The research of Wofendale (1991) demonstrated the effectiveness of parents who provided support for the learning process of their child and holds that involvement in schools by parents is likely the primary indicator of performance of the child in school. The Michigan Department of Education reports that the "most consistent predictors of children's academic achievement and social adjustment are parent expectations of the child's academic attainment and satisfaction with their child's education at school." (2001) it is also noted that parents of student who are high achiever's set standards that are "higher...for their children's educational activities than parents of low-achieving students." (Clark, 7:85-105 in: The Michigan Department of Education, 2001)
Cited as the three primary factors of parental involvement in their children's education are the following: (1) beliefs of parents about what is important, necessary and permissible for them to do with and on behalf of their children; (3) the…...

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References

American Psychological Association. (1994). Publication manual of the American psychological association (4th ed.). Washington, DC: American Psychological Association.

Aram, D. (2006). Early literacy interventions: The relative roles of storybook reading,

Baker, a.J.L., & Soden, L.M. (1997). Parent involvement in children's education: A critical Assessment of the knowledge base. (Report No. PS-025357). Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. (ERIC Document Reproduction Service No. ED407127)

Barbour, C. Barbour, H. N, Wright, K. & Stegelin a.D. (2003). Family and Community Involvement. Custom Electronic Text for University of Phoenix. Prentice-Hall, Inc. A Pearson Education Company.

" Through their study of La Familia, the authors present a strategic plan for other Latino families to get organized and help their children succeed later in school and in life. La Familia -- parents of middle school children that had not been performing well in school -- began with small meetings in the homes of parents (conducted entirely in Spanish) and as trust was established among the parents, they created a "working partnership with the school" (Jasis, 2004, p. 38). "Convivencia" means "…the flowing moments of collective creation and solidarity" -- and in the case of La Familia, convivencia also brought a "bonding" that was built from an "…emerging moral quest" to help children become better students, Jasis relates (p. 39). The group began as a "self-affirming" activist assemblage, and moved from there into a "desvelamiento critico" (critical unveiling) of reality (p. 41).
The group avoided "political posturing" during their…...

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Works Cited

Garcia, Carolyn, Skay, Carol, Sieving, Renee, Naughton, Sandy, and Bearinger, Linda H. (2008).

Family and racial factors associated with suicide and emotional distress among Latino students. Journal of School Health, 78(9), 487-496.

Gilliam, Brenda, Gerla, Jacqueline Parten, and Wright, Gary. (2004). Providing Minority Parents

With Relevant Literacy Activities for Their Children. Reading Improvement, 41(4), 226-234.

In a diverse or bilingual classroom environment, the presence of parents integrates school and family in a positive way, and encourages a better attitude towards learning. "Encourage parents from other countries to come in and tell stories about their native lands, share favorite books from their childhoods, talk about their hobbies, and so on." (Shalaway, 1994) Positive interventions in classroom management on the part of parents can also encourage parents of high-risk students, who might have had negative experiences themselves with teaching, to establish positive attachments to the school in a way that is helpful to the parent and to the student. "Some family stories...illustrated how providing help with rather than avoiding such issues led to both successful father involvement and improved family and child outcomes," even with estranged fathers. (MacAllister, 2004)
Teachers must take it upon themselves to set a pattern of parents becoming involved in the classroom from…...

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Works Cited

Gazin, Ann. (August 1999) "Keeping them on the edge of their seats." Instructor. Retrived 4 December 2004 at  http://www.findarticles.com/p/articles/mi_m0STR/is_1_109/ai_55471445 

Shalaway, Leslie. (1994) "14 ways to get parents to volunteer." Instructor. Retrieved 4 December 2004 at  http://www.findarticles.com/p/articles/mi_m0STR/is_n1_v104/ai_15669481 

McAllister, Carol L. (Winter 2004) "From sports fans to nurturers: an Early Head Start program's evolution toward father involvement." Fathering. Retrieved 4 December 2004 at  http://www.findarticles.com/p/articles/mi_m0PAV/is_1_2/ai_n6031095/print

Secondary School Parent Involvement
Parental engagement in a child's learning is typically imperative and required for a student to realize their true potential and this is a generally accepted fact for a number of reasons. However, the level of involvement that a parent or parents have with their child's learning at the pivotal and important secondary school level that connects elementary learning and college-level learning has to be balanced as going to either extreme can be harmful. Disengaged parents can obviously hurt secondary-level students but students that are too engaged or wrongly engaged need to be managed and massaged as well whenever possible because the damage can be just as bad if not worse than a disengaged parent.

Problem Statement

It is customary and expected for parents to be highly involved in their child's learning at the elementary level and it is also common for parents to start to disengage once the child…...

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References

Aleccia, J. (2013, May 26). Helping or hovering? When 'helicopter parenting' backfires

NBC News.com. Breaking News & Top Stories - World News, U.S. & Local | NBC

News. Retrieved August 20, 2013, from  http://www.nbcnews.com/health/helping -

or-hovering-when-helicopter-parenting-backfires-6C10079904

Finally, Boothroyd (2010) suggests that because the authors of PCI do not provide guidance on how parents are defined, the assessment may not be appropriate for families with a parenting structure other than two biological parents. It seems that while the PCI is considered a valid and reliable assessment for some populations, further study should be conducted with a more diverse norming sample.
eferences

Coffman, J.K., Guerin, D.W., & Gottfried, A.W. (2006). eliability and validity of the parent-child relationship inventory (PCI): Evidence from a longitudinal cross-informant investigation. Psychological Assessment, 18(2), 209-214. doi:10.1037/1040-3590.18.2.209

Gerard, A.B.Parent-child relationship inventory Western Psychological Services, 12031 Wilshire Blvd., Los Angeles, CA 90025-1251; ephone [HIDDEN]; FAX [HIDDEN]; Web: www.wpspublish.com. etrieved from http://ezproxy.library.capella.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=mmt&AN=TIP07001840&site=ehost-live&scope=site

Heinze, M.C., & Grisso, T. (1996). eview of instruments assessing parenting competencies used in child custody evaluations. Behavioral Sciences & the Law, 14(3), 293-313. doi:10.1002/(SICI)1099-0798(199622)14:33.0.CO;2-0

Schroeder, V., & Kelley, M. (2009). Associations between family environment, parenting practices, and executive…...

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References

Coffman, J.K., Guerin, D.W., & Gottfried, A.W. (2006). Reliability and validity of the parent-child relationship inventory (PCRI): Evidence from a longitudinal cross-informant investigation. Psychological Assessment, 18(2), 209-214. doi:10.1037/1040-3590.18.2.209

Gerard, A.B.Parent-child relationship inventory Western Psychological Services, 12031 Wilshire Blvd., Los Angeles, CA 90025-1251; ephone [HIDDEN]; FAX [HIDDEN]; Web: www.wpspublish.com. Retrieved from  http://ezproxy.library.capella.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=mmt&AN=TIP07001840&site=ehost-live&scope=site 

Heinze, M.C., & Grisso, T. (1996). Review of instruments assessing parenting competencies used in child custody evaluations. Behavioral Sciences & the Law, 14(3), 293-313. doi:10.1002/(SICI)1099-0798(199622)14:33.0.CO;2-0

Schroeder, V., & Kelley, M. (2009). Associations between family environment, parenting practices, and executive functioning of children with and without ADHD. Journal of Child & Family Studies, 18(2), 227-235. doi:10.1007/s10826-008-9223-0

MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYbyLiberty UniversityA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationLiberty University2021MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYbyJohn G. BennettA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationAPPOVED BY:Ed.D. Committee ChairEd.D. Committee MemberABSTACTThe purpose of this qualitative transcendental phenomenological study is to explore the perceptions of deployed military parents regarding active involvement in their childs education. For this purpose, this study will develop an informed answer to the following research question: What are the perceptions of deployed militaryparents regarding active involvement in their childs education? The study will use the theory of Epstein regarding the triangle relationship between parents, teachers, and the community to help explore and make sense of the stories and experiences of parents who have or are currently…...

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Unpacking grit: Motivational correlates of perseverance and passion for long-term goals. The Journal of Positive Psychology, 9(4), 306-312.Webster, D., & Rivers, N. (2018). Resisting resilience: Disrupting discourses of self-efficacy. Pedagogy, Culture, & Society, 1-13.Whyte, K. L., & Karabon, A. (2016). Transforming teacher-family relationships: Shifting roles and perceptions of home visits through the funds of knowledge approach. Early Years, 36(2), 207-221.Wright, K. B. & Shields, S.M. (2018, Spring/Summer). The effects of teacher home visits on student behavior, student academic achievement, and parent involvement. School Community Journal, 28(1), 67.Yazan, B. (2015). Three approaches to case study methods in education: Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134-152.Yin, R. K. (2014). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.Yüksel, P., & Y?ld?r?m, S. (2015). Theoretical frameworks, methods, and procedures for conducting phenomenological studies in educational settings. Turkish Online Journal of Qualitative Inquiry, 6(1), 1-20. Retrieved from https://www.researchgate.net/publication/271833455_Theoretical_Frameworks_Methods_and_Procedures_for_Conducting_Phenomenological_Studies_in_Educational_SettingsAPPENDIX A: LIBERTY UNIVERSITY IRB APPROVALWill includes once Submitted and Approved SEEKING VOLUNTEERS FOR A RESEARCH STUDYThe purpose of study: To explore the experiences of deployed military parents regarding active involvement in their child’s education. Participation Requirements:To participate in the study you must currently be deployed or previously deployed within the past two years and have pre-K-12 school-aged children that are enrolled in school outside of the homeParticipation in this study involves:· Face-to-Face interview or online interview with the researcher (approximately 45-60 minutes). Interview will be audio-recorded, but pseudonyms will be used to maintain confidentiality.· Online focus group with several other participants. The session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality· Document for Analysis: Participants will be ask to provide relevant documents (if available) for analysis. Pseudonyms will be used to maintain confidentiality.To find out more information about this study, please contact John Bennett at:Phone: (860) 213-4464Email: Study Title: Military Deployed Parents’ Perceptions Of Involvement In The Education Of Their Children While Deployed.Principal Investigator:John Bennett Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464 APPENDIX B: RECRUITMENT FLYERAPPENDIX C: INFORMED CONSENTCONSENT FORMMILITARY DEPLOYED PARENTS’ PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYJohn G. BennettLiberty UniversitySchool of EducationGeneral Overview of Study: You are invited to be in a research study investigating the perceptions of deployed military parents regarding active involvement in their child’s education. You were selected as a possible participants because you are currently deployed or previously deployed and have pre-K-12 school-aged children that are currently enrolled in school. Please read this form and ask any questions you may have before agreeing to be in the study.John G. Bennett, doctoral candidate in the School of Education at Liberty University, is conducting this study.Background Information: The purpose of this study is to explore the perceptions of deployed military parents regarding active involvement in their child’s education. This will provide a foundation of understanding that can assist educational stakeholders and the military community in filling the void created by a deployed parent with the goal tohelp the student of the deployed parent.Procedures: If you consent to be a part of this study, you will be ask to do the following:1. Complete a questionnaire that includes preliminary demographic data, such as age, race, military affiliation and years of service. The questionnaire will also consist of three open-ended questions and should take approximately 30 minutes to complete2. Participate in a face-to-face or online interview with the researcher. Interviews will be conducted in a predesignated location (chosen by you). Each interview will last for approximately 45-60 minutes. Interview will be audio-recorded, but pseudonyms will be used to maintain confidentiality.3. Participate in an online focus group through which several prepared questions will be answered. Participants will be gathered in on online forum for 45-60 minutes using a videoconferencing software such as ZOOM. The online session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality.4. Provide relevant document for analysis: You will be ask to provide (if available) documents such as journals, letters and email correspondence with teachers pertaining to your children. These documents will be analysis to gain further insight into the issues that deployed parents face. Pseudonyms will be used to maintain confidentiality.Risks: The risks involved in this study are minimal and are no more than what participants encounter in everyday life. If you experience discomfort while taking part in this study, you may choose to stop participating at any time.Benefits: The direct benefits participants should expect to receive from taking part in this study will be understanding the perceptions of other deployed military parents regarding active involvement in their child’s education. Though your participation may have potential benefits to education and military community as a whole, you many not receive any direct benefits from your participation. Compensation: Participants will not be compensated for participating in this study.Confidentiality: The records of this study will be kept private. In any sort of report I might publish, I will not include any information that will make it possible to identify a subject. Research records will be stored securely, and only the researcher will have access to the records. I may share the data I collect from you for use in future research studies or with other researchers; if I share the data that I collect about you, I will remove any information that could identify you, if applicable, before I share the data.· Procedures will be taken to protect the privacy of the all participants including the use of assigned pseudonyms and interviews conducted in locations where others will not easily overhear the conversation.· Data will be stored on a password-protected computer and all documents will be kept in a locked file cabinet. Data may be used in future presentations.· The researcher will transcribe interviews. Recordings will be stored on a password locked computer for three years and then erased. Only the researcher will have access to these recordings.· I cannot assure participants that other members of the online focus group will not share what was discussed with persons outside of the group.Voluntary Nature of the Study: Participation in this study is voluntary. Your decision whether or not to participate will not affect your current or future relations with Liberty University or your positions in the military. If you decide to participate, you are free to not answer any question or withdraw at any time without affecting those relationships.How to Withdraw from the Study: If you choose to withdraw from the study, please contact the researcher at the email address/phone number included in the next paragraph. Should you choose to withdraw, data collected from you, apart from focus group data, will be destroyed immediately and will not be included in this study. Focus group data will not be destroyed, but your contributions to the focus group will not be included in the study if you choose to withdraw.Contacts and Questions: The researcher conducting this study is John G. Bennett. You may ask any questions you have now. If you have questions later, you are encouraged to contact him at (860) 213-4464 or [email protected] you would like to address questions or concerns to someone other than the researcher, you are encouragedto contact the researcher’s faculty chair, Dr. James Eller at (440) 319-1794 or [email protected] of Consent: I have read and understood the above information. I have asked questions and have received answers. I consent to participate in the study. The researcher has my permission to audio-record me as part of my participation in this study.Signature of Participant Date Signature of Investigator DateAPPENDIX D: RECRUITMENT LETTERFall 2019Dear Service Member, As a graduate student in the School of Education at Liberty University, I am conducting research as part of the requirements for a doctoral degree in Educational Leadership. I am writing to invite you to participate in my research study about the perceptions of military parents who are deployed regarding their active involvement in their child’s education. You\\\\\\\\\\\\\\\'re eligible to be in this study because you have been identified has having some experience with this particular issue. If you decide to participate in this study, you will partake in a face-to-face or online recorded interview, take part in an online focus group and be ask to provide relevant documents (if available) for analysis. You should be able to complete your participation in approximately two to three weeks, with it taking four to five hours of time to complete all procedures. Your name and/or other identifying information will be requested as part of your participation, but the information will remain confidential.To participate, please respond to my email with your desire to be a possible participant. Following your response to participate, I will then contact you for an interview and provide the consent form for you to sign. The consent document contains additional information about my research.Sincerely,John G. BennettDoctoral CandidateLiberty UniversityAPPENDIX E: QUESTIONNAIREThe purpose of this qualitative transcendental phenomenological study is to explore the perceptions of deployed military parents regarding active involvement in their child’s education. This questionnaire is designed to obtain demographic information as well as to capture your perceptions and experiences of being a parent while deployed overseas in the military. 1. Name: ____________________________________________________________ 2. Age: _____________ 3. Ethnicity: ______________________ 4. Branch of Service: _____________________________________________ 5. Rank: __________________________________________________ 6. Age of spouse: ____________________________________________ 7. Spouse current profession: _______________________________________8. Highest degree earned ____________________________________________________ 9. How many school age children currently in your household: _______________________ 10. How many times have you been deployed: _____________________________________?11. If currently deployed, what is the duration of your deployment: ______________________12. If not currently deployed: When was your last deployment and how long________________13. Reflect on your experiences of being a parent while deployed in the military. Please provide a brief written response for each question.a. What word best describes your initial thought about deployment as it relates to your ability to be involve in your child’s education. Please explain b. What support (familial, financial, experience) have aided in maintaining a sense of involvement in your child’s educationc. What is the number one challenge (aside from distance) that hinders your ability to participate in child’s education? APPENDIX F: INTERVIEW GUIDESemi-Structured, Open-Ended Interview QuestionsCentral Research Question: What are the perceptions of deployed military parents regarding active involvement in their child’s education?Opening Questions 19. Please introduce yourself, describe yourself and your family 20. How long have you been serving in the military 21. In the past two years, how many times and for how long where you deployed22. What is the age and gender of your school age child or children 23. Please explain your experience in the military thus far Questions relating to participants perceptions 24. What is your definition of parental involvement, particularly as it relates to education 25. In what way (if any) does your definition of parental involvement change while deployed26. How would you compare and contrast your role in your child’s education when not deployed and while deployed 27. What changes have you experienced in your child’s behavior, focus, and attitude towards learning while deployed?28. What are some ways or methods used to participate in your child’s education while deployed, and how do they differ from method used when not deployed29. How has your deployment impacted your spouse, particularly as it relates to his/her ability to be involved in your child’s education 30. Reflect on the first time you spoke with your child about their education when you were deployed. What was that experience like? 31. Reflect on your child’s education. What is your perception of your child’s sense of how his or her learning is impacted by your deployment?Questions relating to participants’ perceptions of challenges32. Describe a time (while deployed) when you encountered a barrier or challenge that prevented you from being involved in their education? 33. Describe a time when you felt that you could be more involved in your children’s education while deployed. Were you able to come up with a solution? If so, please describe. 34. How does being deployed alters your interactions with your child’s teachers and other educators 35. What stage of deployment (pre-deployment, deployment, post-deployment) do you believe creates the most challenges in attempting to stay involve in your child’s education, please explain 36. What advice would you give a military parent who is deployed or may deploy in the futureAPPENDIX G: FOCUS GROUP QUESTION GUIDESemi-Structured, Open-Ended Focus Group QuestionsCentral Research Question: What are the perceptions of deployed military parents regarding active involvement in their child’s education?Opening Questions: 7. Will each individual please state your name, your military branch and length of serviceQuestions Relating to Challenges Parents experience while Deployed:8. As a parent, how would you describe your overall experience of being separated from your family while deployed9. What would you identify as the most difficult aspect of being a military deployed parent 10. From a parental standpoint, what are some examples of challenges you encountered while deployed, and how have you overcome themQuestions Relating to Participants involvement:11. How has your deployment affected your child’s performance in school12. How often and in what way do you interact with your child’s teachers or educator, what types of feedback have you received https://www.fhsdschools.org/UserFiles/Servers/Server_995699/File/2015-16/Parents/Epstein%20-%20Six%20Keys.pdf

Parent Involvement and Student Achievement
Parental Involvement and Student Academic Achievement

TA administration and staff believe schools are seeing a decrease in parental involvement as students enter high school. Research conducted by the Kentucky Department of Education (KDE) Dropout Prevention Resource Guide (2008) has demonstrated the positive effects of parental involvement in schools.

Parental involvement in the eighth grade had a strong positive effect on the grade point average of 10th graders (Keith, T.Z., Keith, Quirk, Sperduto, Santillo, & Killings, 1998). In contrast, Balen and Moles (1994) and Hurst (2002) suggest when parents have a positive attitude regarding education and demonstrate trust that their children can do well, children perform better in school. However, parental involvement tends to decrease as students become older (p. 3).

Problem Statement

Historical and current studies have investigated the impact of parental involvement and student achievement. Diverse studies have considered how well students perform academically when their parents are involved…...

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On a much larger sample of children (6,400 Americans, 14-18 years old) (Steinberg, 1992) conducted within the same two years that the previous researchers had started their study (1987-1988), Steinberg et al. (1992) found that parental involvement is more likely to promote adolescent school success as long as this academic involvement occurred in the context of an authoritative home environment.

This study was structured so as to examine long-term parenting style, including parental academic involvement with school performance in a sample of high school youth. Nine high schools from Wisconsin and North California were used in this study (Steinberg, 1992). Diversity was achieved as far as possible between different communities, ethnic population, family structures, and socioeconomic status levels. Self-report surveys were filled out by the students on two days of survey administration during the schools years of 1987-1988 and of 1988-1989 (Hill, 2004). In this case, I agree with the emphasis on self-reporting but the analytical framework, again, needs to be much stronger for truly measuring student perceptions as that is where the core of the mechanisms emerges.

The standard active consent form for ethical procedures was not used here since studies have shown that it would screen out individuals with possibly disengaged parents and it was precisely these individuals whom the researchers wished to include. Their procedure, therefore, was to request active consent from adolescents and passive consent from parents

Parent Involvement
When it comes to children and how well they do (or do not do) in schools, a lot of the invective and scrutiny is directed towards the teachers at the school and the administrators that govern the same. Whether it be parents showing disdain for how well the students are not doing or whether it be national laws such as No Child Left Behind, the teachers seem to shoulder a lot of the blame when students do not perform as expected or desired. However, to just blame the teachers would be unwise because they are only part of equation and some would argue that teachers are not even the biggest part of the equation. While having adept teachers imparting knowledge to students is important, having parents or guardians of those children that are involved and engaged is even more important.

esearch

One of the linchpins of student success has been determined…...

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References

Harji, M. B., Balakrishnan, K., & Letchumanan, K. (2016). SPIRE Project: Parental Involvement

in Young Children's ESL Reading Development. English Language Teaching, 9(12), 1-

15.

Hemmerechts, K., Agirdag, O., & Kavadias, D. (2017). The relationship between parental

There are many of these individuals, and it is time that this is changed.
Parents often look away from these kinds of problems, or they spend their time in denial of the issue because they feel that their child will not be harmed by parental involvement with drugs or alcohol. Some parents have parents that were/are addicts themselves, and some are so busy with their lives that they do not actually realize that their child has any kind of problem with the lifestyle of the parent until it becomes so severe that it cannot be overlooked, or until it is brought to their attention by police, the school, or someone else that has seen it first hand. Parents are not the only ones that overlook this issue, though.

Sometimes siblings and friends also see problems that they ignore, do not understand, or do not talk to anyone about, and the school…...

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Bibliography

Aleman-Padilla, L. 2002. Babies First gets last word on infant care Hundreds recognize groups contribution at fourth annual event. The Fresno Bee.

Anderson, D. 2004. Funding cuts impact health services. Precinct Reporter.

Anderson, S.A. (2000). How parental involvement makes a difference in reading achievement. Reading Improvement.

Baker, P.L. (2000). I didn't know: discoveries and identity transformation of women addicts in treatment. Journal of Drug Issues, 30, 863-881.

For example, Leventhal (2001) analyzed different intervention methodology and implementation of home-based services aimed at preventing abuse and neglect as well as promoting the health and development of the infant and mother, by specifically looking at the Healthy Families Olds' models.
Kass and colleagues (2003) from Fight Crime: Invest in Kids argue that the cycle of violence can be prevented with intervention methods including parenting education. oberts, Wolman and Harris-Looby (2004, p. 101) state that "teaching students parenting skills may be the most cost-effective way to reduce violent and abusive behaviors and prevent the transfer of violent behaviors from generation to generation." They found that for less than $1,000, Project Baby Care, a parental training program developed for adolescents proved successful in improving parental knowledge and skills and attitudes toward caring for an infant.

Another study (Hughs & Gottlieb, 2004), regarding the effects of the Webster-Stratton parenting program on parenting skills…...

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References

Belsky, J. & Vondra, J. (1989), 'Lessons from child abuse: The determinants of parenting', in D. Cicchetti & V. Carlson (Eds), Child Maltreatment: Theory and Research on the Causes and Consequences of Child Abuse and Neglect, New York: Cambridge University Press, 153-202.

Chalk, R. & King, P.A. (Eds) (1998), Violence in Families: Assessing Prevention and Treatment Programs, Washington DC: National Academy Press,

Department of Health and Human Services (DHHS) (U.S.), Administration on Children, Youth, and Families (ACF). Child maltreatment 2003. Washington (DC): Government Printing Office; 2005. Website retrieved May 10, 2007 www.acf.hhs.gov/programs/cb/pubs/cm03/index.htm.

Fine, M.J. (1980), Handbook on Parent Education, Academic Press, New York.

Family Involvement at School
I enjoy working with the students at my school tremendously. At the K-8 school in Borough Park Brooklyn NY, there are largely Chinese and Hispanic demographics. Working with students and parents is what will prove crucial in improving the academic success of the students.

There are a number of things that are happening at my school in regards to family-involvement that are really making me excited for the improvement of the students' academic success. A lot of my Chinese-American students do get a lot of parent involvement at home. I hear from the students that their parents help them with daily homework and even push them to go beyond that day's lesson in order to prepare for the next upcoming lessons. In fact, I do see a heightened level of at-home parent involvement with the Chinese-American students, probably more so than any other demographic of students at the…...

Like Mr. Johnson, he acknowledged that student behavior was different "back then" when he was in school: "Some of the things I've seen here with kids never really occurred in my time" (personal communication, January 26, 2011).
In keeping with his enthusiastic responses about Springfield Gardens, Mr. Benton was pleased to discuss the school and its community relations. He cited a technology program for grandparents offered once or twice a week at the school, involvement by congressmen and elected officials -- although he did not provide details how that is manifest -- and after-school programs conducted through the auspices of the YMCA, an organization with which he himself is active. He believes there is a considerable effort underway, although there is still more to do.

Principal Gordon was much more cautious in his enthusiasm. He acknowledged that the YMCA program provided support five days a week and reported a good relationship…...

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References

I.S. 059 Springfield Gardens. (2011). Our mission. Retrieved from  http://schools.nyc.gov/School 

Portals/29/Q059/AboutUs/Overview/Our+Mission.htm

I.S. 059 Springfield Gardens. (2011). Statistics. Retrieved from

Only after this a further section returns to the fact of the lack of research involving father involvement and how this is influenced by child characteristics.
Once the document turns to the investigation and methods to be used, the presentation of information becomes more logical and academically stronger. The research questions are for example pertinently mentioned in "The Present Study" section. The questions directly pertain to the issue previously indicated, i.e. The parenting involvement of fathers, and how this is influenced by children and various aspects in their character.

In the "Method" section, I noticed that participants were mainly homogeneous in terms of race and age. No specific reason was given for this, but I presume it is for the purpose of consistency, as cultural values and social status would probably influence the parenting paradigm. In this way, I believe the study provides a valuable springboard for futher studies in other…...

eluctance of Parents to Visit the School
ole of Parents in Children's Education

Education has always been a very important part of human existence and has been an inseparable part of human civilization. There has been a lot of development on the education portal and mankind has learned great deal from the education function (Jeynes, 2005). Every milestone which is achieved and every development which is made in any direction is due to the knowledge provided through education. This function has been researched and is very much detailed in terms of style and method. Several researchers and experts have proposed and devised methods which can make education and knowledge imparting more effective and efficient (Hill & Tyson, 2009). Talking about a student at elementary level, it is all the more important to understand the needs of such young individuals and analyze the education function accordingly (Tschannen-Moran and Hoy, 2007). This paper discusses…...

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References

Jeynes, W.H. (2005).A metaanalysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education. 40(3), 237-269.

Stewart, E.B. (2008). School structural characteristics, student effort, peer associations, and parental involvement: The influence of school and individual level factors on academic achievement. Education and Urban Society, 40(2), 179-204.

Hill, N.E. & Tyson, D.F. (2009). Parental involvement in middle school: a met analytic assessment of the strategies that promote achievement. Developmental Psychology, 49(3), 740-763.

Hill, N., and Taylor, L. (2004). Parental school involvement and children's academic achievement: Pragmatics and issues. Current Directions in Psychological Science, 13(4) 161-164.

Parents\\\' Perspective on why they choose to send their children to Private Schools. Why are more and more parents choosing private schools over public schools in Ontario?IntroductionOver the years, private schools have been playing a vital role in the education sector in Ontario. This has been notable over the last decade as new private schools are being built and the rising number of parents sending their children to private facilities. As the number of private schools increases, the reasons for children\\\'s transfer from public schools increase (Brown, 2020). In Ontario, Canada, Public Schools are divided into three categories: early childhood education, elementary school, and secondary school. The schools are funded through a provincial method (owe & Berry, 2020). They are governed by the Ministry of Education, as per the Education Act. The Ministry is responsible for setting the regional curriculum, equal distribution of funds to schools depending on the number…...

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ReferencesBrown, D. W. (2020). Social Darwinism, Private Schooling and Sport in Victorian and Edwardian Canada 1 (pp. 215-230). Routledge.Flick, U. (Ed.). (2017). The Sage handbook of qualitative data collection. Sage.Heeringa, S. G., West, B. T., & Berglund, P. A. (2017). Applied survey data analysis. Chapman and Hall/CRC.Milian, R. P., & Quirke, L. (2017). Crafting legitimate identities: Promotional strategies in the Ontario non-elite private school sector. Educational Studies, 53(4), 342-358.Rowe, E., & Perry, L. B. (2020). Inequalities in the private funding of public schools: parent financial contributions and school socioeconomic status. Journal of Educational Administration and History, 52(1), 42-59.Sileyew, K. J. (2019). Research design and methodology. In Cyberspace. IntechOpen.