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All Publications & Resources WORKING WITH TEACHERS AND FAMILIES DEVELOPMENT PERIODS |
COMPLEMENTARY LEARNING CONNECTIONS
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A Mixed Method Approach to Understanding Family-School Communication
This paper presents the initial findings from an ethnographic case study, focusing on the mixed-method research strategy used in the MacArthur Comprehensive Child Development Project Follow-up Study. The aim of the study was to expand the understanding of children's developmental trajectories as they traverse the elementary school years. This paper presents three case study vignettes of children in the second grade, each highlighting a different aspect of family-school communication from the perspective of the children's parents, and highlights the methodological strengths of ethnography. The third vignette uncovered the complexity and contradictions and race, racism, and informal communication between home and child for one African-American child. (Available in ERIC Document Reproduction Service No. ED422111)
Resource Guide for Family-Centered Child Care
This guide offers ideas and resources for implementing family support principles in child care, and an annotated bibliography of up-to-date publications and training materials that child care providers can use to improve their efforts to support families.
Family Involvement in Early Childhood Programs: How to Choose the Right Program for Your Child
What is family involvement and how can families choose early childhood programs that encourage it? This issue of Early Childhood Digest looks at these questions, and provides information on how to choose an early childhood program that encourages family involvement.
Credentialing Caregivers
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.
Families and Teachers as Partners
This digest provides suggestions on how families and teachers can work together in schools to provide enriching experiences for children.
Home/School/Community Partnerships
Class sessions address system-level issues in working with children and their families. Attention is given to strategies and tactics used by school districts, community groups, and private sector organizations to support academic, health, and social goals for children and their families.
Teaching Teachers to Work With Families
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.
New Skills for New Schools: Preparing Teachers in Family Involvement
This report reviews teacher certification requirements for all 50 states and the District of Columbia and examines 60 teacher education programs that mention family involvement. The report also identifies nine teacher education programs that focus on family involvement as an important concept, engage students in hands-on activities, and promote a broad concept of family involvement that recognizes the value of home-school collaboration.
Family Involvement in Education: The Role of Teacher Education
The primary purpose of this study was to determine the extent to which selected course experiences influenced preservice teachers' perceptions of their comfort and competence levels in planning and implementing family involvement programs in schools. The study was a useful tool of self-inquiry for the instructor to determine if the planned activities and experiences enabled students to meet course objectives.
Parent Involvement
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.
Supporting Latino Families: Lessons From Exemplary Programs Vol. 1
This report investigates 11 family support programs that have addressed the needs of vulnerable Latino families. The report clearly demonstrates the need to incorporate culture and family values into the very design of a program. Volume One provides detailed analysis of the various strategies and distills lessons for practitioners; Volume Two provides an in-depth profile of each program.
Supporting Latino Families: Lessons From Exemplary Programs Vol. 2
This report investigates 11 family support programs that have addressed the needs of vulnerable Latino families. The report clearly demonstrates the need to incorporate culture and family values into the very design of a program. Volume One provides detailed analysis of the various strategies and distills lessons for practitioners; Volume Two provides an in-depth profile of each program.
Community-Based Initiatives
This issue provides a broad overview of the status of evaluations of community-based initiatives (CBI) and begins an ongoing dialogue among practitioners, evaluators, and funders about how to address the challenges involved in evaluating them.
Schools in Communities
In this course, we deepen the preparation of teachers in training, focusing on schools as organizations in specific political communities wherein people exercise more or less democratic voices in public policies that govern their economic, housing, and education opportunities. Teachers make and influence policies in their classrooms, at their campuses, and in the institutions and/or districts in which they work.
Family Resource Centers
This issue of The Evaluation Exchange, Harvard Family Research Project's quarterly evaluation periodical, explores alternative ways of evaluating family resource centers.
Early Childhood Reform in Seven Communities: Front-Line Practice, Agency Management, and Public Policy
This report examines local examples of successful implementation of reforms. It provides useful information to early childhood practitioners who work directly with children and families, managers who direct early childhood agencies and programs, and policymakers who make decisions about program designs and funding strategies.
Parents and Their Developing Children
This is a course about parent involvement and the relationship between homes, schools, and communities. Content is organized around how the home, family, and school influences the growth, development, and education of younger children. Students will learn how schools relate to parents and will acquire knowledge and skills to implement excellent parent involvement programs.
Self, Family, Community, and Schooling
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.
Head Start as a Family Support Program: Renewing a Community Ethic
This report discusses the efforts of six Head Start programs to address the challenges and goals raised in the 1993 report, Creating a 21st Century Head Start. It assesses their progress in several key areas: expanding enrollment, strengthening parent involvement, addressing issues such as homelessness and substance abuse, improving staff training, bridging research and practice, and collaborating with schools and social service agencies, and addressing issues such as homelessness and substance abuse.
Community-Based Family Support in Public Housing
This book examines the history of public housing, women's key leadership roles in those communities, and the experiences of eight family support programs located in public housing developments. In-depth case studies provide lessons on how entities as diverse as public housing authorities, community-based agencies, and research institutions work to empower these often-neglected communities.
Evaluating School-Linked Services
This issue of The Evaluation Exchange, Harvard Family Research Project's quarterly evaluation periodical, focuses on how to evaluate school-linked services.
Raising Our Future: Families, Schools, and Communities Joining Together
This book provides one of the most thorough and complete analyses of innovative family support and education programs to date. Seventy-three profiles taken from around the country vividly illustrate the key elements of a successful program, while detailed charts, tables, and cross-referencing indexes give quick and easy access to information.
Building Villages to Raise Our Children: Collaboration
Written for program administrators and staff, this guide offers practical advice for establishing and managing community outreach in a family support program.
Building Villages to Raise Our Children: Community Outreach
Written for program administrators and staff, this guide offers practical advice for establishing and linking programs to service systems in a family support program.
Building Villages to Raise Our Children: Evaluation
Written for program administrators and staff, this guide offers practical advice for evaluating family support programs.