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All Publications & Resources
WORKING WITH TEACHERS AND FAMILIES
COMPLEMENTARY LEARNING CONNECTIONS
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
Helen Westmoreland, Director of Program Quality for the Flamboyan Foundation—a private family foundation focused on improving educational outcomes for children in Washington, D.C. and Puerto Rico—discusses how foundations and funders can support the development of effective family engagement practices in all schools.
Helen Westmoreland (May 2011) Research Report
Trise Moore, Family Partnership Advocate for Federal Way Public Schools Washington state, discusses her work in the district’s Family Partnership Office to promote strong partnerships among parents and district- and school-level staff.
Trise Moore (May 2011) 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
In this FINE Newsletter Voices from the Field article, Carol St. George, EdD, a visiting assistant professor at the University of Rochester and Title I Family Involvement Coordinator for the Greece Central School District in New York, discusses her use of the Collegial Circle, a professional development activity that engages teachers with parents.
Carol St. George, EdD (March 2011) Research Report
Guest commentator Elise Trumbull, EdD, an Independent Educational Consultant and co-creator of the Bridging Cultures Project, discusses the challenges of communicating with families from different cultural backgrounds. According to the National Center for Education Statistics, over one-third of students in Pre-K through grade 12 classrooms are from minority groups, and the families of an increasing number of students are immigrants, many with native languages other than English. However, many new teachers are unprepared to deal with the challenges of this diversity in their classrooms. Dr. Trumbull addresses these concerns and presents a framework to help teachers understand cultural patterns, as well as guidelines for cross-cultural parent–teacher conferences.
Elise Trumbull (March 2011) Research Report
HFRP invited the Flamboyan Foundation—a private foundation focused on improving educational outcomes for children in Washington, DC and Puerto Rico—to share its classroom family engagement rubric with FINE. This rubric, and accompanying article, provides districts, school leaders, and teachers with a clear picture of what effective family engagement looks like in the classroom through concrete descriptions of how teachers demonstrate strong family engagement through their conversations and daily practice.
Lela Spielberg (March 2011) Research Report
Beth Schueler reviews the new book, The Power of Family–School Partnering: A Practical Guide for School Mental Health Professionals and Educators (FSP), a user-friendly handbook for developing and implementing a sustainable and effective Family–School Partnering strategy.
Beth Schueler (March 2011) 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
Maria C. Paredes is the Director of Community Education at Creighton School District in Arizona. Our October 2010 FINE Newsletter: Using Student Data to Engage Families, profiled Creighton District’s work with Academic Parent–Teacher teams. In this follow-up to the October article, Paredes describes how Creighton prepares teachers and parent liaisons to share student data with families through Academic Parent–Teacher Teams.
Maria Paredes (March 2011) Research Report
In this issue’s commentary, Heather Weiss, M. Elena Lopez, and Heidi Rosenberg honor FINE's 10th anniversary by looking at the growth and learning in the family engagement field over the last decade. Family engagement is shifting from a “random acts” approach—numerous social, fundraising and educational activities that lack broad and deep connections to school improvement goals—to a more systemic, integrated, and sustainable framework of true family engagement. This commentary discusses what that means for HFRP and FINE in 2011 and beyond.
Heather Weiss , M. Elena Lopez, and Heidi Rosenberg (December 2010) Research Report
This book supports teacher training and professional development in the area of family engagement. This volume helps prepare teachers and other professionals to partner with the families of elementary school children for student success and positive development. This second edition pairs child development theory with research-based teaching cases that reflect critical dilemmas in family–school–community relations, especially among families for whom poverty and cultural differences are daily realities.
Heather B. Weiss , Holly Kreider, M. Elena Lopez, Celina Chatman-Nelson (January 2010) Research Report
Elena Lopez explores the benefits of creating strong partnerships between early childhood programs and families.
M. Elena Lopez (January 2010) 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
How to Develop a Logic Model for Districtwide Family Engagement Strategies, a tool from Harvard Family Research Project, guides school districts to create a logic model that can aid in planning, implementing, assessing, and communicating about their systemic family engagement efforts.
Helen Westmoreland , M. Elena Lopez, Heidi Rosenberg (November 2009) Tool for Evaluation
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 newsletter, we feature Suspension at Aurora Middle School, which highlights the shared responsibility of community groups to resolve home-school difficulties.
Harvard Family Research Project (November 2009) Research Report
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
When community organizations, schools, and local government work together with families, they can help children learn. Carrie Rose writes about the Parent Teacher Home Visit Project, which draws on a community organizing model to sustain parent–teacher communication across students' school years.
Carrie Rose (January 2009) Research Report
This set of six volumes offers practical advice for establishing and managing a family support program.
Harvard Family Research Project (1993) Research Report
This course is designed to acquaint and apprentice teachers in early childhood education to the theories, practices, skills, and knowledge(s) of home and school relationship building in home and school partnership literatures. There is a focus in this course to develop understandings of diverse contexts and ethics when working with families and children. In this course you will study yourself, the school, communities, families, and children you work for as well as the contexts of future teaching situations.
Janice Kroeger (Spring 2007) Syllabus
This article describes five ways for teachers to use family involvement storybooks in their early childhood education classrooms. The article also includes a vignette about the impact of sharing a family involvement storybook in one third-grade class.
Ellen Mayer , Martha Kateri Ferede, Elaine D. Hou (November 2006) Research Report
The purpose of this class is to provide professional skills that will help students to select, implement, and evaluate the effectiveness of evidence-based family strengthening interventions. Students will increase their knowledge, skills, and expertise in the most up-to-date information on effective family strengthening interventions in their area of primary interest.
Karol Kumpfer (Spring 2006) Syllabus
A unique source for information on using children's storybooks with family involvement themes to engage families in their children's education and encourage family–school–community partnerships, all while supporting literacy.
Harvard Family Research Project (January 2006) Tool for Practice
This book of research-based teaching cases and theoretical perspectives focuses on dilemmas in family-school-community relationships.
Heather B. Weiss , Holly Kreider, M. Elena Lopez, & Celina M. Chatman (2005) Research Report
Second grade teacher Nikki believes that participation in a formal after school program would help her student Cindy academically at school. However, Cindy's single working mother Marla prefers to keep Cindy with her in the afternoons after her numerous struggles with securing quality affordable care in the community. What are the roles of family, school, and community in promoting children's learning and development in out-of-school time?
Ellen Mayer (2005) Teaching Case