students'. When two students get into a fight, the new teachers seek solutions that sharply contrast with the norms of the students and their families. How can teachers come to understand the families and communities in which they teach?
Mary Katherine Moss (2002) Teaching Case
This paper by the National Center on Parent, Family, and Community Engagement, a new center formed by HFRP and Brazelton Center at Children's Hospital Boston and other partners for the Office of Head Start, focuses on child assessment data as a tool for parent and family engagement in the early childhood arena. It is the first in a series that will help early childhood care and education programs identify ways that they can share information in order to strengthen partnerships and work toward common goals.
National Center on Parent, Family, and Community Engagement (March 2011) Research Report
Students who are currently working or preparing to work in the fields of education and human services will be engaged through interactive learning experiences to understand the development of partnerships with schools to reach, engage, and support families. The model for community success includes building partnerships and providing supports and opportunities that promote active and positive working relationships. The discussions, assignments, and in-class activities will provide students with a vision and practical knowledge of what effective partnerships look like and how to strategize ways of tapping into community resources.
Joel Nitzberg (2003) Syllabus