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A Day in the Life: Family Engagement in Citizen Schools

Emily Schneider-Krzys, the Deputy Program Director of Citizen Schools in Texas, explains how the Citizen Schools program’s focus on creating networks, building intentional relationships, and establishing consistent communication helps to engage families and support student learning.

Emily Schneider-Krzys (August 2009) Research Report

After School for Cindy: Family, School, and Community Roles in Out-of-School Time Teaching Case

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

Free. Available online only.

Book Excerpt: Promising Practices for Family Engagement in Out-of-School Time

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

Bridging Multiple Worlds: Building Pathways From Childhood to College

Students' pathways through school can be seen as moving through an academic pipeline to adulthood. The Bridging Multiple Worlds model focuses on how diverse youth, beginning in their middle childhood years, navigate across their worlds of families, peers, schools, and communities as they move along their pathways to college, careers, and family roles in adulthood.

Catherine R. Cooper , Gabriela Chavira, Dawn Mikolyski, Dolores Mena, Elizabeth Dom (January 2004) Research Report

Free. Available online only.

Bridging Worlds: Family Engagement in the Transition to Kindergarten

Five-year-old Maya is struggling as she makes the transition to kindergarten, and her mother, teachers, and others in the school work together to help identify the causes of her difficulties and to find solutions so that Maya can succeed.

Margaret Caspe (2014) Research Report

Free. Available online only.

Bringing Families Into Out-of-School Time Learning

Learn how a shift from “program-centered” to “learning-centered” family engagement in children’s out-of-school time (OST) learning can benefit youth, their families, and the OST programs themselves. In this Spring 2014 Journal of Expanded Learning Opportunities article, researchers Heidi Rosenberg, Shani Wilkes, and Erin Harris note that OST programs that take this approach see parents as essential partners in their children’s learning, invite parents to learn alongside their children, share information with parents about their children’s learning, and solicit frequent feedback from families.

Heidi Rosenberg, Shani Wilkes, Erin Harris (June 9, 2014) Research Report

Building and Evaluating Out-of-School Time Connections

This double issue of The Evaluation Exchange focuses on creating and evaluating connections between out-of-school time (OST) programs and the other settings in which children and youth live, learn, and play.

Evaluation Exchange Issue

Free. 40 Pages. [EEXII-1-2].

Building the Future of Family Involvement

This double issue of The Evaluation Exchange examines the current state of and future directions for the family involvement field in research, policy, and practice. Featuring innovative initiatives, new evaluation approaches and findings, and interviews with field leaders, the issue is designed to spark conversation about where the field is today and where it needs to go in the future.

Evaluation Exchange Issue

Free. 40 Pages. [EEXIV-1-2].

Building Villages to Raise Our Children: Collaboration

Written for program administrators and staff, this guide offers practical advice for establishing and managing community outreach in a family support program.

Harvard Family Research Project (1993) Research Report

$10.00 . 66 Pages. [PRIM-COLLAB].

Building Villages to Raise Our Children: Community Outreach

Written for program administrators and staff, this guide offers practical advice for establishing and linking programs to service systems in a family support program.

Harvard Family Research Project (1993) Research Report

$10.00 . 62 Pages. [PRIM-CO].

Building Villages to Raise Our Children: Evaluation

Written for program administrators and staff, this guide offers practical advice for evaluating family support programs.

Harvard Family Research Project (1993) Research Report

$10.00 . 66 Pages. [PRIM-EVAL].

Building Villages to Raise Our Children: Funding and Resources

Written for program administrators and staff, this guide offers practical advice for funding and additional resources to support a family program.

Harvard Family Research Project (1993) Research Report

$10.00 . 80 Pages. [PRIM-FUND].

Building Villages to Raise Our Children: Programs to Service Systems

Written for program administrators and staff, this guide offers practical advice for establishing and managing collaboration in a family support program.

Harvard Family Research Project (1993) Research Report

$10.00 . 59 Pages. [PRIM-PROGRAM].

Building Villages to Raise Our Children: Six Volume Set

This set of six volumes offers practical advice for establishing and managing a family support program.

Harvard Family Research Project (1993) Research Report

Hard copy out of stock.

Building Villages to Raise Our Children: Staffing

Written for program administrators and staff, this guide offers practical advice for providing professional development to staff supporting family programs.

Harvard Family Research Project (1993) Research Report

$10.00 . 68 Pages. [PRIM-STAFF].

Challenges and Opportunities in Moving Family Involvement Research Into Practice (Presentation)

This presentation by HFRP staff was part of a conference entitled “Family–School Relations During Adolescence: Linking Interdisciplinary Research and Practice.” The conference was held July 20–21 and was hosted by the Sanford Institute of Public Policy at Duke University, sponsored by the American Psychological Association. The goal of the conference was to establish better links among research, practice, and policy related to family educational involvement during adolescence, particularly for families from ethnically and socioeconomically diverse backgrounds.

Harvard Family Research Project (July 20, 2006) Conferences and Presentations

Free. Available online only.

Challenges in Evaluating Comprehensive School-Linked Services: Toward a More Comprehensive Evaluation Framework

Presented at the 1995 annual meeting of the American Educational Research Association, this paper discusses the evaluation challenges facing complex school-linked services and describes and assesses how 18 such initiatives have been evaluated. Includes detailed charts and tables.

Kathleen Shaw , Elaine Replogle (1996) Research Report

$10.00 . 40 Pages. [WP-4].

Complementary Learning

The topic of this issue of The Evaluation Exchange is complementary learning. Complementary learning posits that we can bolster children's learning and achievement by linking and aligning both the school and nonschool arenas in which children live, learn, and play. This means, for example, linking schools with early childhood programs, out-of-school time programs, and other programs based in the community. In this issue we delve into the kinds of mechanisms that can create these linkages and sustain their effectiveness, and highlight promising approaches for evaluating the complementary-learning practices that already exist, both in terms of what outcomes to focus on and what methodologies to use.

Evaluation Exchange Issue

Free. 25 Pages. [EEXI-1].

Complementary Learning Connections With Out-of-School Time Programs in Nebraska

When families, schools, and out-of-school supports work together, children are more likely to succeed. Lisa St. Clair writes about how the Nebraska State Parental Information and Resource Center is using a complementary learning approach to link family support programs with schools, early childhood programs, and out-of-school time programs.

Lisa St. Clair (August 2009) Research Report

Complementary Learning in Action: Alignment Nashville

This profile from the Complementary Learning in Action series illustrates how Alignment Nashville brings together diverse community members and organizations to leverage existing resources in support of Nashville's youth and the Metro Nashville Public Schools.

Helen Malone , Suzanne Bouffard (November 2007) Research Report

Free. Available online only.

Complementary Learning in Action: Jacksonville Children's Commission

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

Free. Available online only.

Complementary Learning in Action: The SUN Service System

This profile from the Complementary Learning in Action series tells the story of Multnomah County's (Oregon) SUN Service System, an antipoverty and prevention effort that connects educational, social, health, and other services under one umbrella.

Claire Goss , Suzanne Bouffard (November 2007) Research Report

Free. Available online only.

Complementary Learning: Recommended and Related Readings

This annotated bibliography compiles recent publications on complementary learning and related concepts, demonstrating a growing national momentum for connected nonschool supports.

Suzanne Bouffard , Helen Janc Malone, Sarah Deschenes (March 2008, updated December 2008) Bibliography

Conjoint Behavioral Consultation: A Model to Facilitate Meaningful Partnerships for Families and Schools

Researchers at the University of Nebraska-Lincoln studied the effectiveness of a behavioral intervention model where parents, educators, and service providers work collaboratively to address children's developmental needs in a Head Start program.

Susan M. Sheridan , Brandy L. Clarke, Diane C. Marti, Jennifer D. Burt, Ashley M. Rohlk (April 2005) Research Report

Free. Available online only.

Creating Conditions for Effective and Ongoing Family Engagement

In this Commentary, Harvard Family Research Project’s Senior Research Analyst, Heidi Rosenberg, looks at the ways in which schools, programs, and other community institutions can help facilitate continuous family engagement to help children succeed.

Heidi Rosenberg (September 20, 2012) Research Report

© 2014 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project