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Current Filters: Author:Kreider, Holly [remove];

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			Do neighborhood and home contexts help explain why low-income children miss opportunities to participate in activities outside of school? Dearing, Eric, November/December 2009 Developmental Psychology, 45(6), 1545-1562 An examination of the role of children's neighborhood and home environments in the link between income disparities and participation rates in activities outside of elementary school, based on data collected from 1,420 children as part of the Panel Study of Income Dynamics, Child Development Supplement	Reports & Papers
			Focus on families!: How to build and support family-centered practices in after school Kakli, Zenub, 2006 Cambridge, MA: Harvard Family Research Project. Research advocating the impacts of incorporating family activities into after school programs	Other
			Getting parents ''ready'' for kindergarten: The role of early childhood education Kreider, Holly, 2002 Cambridge, MA: Harvard Family Research Project. A report discussing family involvement in young children's education and its effect on children and parents	Reports & Papers
			Preparing educators to involve families: From theory to practice Weiss, Heather B., 2005 Thousand Oaks, CA: Sage Publications An examination of the obstacles to positive communication and relationships between families and schools with proposed solutions, including theories, research, and analysis	Other
			The promotive effects of family educational involvement for low-income children's literacy Dearing, Eric, 2004 Journal of School Psychology, 42(6), 445-460 A study examining the significance of family involvement during kindergarten for low-income children's feelings about literacy and their literacy achievement between kindergarten and fifth grade, using data from the Comprehensive Child Development Program (CCDP) and the School Transition Study (STS)	Reports & Papers

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