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All Publications & Resources
WORKING WITH TEACHERS AND FAMILIES
COMPLEMENTARY LEARNING CONNECTIONS
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 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
Suzanne Bouffard and Heather Weiss reframe family involvement as part of a broader complementary learning approach to promoting children’s success in education and in life.
Suzanne Bouffard, Ph.D. , Heather Weiss, Ed.D. (Spring 2008) Evaluation Exchange Article
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
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
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
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
This study demonstrates that a wide variety of parent and child factors are linked to school readiness and that parenting education and support services promote family activities that relate to positive child outcomes.
Shari Golan , Donna Spiker, Carl Sumi (December 2005) Research Report
Engaging families in education holds tremendous potential for boosting children's achievement, but also ranks among educators' greatest challenges. Staff at Harvard Family Research Project paired up with staff at the Institute for Responsive Education at Cambridge College to make the case for family involvement to educators. Research and evaluation findings on the benefits, challenges, and effective strategies in family involvement were reviewed and illustrated with descriptions of established program models and exemplary practices from local schools.
Harvard Family Research Project (May 11, 2005) Conferences and Presentations
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 (May 2009) Research Report
This article is adapted from Chapter 9, “Scaling Up: Why Can’t All Schools in a District Create Strong Partnerships With Families?” of Beyond the Bake Sale: The Essential Guide to Family–School Partnerships by Anne Henderson, Karen Mapp, Vivian Johnson, and Don Davies.
Anne T. Henderson , Karen L. Mapp, Ed.D. (Spring 2008) Evaluation Exchange Article
Nancy Hill, Amy Baker, and Kevin Marjoribanks discuss the present state and future direction of family involvement research and evaluation, from the perspectives of developmental psychology, evaluation, and education, respectively.
Nancy Hill , Amy Baker, Kevin Marjoribanks (Winter 2004/2005) Evaluation Exchange Article
This meta-analysis of parent involvement research brings together the results of 77 recent studies. Jeynes shows that parent involvement has an overall positive effect on student achievement and that the largest effects are associated with parental expectations.
William H. Jeynes (December 2005) Research Report
In this Research Digest, William Jeynes highlights key findings from his recent meta-analysis examining the effectiveness of different types of school-based parental involvement programs. His study found that programs that emphasized shared reading, teacher–parent partnership, checking homework, and teacher–parent communication all had statistically significant positive effects on student outcomes. Jeynes discusses why the effects of school-based programs are greater than the effects seen with “voluntary” expressions of parental engagement.
William H. Jeynes (February 7, 2013) Research Report
This comprehensive, easy-to-read guide to understanding how to engage families in after school programs is a critical resource for after school providers looking to create or expand an existing family engagement program. It offers a research base for why family engagement matters, concrete program strategies for engaging families, case studies of promising family engagement efforts, and an evaluation tool for improving family engagement practices.
Zenub Kakli , Holly Kreider, Priscilla Little, Tania Buck, Maryellen Coffrey (February 2006) Research Report
Jeanne Brooks-Gunn reflects on the breakthrough findings and new directions for research, evaluation, and practice in family-focused interventions.
Holly Kreider (Winter 2004/2005) Evaluation Exchange Article
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 research brief synthesizes the latest research that demonstrates how family involvement contributes to adolescents' learning and development. The brief summarizes the latest evidence base on effective involvement—specifically, the research studies that link family involvement during the middle and high school years to outcomes and programs that have been evaluated to show what works.
Holly Kreider , Margaret Caspe, Susan Kennedy, Heather Weiss (Spring 2007) Research Report
Parents’ involvement at school is related to children’s higher literacy, particularly for those from socially or economically disadvantaged families.
Qiuyun Lin (October 2003) Research Report
Melissa Marschall’s study on Latino parents’ participation in school governance underscores this issue’s theme of the importance of coconstructing family involvement.
Melissa Marschall, Ph.D. (Spring 2008) Evaluation Exchange Article
Growing evidence tells us that parent involvement in after school programs can make a difference in children's lives, as well as benefit families, schools, and after school programs themselves. This article by Ellen Mayer and Holly M. Kreider draws from research conducted by HFRP in partnership with Build the Out-of-School Time Network and the United Way of Massachusetts Bay. It describes four strategies for engaging elementary school families in after school programs and provides examples of promising practices from family-focused programs serving ethnically diverse families. The article also offers implications for parents and parent leaders as they select and design after school programs.
Ellen Mayer , Holly M. Kreider (October/November 2006) Research Report
This paper defines the characteristics of family support in the child care context, highlights research showing the need for provider training to raise program quality, and discusses five vital topics for training child care providers in family support. The author argues for the need to develop one cohesive training system for providers.
Gwen Morgan (1998) Research Report
This report summarizes the most dependable evidence on the effect of parental involvement intervention programs for improving the academic performance of elementary school-age children. The authors show that parent involvement has a positive and significant effect on children's overall academic performance.
Chad Nye , Herb Turner, Jamie Schwartz (November 2006) Research Report
This study examined the school-level effects on tested student achievement in 129 high poverty elementary schools that implemented a common set of comprehensive parent-engagement strategies over a 2-year period.
Sam Redding , Janis Langdon, Joseph Meyer, Pamela Sheley (November 2004) Research Report