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 research study evaluates and analyzes state initiatives in Missouri, Minnesota, Connecticut, and Maryland to support parents and early childhood. Lessons learned and evaluation methodologies are presented.
Harvard Family Research Project (March 1990) Research Report
Not all home–school communication succeeds in supporting student learning. In this article, Duke University's JoBeth Allen offers tips for effective communication between schools and families that can help children to learn and grow.
JoBeth Allen (January 2009) Research Report
This paper discusses ways of working with children and families from diverse backgrounds and highlights some of the challenging issues raised by working with families having differing values, cultural norms, and experiences.
M. Parker Anderson (1998) Research Report
Zakiyah Ansari, a parent and community organizer with the Coalition for Educational Justice (CEJ) in New York City, shares how CEJ empowers parents and community members to advocate for education reform at the local, state, and federal levels.
Zakiyah Ansari (May 2011) Research Report
Latina teachers' literacy practices are shaped in part by the literacy activities the teachers' own families engaged in during their early school years.
Angela Arzubiaga , Laurie MacGillivray, Robert Rueda (November 2002) Research Report
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
Kiersten Beigel, Family and Community Partnerships Specialist for the Office of Head Start, discusses the recent work by the National Center for Family, School, and Community Engagement and the Center’s research-based tools designed to help Head Start and other early childhood programs reach out to parents and families.
Kiersten Beigel (March 15, 2012) Research Report
Brian is struggling with his sexual orientation and confronts Jacob, a teacher whom he suspects is gay. Jacob reveals his sexual orientation to Brian and when Brian reports this information to his mother, Jill, she demands her son to withdraw from extracurricular activities led by a gay teacher. How can Jacob, knowing the risks of suicide among gay youth, best support Brian and gain Jill's confidence?
Elizabeth Berges (2001) Teaching Case
Research suggesting links between parenting goals and cognitive ability informs a goal-based parenting intervention program for low-income families.
Robert F. Bettler , Barbara Burns (May 2003) Research Report
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
This brief offers a synthesis of findings based on a review of current research on the transition to kindergarten, especially the important role that families play in the transition. It focuses on promising transition practices and how schools can get involved in their implementation.
Marielle Bohan-Baker , Priscilla M.D. Little (April 2002) Research Report
This report analyzes experiences of grantees involved in Carnegie Corporation's Starting Points grant program to encourage states and cities to engage in practices to improve children's well-being. This work examines these grantees' experiences implementing key components of a learning system and presents the overall lessons for other localities intent on using information to improve outcomes.
Marielle Bohan-Baker , Diane Schilder, Fran O'Reilly, Jennifer Smith, Heather Weiss (1998) Research Report
This paper examines the bidirectional relationship between (a) parental involvement in education and out-of-school time (OST) activities and (b) youth participation in OST activities. Using longitudinal data from the National Education Longitudinal Study, the paper examines the direction of the parent involvement-youth participation relationship and whether youth OST participation mediates the relationship between parental involvement and youth academic and social outcomes.
Suzanne Bouffard , S.Simpkins, H. Kreider (July 2006) Research Report
This paper examines whether demographic differences exist in getting youth “in the door” of OST activities, as well as in the number of activities and the amount of time youth spend in activities. Results from two nationally representative datasets show that disadvantaged youth were less likely to participate in a variety of activities than their peers and that they participated in fewer activities.
Suzanne Bouffard , C. Wimer, P. Caronongan, P. Little, E. Dearing, S. Simpkins (2006) Research Report
This article looks at the role of family involvement during the middle and high school years, emphasizing implications and recommendations for principals and superintendents.
Suzanne Bouffard , Naomi Stephen (November 2007) Research Report
This profile from the Complementary Learning in Action series describes how the Jacksonville Children's Commission aims for a coordinated system of care from birth through adolescence.
Suzanne Bouffard , Helen Malone (November 2007) Research Report
The first large-scale study to examine the usage and benefits of Internet-based family–school communication finds implications for family involvement during adolescence and raises concerns about educational equity.
Suzanne Bouffard (July 2008) Research Report
This new book on family involvement in out-of-school time (OST), edited by former HFRP staff members Holly Kreider and Helen Westmoreland, includes information on promising practices, benefits, and concerns related to family involvement in OST, and features a chapter written by former HFRP staff members Suzanne Bouffard, Kelley O’Carroll, Helen Westmoreland, and Priscilla Little.
Suzanne Bouffard , Helen Westmoreland, Kelley O'Carroll, and Priscilla Little (December 5, 2011) 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
In this Commentary, Harvard Family Research Project’s Evelyn Brosi Semenza and Heidi Rosenberg examine how innovative approaches and tools—including digital media—are helping to transform family engagement. Approaches include community–school partnerships that help promote school readiness; the integration of digital media in educators’ family engagement strategies; and the use of online tools to gather information about parents’ perspectives.
Evelyn Brosi Semenza , Heidi Rosenberg (February 7, 2013) Research Report
This brief offers an overview of how out-of-school time programs can evaluate their family involvement strategies and practices. It draws on findings from our OST Evaluation Database, interviews, and email correspondence.
Margaret Caspe , Flora Traub, Priscilla M.D. Little (August 2002) 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
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