PARENTS MAKING A DIFFERENCE
International Research on the Home Instruction for Parents of Preschool Youngsters (HIPPY) Program

Publication in Honor of Professor Avima D. Lombard

Edited by Miriam Westheimer

The NCJW Research Institute for Innovation in Education
The Hebrew University of Jerusalem
School of Education

With Four Tributes by: Hillary Rodham Clinton, Chaim Adler, Nan Rich and Lesley Max

Academic Editorial Board:

Prof. Chaim Adler, The Hebrew University of Jerusalem, Israel
Prof. Sevda Bekman, Bogazici University, Bebek, Istanbul, Turkey
Ms. Deanna Gomby, Consultant, Sunnydale, California, USA
Prof. Sharon Lynn Kagan, Teachers College, Columbia University New York, USA
Prof. Geoffrey Nelson, Wilfrid Laurier University, Waterloo, Ontario, Canada
Mr. James T. Bond, Vice President, Families and Work Institute, Sunset Beach, North Carolina, USA

This book delivers a comprehensive picture of HIPPY, a family support, parent-focused, early childhood literacy program. With 17 evaluation studies of the program, offered by researchers and practitioners from seven countries, the book highlights the successes and challenges HIPPPY faces in communities around the world. Dedicated to HIPPY's founder, Professor Avima D. Lombard, the collection presented here aims to provide answers to the different questions that might arise among all kinds of stakeholders, from program practitioners to policy makers to family members to researchers. The studies are organized around five themes: exploring theoretical perspectives; examining HIPPY's impact on children, on families and on communities; and navigating the research process.

An in-depth introduction describes the various purposes of the book, outlines the contents of each chapter, and provides, in the form of two unique tables, detailed information that can be used as a reference for many stakeholders. With the goal that the book be as accessible and useful to program practitioners as to researchers, each chapter is followed by suggestions on how to integrate the evaluation findings into the daily life of the program. The result is a volume that can serve as an invaluable tool for international early literacy and family support program development, while also offering direction for the future course of the HIPPY program.

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