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Framing Program Evaluation: Why We Should Tinker With Theories of Change and Logic Models

While evaluation needs may vary, all organizations can benefit from utilizing theory-based evaluation tools to frame evaluation efforts. This article explores how three organizations developed their program’s theory of change and logic model.

Carolina Buitrago (November 19, 2015) Research Report

Explore: Resources to Strengthen Program Evaluation

Interested in developing a logic model, learning more about improvement science, or advancing your program evaluation? This guide offers valuable resources practitioners can utilize to strengthen their evaluative work and develop more productive relationships with evaluators.

Harvard Family Research Project (November 19, 2015) Research Report

Insights From Teaching a Graduate Evaluation and Improvement Science Course

In teaching Learning From Practice: Evaluation and Improvement Science at Harvard Graduate School of Education, Candice Bocala creates ample opportunities for students and partner organizations to work together as they explore the complexities of program evaluation. Discover the three insights Bocala has learned about program evaluation along the way.

Candice Bocala (November 12, 2015) Research Report

Why We Need to Slow Down When It Comes to Evaluation

Read about lessons HFRP has learned from supporting evaluation efforts in the field. This commentary highlights the value of investing time to carefully consider the theory behind a program for evaluation to yield usable and actionable information.

Carolina Buitrago (November 12, 2015) Research Report

Putting an Equity Lens on Family Engagement in Oregon

Creating high-quality early childhood systems necessitates a strong focus on family engagement. Check out how Oregon is adopting an equity lens and building a strong foundation to engage families by leveraging federal funds, community leadership, and philanthropic investments.

Anairis Hinojosa and M. Elena Lopez (October 29, 2015) Research Report

Reimagining the Parent-Teacher Conference

Starting meaningful conversations before the school year, focusing on student data throughout the school year, leveraging technology, and engaging families outside of school are four new trends we see transforming the traditional parent-teacher conference.

Heather B. Weiss (October 2015) Research Report

A Human-Centered Approach to Family Engagement

A human-centered design approach – an approach that is based on observation, empathy, optimism, collaboration, and experimentation – opens new possibilities for educators to motivate and sustain family engagement.

Harvard Family Research Project () Research Report

Something Borrowed, Something New: Libraries as Learning Hubs

We share several resources on libraries - modern, evolving community spaces of education and support for families and children.

Lorette McWilliams (September 2015) Research Report

Family Involvement News: September 2015

Explore how libraries are taking a leading role in learning, discover ways to reimagine learning in your community, and learn how parents—through policy and advocacy—are being empowered to engage in their children’s learning.

Harvard Family Research Project (September 1, 2015) Research Report

Communication Is Key to Strong Family‒School Partnerships During the Transition to School

One way to help educators better understand how parents and teachers think and feel during the transition to school is by pairing the Bridging Worlds case with an Empathy Map.

Jesús Paz-Albo (August 25, 2015) Research Report

Identifying Assumptions About and Barriers to the Transition to School

Through a case discussion, the Bridging Worlds case became a catalyst for robust dialogue discussion about the assumptions teachers make during the transition to kindergarten and their potential consequences for children and families.

Anita Ede (August 25, 2015) Research Report

Teaching the Bridging Worlds Case

Cases are a powerful tool to support teacher preparation in family engagement. Read how five faculty members facilitated the case Bridging Worlds: Family Engagement in the Transition to Kindergarten and learn how the case influenced both students and faculty.

Harvard Family Research Project (August 25, 2015) Research Report

Transition as a Shared Responsibility: The Bridging Worlds Reader’s Theater

By coupling the Bridging Worlds case with a Reader’s Theater, we helped students examine the complexities involved in sharing responsibility for student learning during the transition to school.

Pérsida Himmele, Marcia Nell (August 25, 2015) Research Report

Supporting Relationships and Family Engagement in the Transition to Kindergarten

Presenting the Bridging Worlds case with a Fishbowl activity helped educators came to understand the need to support relationships between families and schools during the transition period.

Jamilah R. Jor’dan (August 25, 2015) Research Report

Creating Coordination Among Families, Schools, and Communities: A Mock Team Meeting

Communication is key during the transition to school, and a mock team meeting based on the perspectives presented in the Bridging Worlds case helped school psychologists gain confidence talking with representatives from different learning settings.

Jon Lasser (August 25, 2015) Research Report

Lessons From Blended Professional Learning: The Case of Family Engagement

Simulations, virtual learning communities, web conferences, text-based chats, and interactive cases are all ways that blended professional learning methods are supporting educators’ ability to engage families. Learn more in this commentary that explores new opportunities for blended professional learning in family engagement.

Margaret Caspe (August 18, 2015) Research Report

Bridging Worlds Interactive Case: Piecing It All Together

In the final section of the Bridging Worlds Interactive Case, we piece it all together. We think about the principles guiding smooth transitions to school, assumptions people in the case make, and how difficult issues might be resolved.

Harvard Family Research Project () Research Report

Bridging Worlds Interactive Case: Meet Maya Warren, Kindergartner

We begin the Bridging Worlds Interactive Case by meeting Maya Warren. Maya is a fun-loving 5-year-old girl who, despite success in preschool, is having a difficult transition to kindergarten.

Harvard Family Research Project () Research Report

Bridging Worlds Interactive Case: Meet Nicole Warren, Maya’s Mother

In this section of the Bridging Worlds Interactive Case, we meet Nicole Warren, Maya’s mother. Nicole reflects on her daughter’s difficult transition to kindergarten and thinks about what she might do to improve the situation.

Harvard Family Research Project () Research Report

Bridging Worlds Interactive Case: Meet Teresa Guzman, Preschool Teacher

In this section of the Bridging Worlds Interactive Case, we meet Maya’s former preschool teacher, Teresa Guzman. Teresa considers the role of early childhood programs in preparing children and families for kindergarten.

Harvard Family Research Project () Research Report

Bridging Worlds Interactive Case: Meet Tanya Robinson, Kindergarten Teacher

In this section of the Bridging Worlds Interactive Case, we meet Tanya Robinson, Maya’s kindergarten teacher. Tanya is concerned that children and families are not kindergarten ready.

Harvard Family Research Project () Research Report

Bridging Worlds Interactive Case: Meet Esther Lasher, Head Start Educational Director

In this section of the Bridging Worlds Interactive Case, we meet Esther Lasher, the educational director of the Grant Head Start Program. Esther works to smooth the transition to kindergarten by planning with multiple community and school representatives.

Harvard Family Research Project () Research Report

Bridging Worlds Interactive Case: Supporting Data 

In this section of the Bridging Worlds Interactive Case, we examine some school-level data to develop a better understanding of the factors influencing Maya’s difficult transition to school.

Harvard Family Research Project () Research Report

Family Involvement News: Summer 2015

In our Family Involvement News, discover who is thinking about families in the reauthorization of ESEA, how home visits support engaged families, and why collaboration among schools, communities, and families is important for student success.

Harvard Family Research Project (June 10, 2015) Research Report

Explore More: Science, Technology, Engineering, and Math Resources

Children can develop 21st-century skills, even outside of the classroom. This resource guide offers hands-on, maker-inspired activities, along with advice from museums, libraries, and afterschool programs, for educators and families to use when exploring STEM topics with children.

Harvard Family Research Project (June 3, 2015) Research Report

© 2015 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project