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All Publications & Resources
WORKING WITH TEACHERS AND FAMILIES
COMPLEMENTARY LEARNING CONNECTIONS
Erik's first grade teacher is concerned about his intentional aggression towards other children and communicates regularly with Erik's mother about it. Subtle differences in beliefs between Erik's mother and teacher leave both feeling unsatisfied in their attempts to help Erik. How can the two build a partnership to change Erik's behavior?
Kris Balle (1999) Teaching Case
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.
Jerold P. Bauch () Syllabus
Using role-play with school staff, poor single mothers reveal school prejudices toward parents and catalyze changes in the conduct of parent meetings.
Leslie R. Bloom (November 2002) Research Report
In an elementary school in the rural south, parents, preservice teachers, and others come together to strengthen children's literacy and learn from their experiences with children and one another.
Devon Brenner , Teresa Jayroe, Angela Boutwell (November 2002) Research Report
Since the 1997 publication of New Skills for New Schools by HFRP, the education reform landscape has changed, making it necessary to align teacher preparation and professional learning for family engagement with the goals of a twenty-first century education. Harvard Family Research Project is working to gather information about promising teacher education practices to prepare teachers to partner with families for student success. A preview of these practices—to be published in our forthcoming policy brief—is summarized in this update.
Margaret Caspe , M. Elena Lopez, Ashley Chu, and Heather B. Weiss (March 2011) Research Report
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 workshop, developed by Margaret Caspe for Harvard Family Research Project, helps teachers understand different approaches to home-school communication and how these shape relationships with families. Concepts are taken from a research study of first and second grade teachers in three sites.
Margaret Caspe () Tool for Practice
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
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
Julia Coffman , Heather B. Weiss (1999) 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
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.
Saren Eyre (June 1998) Research Report
This study examines how the topic of school, parent, and school partnerships are incorporated into preservice teacher education. Preservice teacher comfort levels with parent involvement is documented.
Carolyn B. Flanigan (May 2005) Research Report
Family-centered practices by professionals serving families and their young children with disabilities have become a cornerstone of personnel preparation programs in early childhood intervention (ECI) and early childhood education. Our research project sought to develop a measure to examine the family-centered beliefs, skills, work systems, and work practices of ECI and ECE graduate students.
Angie Giallourakis , Kristie Pretti-Frontczak, Bryan Cook (September 2005) Research Report
This study found that teachers with National Board for Professional Teaching Standards certification have more positive attitudes, are more tenacious in their approaches, and have more strategies for engaging families than noncertified teachers.
Rick Ginsberg , Lauri Hermann-Ginsberg (March 2005) Research Report
Martin, an African-American student struggles with peer problems at his elementary school. He experiences racism and classism. How can Martin's mother and his teacher dialogue about sensitive issues?
Ann Barger Hannum (2001) Teaching Case
This research report reviews parent involvement modules created for preservice teachers focusing on parent-teacher communication and collaborating with community. The online, problem-based modules were designed by the North Texas Partnership for Parent Engagement.
Mary M. Harris , Arminta Jacobson, Rebecca Hemmer (November 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 provides some promising approaches to preparing teachers to partner with diverse families and communities.
Harvard Family Research Project (Summer/Fall 2001) 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
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
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
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