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All Publications & Resources
WORKING WITH TEACHERS AND FAMILIES
COMPLEMENTARY LEARNING CONNECTIONS
Two key processes whereby teachers working in a low-income rural New England town come to understand families include gathering information and meaning making.
Margaret Caspe (May 2003) Research Report
Harvard Family Research Project and the National PTA® have teamed up to bring you the third brief in our ground-breaking series about family engagement policy, highlighting the need for teacher education programs to prepare teachers to better work with families.
Margaret Caspe , M. Elena Lopez, Ashley Chu, & Heather B. Weiss (May 2011) Research Report
This research brief synthesizes the latest research that demonstrates how family involvement contributes to elementary-school-age children's learning and development. The brief summarizes the latest evidence base on effective involvement—specifically, the research studies that link family involvement during the elementary school years to outcomes and programs that have been evaluated to show what works.
Margaret Caspe , M. Elena Lopez, Cassandra Wolos (Winter 2006/2007) Research Report
Examine how effective family-strengthening interventions can positively impact families and children in this practitioner-friendly brief from Harvard Family Research Project. Lessons From Family-Strengthening Interventions: Learning From Evidence-Based Practice is based on our review of interventions that have been rigorously evaluated through experimental and quasi-experimental studies. We offer educators, service providers, and evaluators recommendations for creating successful programs and evaluations.
Margaret Caspe , M. Elena Lopez (October 2006) Research Report
Ines, a Spanish speaker feels responsible for her daughter's trouble in an all-English first grade classroom. Based on advice from her daughter's teacher, who believes a bilingual placement might be best, Ines reads with Nina in Spanish, but is uncertain this is the right thing to do. How can parents and teachers reconcile their differences about bilingual education?
Margaret Caspe (2002) Teaching Case
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
Latino parents become more involved in their children's education when they understand the school system and know how to help their children.
Janet Chrispeels , Margarita Gonz (November 2004) Research Report
Written by Sandy Christenson for the Minnesota Reading Excellence Act training sessions, the two modules in this workshop focus on home-school strategies to enhance students' reading success.
Sandy L. Christenson () Tool for Practice
This book by Lynne Yermanock Strieb provides readers with insights on family engagement from the perspective of someone with 31 years of experience teaching kindergarten and first and second grade in Philadelphia public schools. While Inviting Families into the Classroom discusses parent–teacher relationships more broadly, this book review focuses on its valuable lessons on building relationships with families whose children are transitioning into elementary school.
Ashley Chu (April 14, 2011) Research Report
In this review of The Influence of Teachers: Reflections on Teaching and Leadership, Ashley Chu, an early childhood teacher in Washington, DC and a former research assistant for Harvard Family Research Project, provides her personal reflections on the book's messages and her views on the book's implications for family engagement in education.
Ashley Chu (August 2011) Research Report
This course, with its fieldwork component, takes gradual and small steps in grappling with the constituent parts of culture. Taking the notion of self as a center of relationship, we adopt a bottom-up approach in tracing how culture dialectically implicates individual mind and selfhood. Forming several research teams, each group will undertake an empirical studies in designated field sites. Each team, using methodological tools available in visual anthropology and video ethnography (with support from the teaching and technical staff), will be required to relate their research findings to one or more theoretical themes covered in this course.
Lee-Beng Chua () Syllabus
Too often vital research in the early care and education field does not get used effectively for advocacy purposes. While researchers and advocates often share the same goals, they tend to operate on separate tracks. This brief explores how research and advocacy can be bridged for greater effect using strategic communications. By definition, strategic communications means a deliberate plan or tactics for using communications as a channel for achieving a certain result. Collaborative work in the state of New Jersey around the goal of achieving a comprehensive and quality early care and education system is used as a backdrop for learning about effective practice.
Julia Coffman (January 2002) Research Report
Julia Coffman , Heather B. Weiss (1999) 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
Students' pathways through school can be seen as moving through an academic pipeline to adulthood. The Bridging Multiple Worlds model focuses on how diverse youth, beginning in their middle childhood years, navigate across their worlds of families, peers, schools, and communities as they move along their pathways to college, careers, and family roles in adulthood.
Catherine R. Cooper , Gabriela Chavira, Dawn Mikolyski, Dolores Mena, Elizabeth Dom (January 2004) Research Report
D’Lisa Crain, Grant Administrator for the Nevada State Parent Information & Resource Center and Parent Involvement Coordinator for the Washoe County School District, talks about using case studies to help immigrant families better understand data as well as training parents to use an online data tool to track student learning and attendance.
D’Lisa Crain (October 2010) 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
This paper describes why family support is essential, given current social and economic trends, and stresses the need to bridge child care and family support. The author underscores the need for accessible family support training curricula that can be adapted to audiences of child care providers.
Christiana Dean (1998) Research Report
Eric Dearing, Associate Professor of Applied Developmental Psychology in the Lynch School of Education at Boston College, discusses the need to use data-based evidence, rather than intuition, to create successful family and community engagement strategies.
Eric Dearing (December 5, 2011) Research Report
This groundbreaking study demonstrates that when families' involvement in school increases over the elementary years, children's achievement increases. Furthermore, the authors show that family involvement in school matters most for children whose mothers have less education.
Eric Dearing , Holly Kreider, Sandra Simpkins, and Heather Weiss (January 2007) Research Report
Article in the Journal of School Psychology, 42(6), 445–460. In this article the authors longitudinally examined associations between family involvement, children's feelings about literacy, and children's literacy achievement from kindergarten through fifth grade. Children's feelings about literacy mediated associations between family educational involvement and literacy achievement. Also, family involvement was more positively associated with literacy outcomes for children whose mothers were less educated compared with children whose mothers were more educated.
Eric Dearing , Kathleen McCartney, Heather Weiss, Holly Kreider, Sandra Simpkins (October 2004) Research Report
Marisela Castillo, a high school senior, looks forward to going to a good college to prepare her for medical studies, but she knows that she will have to leave her family in order for that to happen. Should Marisela forgo her dreams for the sake of a family who depends on her household contributions? Should she leave her family to pursue those dreams?
Lad Dell (2003) Teaching Case
African-American and Chinese-American parents use alternative forms of social capital to support their children's education.
John Diamond , Ling Wang, Kimberly Gomez (May 2006) Research Report
Research studies show that the level of children's development (especially their cognitive and language development) depends more directly upon their family structure, socioeconomic status, home stimulation, and parental values rather than how much time they spend in a child care or preschool environment, good or poor, and whether their parents are involved or not. The goal of the course is to make the most effective use of ourselves as early childhood teachers in working together with parents to optimize the experiences of the children for whom we share responsibility.
Tom Drummond () Syllabus
Anne Duggan is Professor of Pediatrics and Professor of Health Policy and Management at Johns Hopkins University. Dr. Duggan reflects on what she has learned from nearly 20 years of evaluative research on home visiting—particularly looking at what factors influence service delivery and family outcomes—and how that research can be applied to practice.
Anne Duggan (March 15, 2012) Research Report