Verified Document

Parent Teacher Community Theory For Teaching Children Multiple Chapters

MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDY

by

Liberty University

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

Liberty University

2021

MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDY

byJohn G. Bennett

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

APPROVED BY:

Ed.D. Committee Chair

Ed.D. Committee Member

ABSTRACT

The 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 experiencing challenges associated with military deployment. The study will make use of questionnaires, semi-structured interviews, document analysis, and focus groups. The researcher will conduct data analysis using open coding, phenomenological reduction, imaginative variation, and comparison. The setting for this study will be Fort Rapture. The sample will consist of 10-12 personnel currently deployed or previously deployed within the past two years, who have pre-K-12 school-aged children that are currently in school.

Keywords: parental involvement, military deployment, deployed parents, soldiers as parents, phenomenology

Copyright Page

No original material may be used without permission of the author

All rights reserved

Dedication

Though there are many to whom this work may be dedicated, the below list (to be added later) highlights some of those most responsible for me continuing to work through this project.

Acknowledgments

The below-listed people provided advice and support to aid in my learning process. Without them, this work would never have come to completion.

Table of Contents

ABSTRACT 3

Copyright Page 4

Dedication 5

Acknowledgments 6

List of Tables 11

List of Figures 12

List of Abbreviations 13

CHAPTER ONE: INTRODUCTION 14

Overview 14

Background 14

Historical 16

Theoretical 17

Social 18

Situation to Self 19

Problem Statement 20

Purpose Statement 21

Significance of Study 21

Theoretical Significance 22

Practical Significance 22

Empirical Significance 23

Research Questions 23

Central Question: 23

Sub question 1: 24

Sub Question 2: 24

Sub Question 3: 24

Definitions 25

Summary 26

CHAPTER TWO: LITERATURE REVIEW 27

Overview 27

Theoretical Framework 28

Related Literature 29

Impact of Military Deployment 29

The Supportive Role of Community 35

Resiliency 39

How Technology Plays a Part 45

The Role of the Teacher 48

Summary 54

CHAPTER THREE: METHODS 58

Overview 58

Design 58

Setting 61

Participants 62

Procedures 63

The Researchers Role 64

Data Collection 65

Questionnaire 65

Interviews 66

Document Analysis 69

Focus Group 70

Data Analysis 71

Horizontaling 73

Imagination Variation 73

Essence 73

Constant Comparison Method 73

Trustworthiness 74

Credibility 74

Dependability and Confirmability 74

Transferability 75

Ethical Considerations 75

Summary 76

CHAPTER FOUR: FINDINGS 77

Overview 77

Participants 77

Results 78

Summary 78

CHAPTER FIVE: CONCLUSION 79

Overview 79

Summary of Findings 79

Discussion 79

Implications 80

Delimitations and Limitations 80

Recommendations for Future Research 80

Summary 81

REFERENCES 82

APPENDIX A: LIBERTY UNIVERSITY IRB APPROVAL 97

APPENDIX B: RECRUITMENT FLYER 98

APPENDIX C: INFORMED CONSENT 99

APPENDIX D: RECRUITMENT LETTER 102

APPENDIX E: QUESTIONNAIRE 103

APPENDIX F: INTERVIEW GUIDE 104

APPENDIX G: FOCUS GROUP QUESTION GUIDE 106

List of Tables

Note: Anticipated Tables

Table 1.Participants Demographic Information...65

Table 2.Participants Item Selection. .....65

Table 3.Standardized Open Ended Interview Questions....68

Tab 4. Standardized Open Ended Focus Group Questions......68

List of Figures

Figure 1. Theoretical Frameworks, Methods, and Procedures.70

Figure 2. XXXXXXX..XX

Figure 3. XXXXXXX..XX

List of Abbreviations

Positive emotion, Engagement, Relationships, Meaning and Accomplishment (PERMA)

REsilience and Activity for every DaY (READY)

Master Resiliency Training (MRT)

Stress Management and Resilience Training (SMART)

CHAPTER ONE: INTRODUCTION

Overview

The purpose of this qualitative transcendental phenomenological study is to explore the perceptions of deployed military parents regarding active involvement in their childs education. The study aims to provide a foundation of understanding for educational stakeholders and the military community in order to fill the void in a childs educative experience created by a deployed parent. This chapter will provide a framework for the research; discuss

MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDY

by

Liberty University

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

Liberty University

2021

MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDY

byJohn G. Bennett

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

APPROVED BY:

Ed.D. Committee Chair

Ed.D. Committee Member

ABSTRACT

The 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 experiencing challenges associated with military deployment. The study will make use of questionnaires, semi-structured interviews, document analysis, and focus groups. The researcher will conduct data analysis using open coding, phenomenological reduction, imaginative variation, and comparison. The setting for this study will be Fort Rapture. The sample will consist of 10-12 personnel currently deployed or previously deployed within the past two years, who have pre-K-12 school-aged children that are currently in school.

Keywords: parental involvement, military deployment, deployed parents, soldiers as parents, phenomenology

Copyright Page

No original material may be used without permission of the author

All rights reserved

Dedication

Though there are many to whom this work may be dedicated, the below list (to be added later) highlights some of those most responsible for me continuing to work through this project.

Acknowledgments

The below-listed people provided advice and support to aid in my learning process. Without them, this work would never have come to completion.

Table of Contents

ABSTRACT 3

Copyright Page…

MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDY

by

Liberty University

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

Liberty University

2021

MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDY

byJohn G. Bennett

A Dissertation Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

APPROVED BY:

Ed.D. Committee Chair

Ed.D. Committee Member

ABSTRACT

The 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 experiencing challenges associated with military deployment. The study will make use of questionnaires, semi-structured interviews, document analysis, and focus groups. The researcher will conduct data analysis using open coding, phenomenological reduction, imaginative variation, and comparison. The setting for this study will be Fort Rapture. The sample will consist of 10-12 personnel currently deployed or previously deployed within the past two years, who have pre-K-12 school-aged children that are currently in school.

Keywords: parental involvement, military deployment, deployed parents, soldiers as parents, phenomenology

Copyright Page

No original material may be used without permission of the author

All rights reserved

Dedication

Though there are many to whom this work may be dedicated, the below list (to be added later) highlights some of those most responsible for me continuing to work through this project.

Acknowledgments

The below-listed people provided advice and support to aid in my learning process. Without them, this work would never have come to completion.

Table of Contents

ABSTRACT 3

Copyright Page 4

Dedication 5

Acknowledgments 6

List of Tables 11

List of Figures 12

List of Abbreviations 13

CHAPTER ONE: INTRODUCTION 14

Overview 14

Background 14

Historical 16

Theoretical 17

Social 18

Situation to Self 19

Problem Statement 20

Purpose Statement 21

Significance of Study 21

Theoretical Significance 22

Practical Significance 22

Empirical Significance 23

Research Questions 23

Central Question: 23

Sub question 1: 24

Sub Question 2: 24

Sub Question 3: 24

Definitions 25

Summary 26

CHAPTER TWO: LITERATURE REVIEW 27

Overview 27

Theoretical Framework 28

Related Literature 29

Impact of Military Deployment 29

The Supportive Role of Community 35

Resiliency 39

How Technology Plays a Part 45

The Role of the Teacher 48

Summary 54

CHAPTER THREE: METHODS 58

Overview 58

Design 58

Setting 61

Participants 62

Procedures 63

The Researchers Role 64

Data Collection 65

Questionnaire 65

Interviews 66

Document Analysis 69

Focus Group 70

Data Analysis 71

Horizontaling 73

Imagination Variation 73

Essence 73

Constant Comparison Method 73

Trustworthiness 74

Credibility 74

Dependability and Confirmability 74

Transferability 75

Ethical Considerations 75

Summary 76

CHAPTER FOUR: FINDINGS 77

Overview 77

Participants 77

Results 78

Summary 78

CHAPTER FIVE: CONCLUSION 79

Overview 79

Summary of Findings 79

Discussion 79

Implications 80

Delimitations and Limitations 80

Recommendations for Future Research 80

Summary 81

REFERENCES 82

APPENDIX A: LIBERTY UNIVERSITY IRB APPROVAL 97

APPENDIX B: RECRUITMENT FLYER 98

APPENDIX C: INFORMED CONSENT 99

APPENDIX D: RECRUITMENT LETTER 102

APPENDIX E: QUESTIONNAIRE 103

APPENDIX F: INTERVIEW GUIDE 104

APENDIX G: FOCUS GROUP QUESTION GUIDE 106

List of Tables

Note: Anticipated Tables

Table 1.Participants Demographic Information...65

Table 2.Participants Item Selection. .....65

Table 3.Standardized Open Ended Interview Questions....68

Tab 4. Standardized Open Ended Focus Group Questions......68

List of Figures

Figure 1. Theoretical Frameworks, Methods, and Procedures.70

Figure 2. XXXXXXX..XX

Figure 3. XXXXXXX..XX

List of Abbreviations

Positive emotion, Engagement, Relationships, Meaning and Accomplishment (PERMA)

REsilience and Activity for every DaY (READY)

Master Resiliency Training (MRT)

Stress Management and Resilience Training (SMART)

CHAPTER ONE: INTRODUCTION

Overview

The purpose of this qualitative transcendental phenomenological study is to explore the perceptions of deployed military parents regarding active involvement in their childs education. The study aims to provide a foundation of understanding for educational stakeholders and the military community in order to fill the void in a childs educative experience created by a deployed parent. This chapter will provide a framework for the research; discuss why the problem necessitates research; provide an overview of previous research; identify the importance of this research for stakeholders in education, including military personnel, families, teachers, and community members; and introduce the research questions.

Background

Deployment involves temporary relocation of a military unit within the United States or in overseas locations (Alfano, Lau, Balderas, Bunnell, &Beidel, 2016). Deployment has three phases; pre-deployment, deployment, and post-deployment. Though all three phases are challenging for military personnel and their families, the deployment and post-deployment phase are believed to be the most severe (Alfano et al., 2016). As the military parent prepares to leave, the children are emotionally affected(Alfano et al., 2016). It is important to note that the specific responses to deployment depend on various factors such as age, gender, maturity, pre-existing parent-child relationship, and the coping strategies and skills provided through interventions.

Children of military parents undergo tremendous challenges, especially during their parents deployment. These challenges are mainly psychological strain, which often manifest in poor academic performance (Nicosia, Wong, Shier, Massachi, & Datar, A.et al., 2017). Due to actions taken by the United States military in Iraq, Afghanistan, and elsewhere, extended deployment has become a reality for children of military parents. The standard deployment time for the Army is 12 months, but this could extend to 18 months. During this time, research findings have shown that the academic performance of military children decreases in a noticeable way (Bello?Utu & DeSocio, 2015; Nicosia et al., 2017). The academic performance of children of military parents on long-term deployment, which can be as much as 18 months or even more, are lower than children without deployed parents (Moeller, Culler, Hamilton, Aronson, & Perkinset al., 2015).

Deployment and the period after deployment have been shown to affect the learning and academic performance of children because it creates instability in the lives of a student and their environment (Conforte, Bakalar, Shank, Quinlan&, Stephens, et al., 2017). Children of deployed military parents become stressed students due to the absence of their parent and the shock and pressure of adjusting to the new normal. The stress associated with an absent parent has been shown to cause problems in concentrating, learning new academic concepts, and in controlling their emotions and expressions (Conforte et al., 2017). The exact manner in which such stress manifests depends on the individual child, but some common responses include becoming quiet and withdrawn or, conversely, hyperactive, disruptive to classroom etiquette, and lack of ability to concentrate on a single activity.

There is a growing body of research on possible interventions that can be provided through policy, community, and institutions such as schools (Epstein, 2011; Epstein et al., 2018). However, it has been noted that there is not much research on the views of military parents in this context, especially their requirement to leave their children to serve the country. Like any reasonable and non-military parent, they want to be involved in the education of their children. This study, therefore, seeks to research and highlight the percept......., social, and theoretical contexts in which this problem exists will discuss further below.

Historical

The problem of the effects of deployment on children's education is one that researchers have only recently begun to examine. Alfano, Lau, Balderas, Bunnell, and Beidel (2016) showed that the impact of parents deployment could have a negative effect on childrens education. According to DePedro, Astor, Gilreath, Benbenishty, and Berkowitz (2018), there is sufficient evidence to indicate a need for schools to accept and address the challenges faced by children of a deployed parent in order to reduce the likelihood of them veering off the academic path. Over time, the problem of deployed parents and the ramifications of their deployment on their children's education has become more transparent, which is why this recent research has emerged. The United States government has gone so far as to put together a booklet to assist parents facing deployment and to explain to them some of the challenges that their families and children might face.

Per the Educator's Guide to the Military Child During Deployment (U.S. Department of Defense, n.d.), the stressful effects of a deployment impacts not only the family members but also the service member. Once a military parent deploys, regardless of the period of the deployment, the family members thatremains behind have to readjust and redistribute their roles in order to compensate for the absence of the deployed family member. The research to date indicates that for young families, there is an increased tendency to return to the location of their origin with the aim of reducing costs and as a measure to add to psychological support sources needed for the family to keep going (U.S. Department of Defense, n.d.).

Moreover, researchers at the RAND Corporation have shown that children of deployed parents face academic challenges because of the disruption of their home life structure (RAND Corporation, 2012). Some of the critical points identified by the RAND Corporation are that children whose parents are deployed for more than a year end to achieve statistically different academic results when compared to the scores of students who have never experienced a parental deployment (RAND Corporation, 2012).

Theoretical

The theoretical underpinnings of this research problem involve the relationship between parental involvement and academic achievement, which has been well documented (Trautman & Ho, 2018). Epsteins parent-teacher-community theory emphasizes the parent-child role. Hirschis social bond theory, as well as Sampson and Laubs life course theory, both support the idea that strong families and support systems lead to outcomes that are more positive, as children progress into adulthood. Therefore, it is reasonable to posit that the extended absence of a parent combined with the stress that is associated with military deployments on children has a profoundly adverse effect on young learners academic achievement. Moreover, concern over this adverse effect can have a corresponding negative impact on deployed parents morale and well-being, perhaps even to the extent that their job performance is affected. Although military service is inherently a dangerous enterprise, causing service members to be concerned for their own safety, parents serving in combat may also experience stress over concerns for their families back at home. The extent to which service members are negatively affected by these concerns may impact their ability to achieve their mission.

Social

One of the more significant findings of the RAND Corporation's (2012) study into the negative ramifications of deployment on children's academic progress is that parents tend to suffer most from the deployment, which adds a burden to the child's mind, and can distract from school or add to the child's worries and anxieties. Thus, a holistic approach to this problem needs to be developed to provide deployed parents, their spouses or intimate partners, their children, and other members and friends the knowledge and resources needed to address every facet of the issue. One way to develop this holistic approach is to obtain a better understanding from the parents themselves about what they go through and what their experiences are. Because so much of their experience translates to the child's experience, it is most helpful to gain this understanding first. As Castro et al. (2015) pointed out, a parent plays a pivotal role in the childs academic development and if the parent is not actively involved due to being deployed or because their spouse is deployed, the child may receive less support and engagement from the parent than under normal circumstances.

The social aspect of this problem extends beyond the family. Teachers have to find ways to cope with the child's home challenges and the community, as the child's potential to develop could impair the community's future (Benner, Boyle, & Sadler, 2016). As noted by O'Neal, Mallette, and Mancini (2018), community connections are essential for military parents who are looking out for the well-being of their children. Children are part of families, who are in turn part of wider communities, and those communities provide support for families and in turn, that support extends to the child. A clear and definite social relationship has to be explored in this issue to see whether deployed parents are utilizing the support of their communities to help their children develop adequately.

Situation to Self

I am a United States Army officer and an Instructor with the United States Army Recruiting and Retention College. I have more than thirteen years of military service, which spans across a range of positions and assignments. I consider myself a member of the population that I am studying because I am familiar with their issues and experiences, and that is the precise reason I have chosen to conduct this research. I believe that by better allowing the deployed parent's perspective to be understood, better solutions can be devised. My assumption is that the nature of the lived experiences of deployed parents is characterized by an overarching perception that their deployment, military occupation, and geographic distance from their family members represent the main obstacles in assisting in their child's educative process. My philosophical assumptions are that the reality of the world can be known through investigation, that the knowledge one learns can be communicated effectively to others, and that this reality as understood by the individual can be reported to others regardless of the subjective values and biases that the researcher might possess.

The research paradigm by which I view this study is constructivism; this paradigm suggests that learning is an active, constructive process wherein the learner constructs the information or creates his own subjective representations of objective reality (Amineh & Asl, 2015). It is my expectation that participants in this study will be as honest as possible and that the meaning they construct for themselves can be useful in creating better approaches to helping their children academically.

This research paradigm comes with limits. The memory of individuals may differ from the actual facts, which could lead to a participant's recollections and meaning construction seeming to be unreliable (Gardner, 2001). However, even if the memories shift, the creation of meaning that the participants provide is important because this feeling and sense of things are what has stayed with them.

Problem Statement

It is important to note thatthe deployment of military parents can disrupt the educational and academic progress of their children. As noted by De Pedro et al (2018), children who go a considerable period of time (a year or more) without a parent in their lives because of deployment, are at higher risk of suffering academically. Currently, there are no clear guidelines available for parents or teachers to help in the development process of children of deployed military parents. The United States government has provided the Educators Guide to the Military Child During Deployment (U.S. Department of Defense, n.d.) but it is brief and designed largely to alert parents about what to expect and does not give a great deal of in-depth informatin about possible interventions.

The problem is there are no clearly defined protocols or effective strategies that deployed parents could employ to assist in their efforts to be involved in the education of their children (De Pedro et al., 2018). This gap, however, represents an opportunity for new research. To date there has been some research concerning the effects of deployment and the possible corrective measures. Still, this research has focused only on children, school, and society without regard to parental perspectives (Bello?Utu & DeSocio, 2015; De Pedro et al., 2018).With the understanding that deployment affects military service members as well as their children and family members, it is therefore essential to focus on parental perspectives.

That is why the theoretical approach provided by Epstein et al. (2018) can help to use primary stakeholdersparents, teachers, and communityto come to the aid of children who have a deployed parent. What is necessary at present is the development of efficacious interventions that directly address this problem (De Pedro et al., 2018). To develop such interventions, one must first understand the perspective of the parents because they are the ones who will experience immediate impact (RAND Corporation, 2012). It is my hope that this phenomenological research design will help uncover this perspective and present the information in a meaningful way that will help in the development of appropriate interventions using Epsteins parent-teacher-community theory.

Purpose Statement

The purpose of this qualitative transcendental phenomenological study is to explore the perceptions of deployed military parents regarding active involvement in their childs 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 to help the student of the deployed parent. At this stage in the research, the perceptions of military parents are defined as the experiences, attitudes, feelings, and beliefs about being absent from home while their child attempts to go through the educative process and what they could do to help. The theory guiding this research is Epsteins (2018) parent-teacher-community theory, which highlights the importance of the relationship between these three stakeholders in shaping the academic progress of the child.

Significance of Study

Though many Americans profess to support the troops, it is clear that the needs of many deployed military parents are being overlooked. Therefore, the significance of this study relates to filling this gap by identifying optimal strategies that would help deployed parents actively participate in their childrens education without creating detractions from their occupational performance. As noted by Cozza et al. (2018), more research into the relationship between military parents and their children is needed. Likewise, Alfano, Lau, Balderas, Bunnell, and Beidel (2016) have found that military deployment puts the academic progress of children of deployed parents at risk.

This study 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 of helping the student of the deployed parent. Alfano et al. (2016) noted that there is still a need for researchers to examine, in detail, the relationship between and among the academic development of the child, the role of the deployed parent, and other contextual factors such as community, teacher role, and so forth. However, since the RAND Corporations (2012) examination of the effect of deployment on military children, there has not been a significant review of the data regarding parents' perception of this challenging issue or contextual factors.

Theoretical Significance

This study will help to explore Epsteins parent-teacher-community theory on academic success from the standpoint of military deployment and parent-absence. By showing how parent absence might impact the students academic achievement, this study could provide additional insight into the applications or limitations of Epsteins theory. It may also help to reinforce Hirschis social bond theory, and Sampson and Laubs life course theory. Although these latter two deal primarily with deviance, the findings of this study could facilitate their application to academic challenges for students as well.

Practical Significance

This study aims to build on the study by the RAND Corporation (2012) and incorporate the insights or more recent studies such as that conducted by De Pedro et al. (2018) to focus the phenomenological study and guide the interviews and focus groups that will be used for obtaining the data on parents perceptions. It is believed that this study will help improve the academic progress of children of deployed parents by giving stakeholders a better sense of challenges, options for overcoming these challenges, and real-life stories about what works, what does not work, and what might work.Hearing the experiences from the people involved can help to give a better sense of the reality of the situation. Therefore, In sum, this study will provide an exploration and examination of these parents' perceptions and the contextual factors that impact their lives and will contribute to the development of a fuller understanding of how the military community can better assist parents, teachers, and the overall community itself.

Empirical Significance

By listening to military parents' lived experiences, challenges, and success stories in coping with lengthy deployments, fresh and important insights may be obtained that would otherwise go unidentified. These empirical observations and experiences can help inform efforts to develop the individualized interventions that are necessary to support deployed parents and their families in ways that draw on demonstrated successes and opportunities

Research Questions

This study will used a transcendental phenomenological research design to explore the perceptions that military deployed parents have regarding their involvement in their childrens education. The theoretical framework that will guide this study is the theory of parental involvement supplied by Epstein (2011) regarding the relationship between parents, school, and community. To address the central research question and sub-questions, the researcher will collect and analyze data from military parents who are currently deployed or were deployed in the past two years (Creswell, 2013).

Central Question:What are the perceptions of deployed military parents regarding active involvement in their childs education?

This question will provide insight into the experiences of parents as they attempt to negotiate their deployment with their duties and responsibilities to their children. As Alfano et al. (2018) previously demonstrated, it is crucial to understand the broader contextual factors of this issue in order to arrive at an effective solution to the problem. Therefore, this question serves as the primay focus.

Sub question 1:How do military parents describe their involvement in their childrens education while deployed?

This question will be used to gain insight into the parents' sense of whether they play a factor in their child's academic performance. If parents do not see themselves as a contributing factor in the child's academic progress, this will impact the way an intervention or solution would be affected. Parents play a vital role and are one of the leading players aside from teachers and the community in the establishment of the child's well-being and level of academic outcomes. Thus, it is essential to know what perception of their role a parent has.

Sub Question 2:What are military parents perceptions of the impact of their deployment on their childrens education?

This question is important because parents who do not have a sense of their childs academic performance will be less likely to be engaged in the childs educational development during deployment (Castro et al., 2015). Therefore, if the parent is not in touch with the goings-on of the childs life, there is likely to be some greater need to focus on educating the parent about the need to be more engaged.

Sub Question 3:

What challenges do military parents who are deployed face while trying to stay involved in their childrens education?

This question is important because even if deployed parents and their spouses possess a desire to be involve in their childs academic development, they may encounter community or environmental challenges (Benner et al., 2016). Understanding what these challenges and conditions are will help in the formulation of recommended approaches that parents and stakeholders can utilize in the future. If the obstacles are not recognized, no adequate intervention can be implemented.

Definitions Comment by Dr. Sharon Michael-Chadwell: Make sure to provide definitions of your theoriesAlso, add deployment to this list as well.

For this study, the perceptions of military parents are defined as the experiences, attitudes, feelings, and beliefs about being absent from home while their child attempts to go through the educative process and what they could do to help.

1. Attitude: According to Project Implicit (2018), an attitude is your evaluation of some concept (e.g., person, place, thing, or idea). An explicit attitude is the kind of attitude that you deliberately think about and report. Attitude for this study refers to the evaluations made by military parents as well as their feelings and beliefs.

2. Educative process: This refers to any learning environment in which one can engage in a learning process (Glassman & Kang, 2016).

3. Environment: This refers to the three agencies by which a persons behavior is shaped: ones peers (family, friends, and community), organizations, and media (Bandura, 2018). This definition helps understand how the three stakeholders of Epstein's theory contribute to making up the environment of the learner.

4. Deployment: According to Veteran Affairs, deployment is understood to be any movement from amilitarypersonnels home station to somewhere outside the continental U.S. and its territories (VA, 2020).

5. Life course theory: This theory posits that ones life course is determined by events in ones early life, and if one is de

Sources used in this document:

REFERENCES

Alfano, C. A., Lau, S., Balderas, J., Bunnell, B. E., & Beidel, D. C. (2016). The impact of military deployment on children: Placing developmental risk in context. Clinical Psychology Review, 43, 17-29.

Allen, D. C. (2015). Research, when you know what you’re doing: A review of essentials of qualitative inquiry. The Qualitative Report, 20(4), 451-453.

Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature, and Languages, 1(1), 9-16.

Anney, V. N. (2014). Ensuring the quality of the findings of qualitative research: Looking at trustworthiness criteria. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 5(2), 272-281.

Appel, H., Gerlach, A. L., & Crusius, J. (2016). The interplay between Facebook use, social comparison, envy, and depression. Current Opinion in Psychology, 9, 44-49.

Bandura, A. (2018). Toward a psychology of human agency: Pathways and reflections. Perspectives on Psychological Science, 13(2), 130-136.

Bello?Utu, C. F., & DeSocio, J. E. (2015). Military deployment and reintegration: A systematic review of child coping. Journal of Child and Adolescent Psychiatric Nursing, 28(1), 23-34.

Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental involvement and adolescents’ educational success: The roles of prior achievement and socioeconomic status. Journal of youth and adolescence, 45(6), 1053-1064.

Bennett, J. (2018). Combating sexual assault with the military ethic: Exploring culture, military institutions, and norms-based preventive policy. Armed Forces & Society, 44(4), 707-730.

Bolles, E., & Patrizio, K. (2016). Leadership tenets of military veterans working as school administrators. Journal of Leadership Education, 15(3), 98-116.

Bondy, E., Ross, D. D., Gallingane, C., & Hambacher, E. (2007). Creating environments ofsuccess and resilience: Culturally responsive classroom management and more. Urban Education, 42(4), 326-348.

Brownfield, D., & Thompson, K. (1991). Attachment to peers and delinquentbehavior. Canadian Journal of Criminology, 33, 45.

Burton, N. W., Pakenham, K. I., & Brown, W. J. (2010). Feasibility and effectiveness ofpsychosocial resilience training: A pilot study of the READY program. Psychology, Health, and Medicine, 15(3), 266-277.

Carey, M. A., & Asbury, J. E. (2016). Focus group research. Routledge.

Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational research review, 14, 33-46.

Chang, R. (2017). Genevra Walters: How tech can close the achievement gap: Students who struggle need more technology, not less. THE Journal (Technological Horizons in Education), 44(1), 12.

Cheng, C. C. & Huang, K. H. (2018). Education reform and teacher agency. Problems of Education in the 21st Century, 76(3), 286-287.

Chester, J., & Montgomery, K. (2008). No escape: Marketing to kids in the digitalage. Multinational Monitor, 29(1), 11.

Conforte, A. M., Bakalar, J. L., Shank, L. M., Quinlan, J., Stephens, M. B., Sbrocco, T., & Tanofsky-Kraff, M. (2017). Assessing military community support: Relations among perceived military community support, child psychosocial adjustment, and parent psychosocial adjustment. Military Medicine, 182(9-10), e1871-e1878.

Cozza, S. J., Knobloch, L. K., Gewirtz, A. H., DeVoe, E. R., Gorman, L. A., Flake, E. M., ... & Lerner, R. M. (2018). Lessons learned and future recommendations for conducting research with military children and families. In A Battle Plan for Supporting Military Families (pp. 265-287). Springer, Cham.

Creswell, J. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches.  California: Sage Publication.

Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing amongFive Approaches. CA: Sage.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Thousand Oaks, California: Sage Publications.

Dahlman, H. (2013, September/October). The journey toward cross-cultural competence is never-ending. Momentum, 44(3), 27-31.

De Pedro, K. T., Astor, R. A., Gilreath, T. D., Benbenishty, R., & Berkowitz, R. (2018). School climate, deployment, and mental health among students in military-connected schools. Youth & Society, 50(1), 93-115.

DeVoe, E. R. (2017). Supporting military families with young children throughout the deployment lifecycle. Boston: Trustees of Boston University.

DeVoe, E. R., Paris, R., Emmert-Aronson, B., Ross, A., & Acker, M. (2017). A randomized clinical trial of a post-deployment parenting intervention for service members and their families with very young children. Psychological Trauma: Theory, Research, Practice, and Policy, 9(S1), 25.

Doge, P. & Keller, H. (2014, July-September). Similarity of mothers' and preschool teachers' evaluations of socialization goals in a cross-cultural perspective. Journal of Research in Childhood Education, 28(3), 377-381.

Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B. S., Salinas, K. C., Jansorn, N. R., ... & Hutchins, D. J. (2018). School, family, and community partnerships: Your handbook for action. City: Corwin Press.

Ellison, T. L. & Evans, J. N. (2016, Fall). Minecraft, teachers, parents, and learning: What they need to know and understand. SchoolCommunity Journal, 26(2), 25-30.

Eskreis-Winkler, L., Duckworth, A. L., Shulman, E. P., & Beal, S. (2014). The griteffect: Predicting retention in the military, the workplace, school, and marriage. Frontiers in Psychology, 5, 36.

Espinosa, E. M., Sorensen, J. R., & Lopez, M. A. (2013). Youth pathways to placement:The influence of gender, mental health need, and trauma on confinement in the juvenile justice system. Journal of Youth & Adolescence, 42(12), 1824-1836.

Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press.

Francis Howell School District. (2018). Epstein’s 6 types of parent involvement. Retrieved from https://www.fhsdschools.org/UserFiles/Servers/Server_995699/File/2015-16/Parents/Epstein%20-%20Six%20Keys.pdf on 6 June 2019 Freberg, K., Graham, K., McGaughey, K., & Freberg, L. A. (2011). Who are the social mediainfluencers? A study of public perceptions of personality. Public Relations Review, 37(1), 90-92.

Gangai, K. N. (2014). Absenteeism at workplace: What are the factors influencing it? International Journal of Organizational Behavior & Management Perspectives, 3(4), 1258-1265.

Gardner, G. (2001). Unreliable memories and other contingencies: problems with biographical knowledge. Qualitative research, 1(2), 185-204.

Glassman, M., & Kang, M. J. (2016). Teaching and learning through open-source educative processes. Teaching and Teacher Education, 60, 281-290.

Graham-Clay, S. (2009, Spring). Communicating with parents: Strategies for teachers. School Community Journal, 15(1), 117-121.

Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567-1579.

Herrera, C., Grossman, J. B., Kauh, T. J., & McMaken, J. (2011). Mentoring in schools:An impact study of Big Brothers Big Sisters school?based mentoring. Child Development, 82(1), 346-361.

Hoffding, S., & Martiny, K. (2016). Framing a phenomenological interview: What, why and how. Phenomenology and the Cognitive Sciences, 15(4), 539-564.

Husserl, E. (1999). The essential Husserl: Basic writings in transcendental phenomenology. Indiana University Press.

Katsirikou, A., & Lin, C. S. (2017). Revealing the “Essence” of things: Using phenomenology in LIS research. Qualitative and Quantitative Methods in Libraries, 2(4), 469-478.

Kelley, M. L., White, T. D., Milletich, R. J., Hollis, B. F., Haislip, B. N., Heidt, E. K., & Henson, J. M. (2016). Youth emotional reactivity, interparental conflict, parent hostility, and worrying among children with substance-abusing parents. Journal of Child and Family Studies, 25(3), 1024-1034.

Knobloch, L. K., Knobloch-Fedders, L. M., Yorgason, J. B., Ebata, A. T., & McGlaughlin, P. C. (2017). Military children’s difficulty with reintegration after deployment: A relational turbulence model perspective. Journal of Family Psychology, 31(5), 542.

Koon-Magnin, S., Bowers, D., Langhinrichsen-Rohling, J., & Arata, C. (2016). Sociallearning, self-control, gender, and variety of violent delinquency. Deviant Behavior, 37(7), 824-836.

Kuper, A., Lingard, L., & Levinson, W. (2008, September 20). Qualitative research: Critically appraising qualitative research. BMJ, 337, 687–689. Doi: 10.1136/bmj.a1035Lester, P., Aralis, H., Sinclair, M., Kiff, C., Lee, K. H., Mustillo, S., & Wadsworth, S. M. (2016).

The impact of deployment on parental, family and child adjustment in military families. Child Psychiatry & Human Development, 47(6), 938-949.

Listwan, S. J. (2013). Introduction to juvenile justice. San Diego, CA: Bridgepoint.

Loprinzi, C. E., Prasad, K., SchroJohn, D. R., & Sood, A. (2011). Stress Management andResilience Training (SMART) program to decrease stress and enhance resilience among breast cancer survivors: a pilot randomized clinical trial. Clinical breast cancer, 11(6), 364-368.

MacDermid Wadsworth, S., Bailey, K. M., & Coppola, E. C. (2017). US military children and the wartime deployments of family members. Child Development Perspectives, 11(1), 23-28.

Mahuro, G. M., & Hungi, N. (2016). Parental participation improves student academic achievement: A case of Iganga and Mayuge districts in Uganda. Cogent Education, 3(1), 1264170.

Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Thousand Oaks, CA: Sage Publications.

Merriam, S. B., & Grenier, R. S. (Eds.). (2019). Qualitative research in practice: Examples for discussion and analysis. John Wiley & Sons.

Moeller, J. D., Culler, E. D., Hamilton, M. D., Aronson, K. R., & Perkins, D. F. (2015). The effects of military-connected parental absence on the behavioral and academic functioning of children: A literature review. Journal of Children's Services, 10(3), 291-306.

Moll, L. (ed). (1990). Vygotsky and education. Cambridge University Press.

Moustakas, C. (1990). Heuristic research: Design, methodology, and applications. Sage Publications.

Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.

Neuendorf, K. A. (2016). The content analysis guidebook. Thousand Oaks, CA: Sage.

Neuman, W. L. (2008). Social research methods: Qualitative and quantitative approaches, 6th ed. New York: Allyn & Bacon.

Nicosia, N., Wong, E., Shier, V., Massachi, S., & Datar, A. (2017). Parental deployment, adolescent academic and social-behavioral maladjustment, and parental psychological well-being in military families. Public Health Reports, 132(1), 93-105.

Nicosia, N., Wong, E., Shier, V., Massachi, S., & Datar, A. (2017). Parental deployment, adolescent academic and social-behavioral maladjustment, and parental psychological well-being in military families. Public Health Reports, 132(1), 93-105.

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847.

Nunez J. C., Suarez, N., Rosário, P., Vallejo, G., Valle, A., & Epstein, J. L. (2015). Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students. Metacognition and learning, 10(3), 375-406.

O’Nyumba, T., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20-32.

O'Neal, C. W., Mallette, J. K., & Mancini, J. A. (2018). The importance of parents' community connections for adolescent well?being: An examination of military families. American Journal of Community Psychology, 61(1-2), 204-217.

Perkins-Gough, D. (2013). The significance of grit: A conversation with Angela LeeDuckworth. Educational Leadership, 71(1), 14-20.

Perry, B. D. (2006). The boy who was raised as a dog and other stories from a childpsychiatrist's notebook: What traumatized children can teach us about loss, love, and healing. New York, NY: Basic Books.

Peters, M. D., Godfrey, C. M., Khalil, H., McInerney, P., Parker, D., & Soares, C. B. (2015). Guidance for conducting systematic scoping reviews. International Journal of Evidence-Based Healthcare, 13(3), 141-146.

Pexton, S., Farrants, J., & Yule, W. (2018). The impact of fathers’ military deployment on child adjustment. The support needs of primary school children and their families separated during active military service: A pilot study. Clinical child psychology and psychiatry, 23(1), 110-124.

Powers, R. (2018). United States military installation profiles. Retrieved from http://usmilitary.about.com on 6 June 2019 Project Implicit. (2018). Results. Retrieved from https://implicit.harvard.edu/implicit/Study?tid=-1 on 6 June 2019 RAND Corporation. (2012). How do soldiers’ deployments affect children's academic performance and behavioral health? Retrieved from https://www.rand.org/pubs/research_briefs/RB9651/index1.html on 6 June 2019 Reivich, K. J., Seligman, M. E., & McBride, S. (2011). Master resilience training in the USArmy. American Psychologist, 66(1), 25.

Robertson-Kraft, C., & Duckworth, A. L. (2014). True grit: Trait-level perseverance andpassion for long-term goals predict effectiveness and retention among novice teachers. Teachers College Record, 116(3).

Roepke, A. M., & Seligman, M. E. (2016). Depression and prospection. British Journal ofClinical Psychology, 55(1), 23-48.

Rosenthal, M. (2016). Qualitative research methods: Why, when, and how to conduct interviews and focus groups in pharmacy research. Currents in pharmacy teaching and learning, 8(4), 509-516.

Rule, P. & John, V.M. (2015). A necessary dialogue: Theory in case study research. International Journal of Qualitative Methods, 3(8), 1-11.

Sandoz, E.K. & Moyer, D. N. (2015, October). Psychological flexibility as a framework for understanding and improving family reintegration following military deployment. Journal of Marital and Family Therapy, 41(4), 495-499.

Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of PositivePsychology, 13(4), 333-335.

Shankar, K., Hakken, D., & Østerlund, C. (2017). Rethinking documents. The handbook ofscience and technology studies, 59-85.

Shriner, B & M. Shriner. (2014). Essentials of lifespan development: A topicalperspective. Bridgepoint Education: San Diego, CA.

Siegel, L. (2018). Criminology, 7th Ed. Boston, MA: Cengage Learning.

Silverman, D. (2016). Qualitative research. Thousand Oaks, CA: Sage.

Slavin, R. E. (2019). Educational psychology: Theory and practice. Pearson.

Smith, P. L., & McSweeney, J. (2017). Organizational perspectives of nurse executives in 15 hospitals on the impact and effectiveness of rapid response teams. Joint Commission Journal on Quality and Patient Safety, 43(6), 289-298. doi:10.1016/j.jcjq.2017.01.006Spitzer, B., & Aronson, J. (2015). Minding and mending the gap: Social psychological interventions to reduce educational disparities. British Journal of Educational Psychology, 85(1), 1-18.

Stetson, R., Stetson, E., Sinclair, B. & Nix, K. (2012). Home visits: Teacher reflectionsabout relationships, student behavior, and achievement. Issues in Teacher Education, 21(1), 21-37.

Tempski, P., Santos, I. S., Mayer, F. B., Enns, S. C., Perotta, B., Paro, H. B.,&Guimaraes, K. B. (2015). Relationship among medical student resilience, educational environment, and quality of life. PLoS One, 10(6), e0131535.

Theron, L. C., Liebenberg, L. A., & Ungar, M. (2015). Youth resilience and culture.

Springer Netherlands.

Thompson, B. C., Mazer, J. P., & Flood Grady, E. (2015). The changing nature ofparent-teacher communication: Mode selection in the smartphone era. Communication Education, 64(2), 187-207.

Tough, P. (2013). how children succeed: Grit, curiosity, and the hidden power ofcharacter. NY: Houghton Mifflin Harcourt.

Trier, K. A., Pappas, D., Bovitz, B., & Augustyn, M. (2018). Supporting development duringmilitary deployment and after. Journal of Developmental & Behavioral Pediatrics, 39(5), 447-449.

Trautmann, J., Alhusen, J., & Gross, D. (2015). Impact of deployment on military families with young children: A systematic review. Nursing Outlook, 63(6), 656-679.

Trautman, J. & Ho, G. W. (2018, July). Parenting needs among mothers of young childrenduring military deployment. Journal of Nursing Scholarship, 50(4), 392.

Turner, D. W. (2010). Qualitative interview design: A practical guide for novice investigatorsThe qualitative report, 15(3), 754-760.

Turner, H. A., Finkelhor, D., Hamby, S., & Henly, M. (2017). Victimization and adversityamong children experiencing war-related parental absence or deployment in anationally representative US sample. Child abuse & neglect, 67, 271-279.

United States Department of Defense (n.d.). Educator’s guide to the military child during deployment. Retrieved from https://www2.ed.gov/about/offices/list/os/homefront/homefront.pdf on 6 June 2019 VA. (2020). What is deployment. Retrieved from https://www.mentalhealth.va.gov/communityproviders/docs/deployment_operational_experiences.pdf

Vaillant, G. E. (2000). Adaptive mental mechanisms: Their role in Oa positivepsychology. American psychologist, 55(1), 89.

Vijaya, Vijaya, & Rajeshkumar (2016). Parental involvement and academic achievement among high school students. Review of Research, 5(12), 11-14.

Von Culin, K. R., Tsukayama, E., & Duckworth, A. L. (2014). 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_Settings APPENDIX A: LIBERTY UNIVERSITY IRB APPROVALWill includes once Submitted and ApprovedSEEKING 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 BennettResearch Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464APPENDIX 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 ebennett17@liberty.edu.If 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 jeller2@liberty.edu.

Statement 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 DateSignature 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 explainb. 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 Questions19. Please introduce yourself, describe yourself and your family20. How long have you been serving in the military21. 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 children23. Please explain your experience in the military thus farQuestions relating to participants perceptions24. What is your definition of parental involvement, particularly as it relates to education25. 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 deployed27. 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 education30. 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 educators35. 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 explain36. 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 parent10. 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

Cite this Document:
Copy Bibliography Citation

Related Documents

Child and Elder Abuse Child Abuse the
Words: 1099 Length: 3 Document Type: Essay

Child and Elder Abuse Child Abuse The American Academy of Pediatrics (AAP) publishes a website called healthychildren.org. -- and the section called "What do I need to know about child abuse?" provides excellent information on the particulars of child abuse. The Healthy Children site points out that child abuse "…is common," and hence, with all the reports on television and in the newspapers about children being mistreated, it should cause parents, guardians,

Child Abuse in Literature
Words: 2561 Length: 7 Document Type: Essay

Child Abuse in Literature Child Maltreatment Child maltreatment entails all types of neglect and abuse of a child below eighteen years by caregivers, parents or any other person (Crosson-Tower, 2006). Child abuse encompasses all forms of physical abuse, emotional abuse, sexual abuse, neglect or child exploitation that causes potential or actual harm to a child's well-being, dignity and development (Smith & Fong, 2004). According to Scannapieco & Connell-Carrick (2005), child maltreatment is

Child Abuse Although It Is Extremely Important
Words: 1547 Length: 4 Document Type: Research Paper

Child Abuse "Although it is extremely important when interviewing children about alleged abuse to determine whether the abuse was single or repeated… we have little information about how children judge the frequency of events… [and] overall children were very accurate at judging the frequency of a single event, but much less so for repeated events." (Sharman, et al., 2011). Department of Health & Human Services (HHS) reports that in the year 2010

Child Observation Term: Winter, 2014 John Age
Words: 1582 Length: 5 Document Type: Essay

Child Observation Term: Winter, 2014 John Age of Child: 6 years old Date of Observation: February 3, 2014 Time of Observation: 9:00 to 10:00 Place of Observation: Child Care Center Other People Present in the Observation Setting: 1 teacher, 1 assistants, 15 other children Development: Appears mostly normal; has some problems with fine motor skills and challenging cognitive skills. Permission: Permission was granted by the Director of the Child Care Center, the child's teacher and his parents John was observed

Child Abuse You Are an
Words: 3295 Length: 8 Document Type: Essay

First, briefly define the Resiliency Model. Then, using this video as your case study: What concepts from the Resiliency Model can you identify that were illustrated in their stories? Describe and explain. Considerations include: Did you hear any recurring themes mentioned by more than one of these young adults? What did they describe as being most valuable to them during their foster care experiences? Consider some of their recommendations:

Child Soldiers of Sierra Leone
Words: 3473 Length: 10 Document Type: Research Paper

Such jobs would put the children in potentially the most dangerous and deadly of the jobs available. Failing to perform tasks to the approval of superiors, whether that be fetching firewood, carrying ammunition, or committing a murder, would invariably lead to severe punishments. There were even reports of young girls being killed for failing to cook properly (Denov 2005,-page 3). Among the most common forms of punishment was the

Sign Up for Unlimited Study Help

Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.

Get Started Now