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The involvement of Childrens Education Military deployed Parents Perceptions
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MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYbyEder G. BennettLiberty 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 STUDYby Eder G. BennettA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationAPPOVED BY:James Eller, Ed.D., Committee ChairMichael-Chadwell Sharon, Ed.D., Committee MemberABSTACTThe purpose of this qualitative transcendental phenomenological study was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their childs education. For this purpose, this study developed an informed answer to the following research question: What are the perceptions of deployed military parents regarding active involvement in their childs education? The study used Epstein\\\'s theory regarding the triangle relationship between parents, teachers, and the community to help explore and make sense of the stories and experiences…...

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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 a nationally 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 2019VA. (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 positive psychology. 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_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 a school outside of the homeParticipation in this study involves:1. Face-to-Face interview or online interview with the researcher (approximately 45-60 minutes). Interviews will be audio-recorded, but pseudonyms will be used to maintain confidentiality.1. Online focus group with several other participants. The session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality1. Artifact for Analysis: Participants will be asked to provide relevant artifacts (if available) for analysis. Pseudonyms will be used to maintain confidentiality.To find out more information about this study, please contact Eder Bennett at:Phone: (860) 213-4464Email: Study Title: Military Deployed Parents’ Perceptions Of Involvement In The Education Of Their Children While Deployed.Principal Investigator: Eder Bennett Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder 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 STUDYEder 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 participant 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.Eder G. Bennett, a 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 and lived experiences 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 to help the student of the deployed parent.Procedures: If you consent to be a part of this study, you will be asked 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. Interviews 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 an 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 artifacts for analysis: You will be asked to provide (if available) artifacts such as journals, letters, and email correspondence with teachers pertaining to your children. These artifacts will be analyzed 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 the military community as a whole, you may not receive any direct benefits of your involvement. 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 artifacts. 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.1. Procedures will be taken to protect the privacy of all participants, including the use of assigned pseudonyms and interviews conducted in locations where others will not easily overhear the conversation.1. 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.1. 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.1. 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 not to 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 decide 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 Eder 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 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 as 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 asked to provide relevant artifacts (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 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,Eder G. BennettDoctoral CandidateLiberty UniversityAPPENDIX E: QUESTIONNAIREThe purpose of this qualitative transcendental phenomenological study is to explore the perceptions and lived experiences 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 to each question.1. What word best describes your initial thought about deployment as it relates to your ability to be involved in your child’s education. Please explain 1. What support (familial, financial, experience) has aided in maintaining a sense of involvement in your child’s education1. What is the number one challenge (aside from a distance) that hinders your ability to participate in a child’s education? APPENDIX F: INTERVIEW GUIDESemi-Structured, Open-Ended Interview QuestionsCentral Research Question: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education?Opening Questions 1. Please introduce yourself, describe yourself and your family 1. How long have you been serving in the military? 1. In the past two years, how many times and for how long where you deployed1. What is the age and gender of your school-age child or children? 1. Please explain your experience in the military thus far Questions relating to participants perceptions 1. What is your definition of parental involvement, particularly as it relates to education? 1. In what way (if any) does your definition of parental involvement change while deployed1. How would you compare and contrast your role in your child’s education when not deployed and while deployed? 1. What changes have you experienced in your child’s behavior, focus, and attitude towards learning while deployed?1. What are some ways or methods used to participate in your child’s education while deployed, and how do they differ from the technique used when not deployed?1. How has your deployment impacted your spouse, particularly as it relates to his/her ability to be involved in your child’s education 1. Reflect on the first time you spoke with your child about their education when you were deployed. What was that experience like? 1. Reflect on your child’s education. What is your perception of your child’s sense of how your deployment impacts his or her learning?Questions relating to participants’ perceptions of challenges1. Describe a time (while deployed) when you encountered a barrier or challenge that prevented you from being involved in their education? 1. 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 it. 1. How does being deployed alters your interactions with your child’s teachers and other educators 1. What stage of deployment (pre-deployment, deployment, post-deployment) do you believe creates the most challenges in attempting to stay involved in your child’s education, please explain. 1. 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 and lived experiences of deployed military parents regarding active involvement in their child’s education?Opening Questions: 1. Will each individual, please state your name, your military branch, and length of serviceQuestions Relating to Challenges Parents experience while Deployed:1. As a parent, how would you describe your overall experience of being separated from your family while deployed1. What would you identify as the most challenging aspect of being a military deployed parent? 1. From a parental standpoint, what are some examples of challenges you encountered while deployed, and how have you overcome themQuestions Relating to Participants involvement:1. How has your deployment affected your child’s performance in school?1. 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

Essay
Childrens rights and teacher advocacy
Pages: 4 Words: 1656

The National Committees in UNICEF have actively participated in addressing every aspect of CRE successfully in one or two places. Concerning children's rights and adequate learning, while there are widespread opportunities for children, it is still not an entitlement in most parts of the world. When programme entitlements exist, it is quite common for links to be established between the rights contained in programme and certain responsibilities, when it should actually be linked to the United Nations Convention on Rights of the Child. This increases the chances of children learning about the rights without learning about the CRC; plus, they will be able to understand what being a duty-bearer or right-holder entails (two major aspects of the child right initiative) (Jerome, Emerson, Lundy, & Orr, 2015).
Understanding Children's Rights from a Teacher's Perspective

Educationalists have always had a dedicated professional sense of responsibility towards the children under their care. They show much…...

Essay
Profound lessons from childrens'stories
Pages: 2 Words: 742

Civil Disobedience
One might think that finding parallels between a Dr. Seuss story and the real-life story of Rosa Parks does not make sense. However, that is less than true as the parallels and commonalities are early and often when it comes to comparing the history of one and the story created on the other. Indeed, civil disobedience has taken on many forms but it is seemingly the least violent yet poignant events that seem to be the most effective. It was something that Martin Luther King Jr. greatly touted and Rosa Park and her refusal to move from her seat was just another example of that. While civil disobedience is sometimes disruptive or otherwise counterproductive, it is a thing of magic when it is done well.

Analysis

To answer the important question first, civil disobedience is basically a means that people use to protest laws that are deemed to be unjust or…...

Essay
Parental Involvement that Boost Young Childrens Academic Performance
Pages: 2 Words: 729

Types of Parental Involvement and Support that Boost Young Children’s Academic Performance Introduction
That there is a link between parental support and involvement and students performance is almost incontrovertible. Many studies agree to this and statistical data reveals that most researchers have the same thoughts on the matter (Jeynes, 2015; Wilder, 2013). However, it is not clear as to which kinds of parental involvement and support are effective for which ages and the types of academic performance they affect. This research seeks to find out the kind of parental support and involvement that is efficacious for good student achievement for children who are in grades 3 and 7.
Background and Significance
Studies have persistently revealed that there’s an almost incontestable link between the involvement and support of parents and student achievement. In fact, meta-analyses suggest that parental participation and help affect children’s academic performance across different ages and ethnic groups (Jeynes, 2015; Wilder, 2014).…...

Essay
Covid-19 Effect On Childrens Mental Health
Pages: 9 Words: 2662




Essay Topic Examples
1.The sychological Impact of School Closures on Children During the COVID-19 andemic:
    This essay topic explores the mental health effects faced by children due to the sudden disruption of routine and the absence of a school environment. It will discuss social isolation, the interruption in learning, and the loss of access to resources that schools provide, such as counseling and social support networks.

2.Adjusting to the New Normal: Resilience and Anxiety Among Children in the Face of COVID-19:
    This essay focuses on the adaptability and challenges children have faced in developing resilience during the pandemic. It will delve into the coping mechanisms children have adopted, the prevalence of anxiety disorders stemming from uncertainty, and the role of family and community support in mitigating mental health issues.

3.The Invisible Scars of andemics: Long-Term Mental Health Outcomes for COVID-19 Affected Youths:
    Here, the discussion revolves around the potential long-term effects of the pandemic on children's…...

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Primary Sources

Loades, Maria E., et al. \"Rapid systematic review: The impact of social isolation and loneliness on the mental health of children and adolescents in the context of COVID-19.\" Journal of the American Academy of Child and Adolescent Psychiatry 59.11 (2020): 1218-1239.e3.

Fegert, Jörg M., et al. \"Challenges and burden of the Coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health: a narrative review to highlight clinical and research needs in the acute phase and the long return to normality.\" Child and Adolescent Psychiatry and Mental Health 14.1 (2020): 20.

Marques de Miranda, Diogo, et al. \"How is COVID-19 pandemic impacting mental health of children and adolescents?\" International Journal of Disaster Risk Reduction 51 (2020): 101845.

Liu, Jian J., et al. \"Mental health considerations for children quarantined because of COVID-19.\" The Lancet Child & Adolescent Health 4.5 (2020): 347-349.

Racine, Nicole, et al. \"Child and adolescent mental illness during COVID-19: A rapid review.\" Psychiatry Research 292 (2020): 113307.

Essay
Parental Responsibilities
Pages: 2 Words: 697

parents be held responsible for their children's actions?
I believe that parents should be held accountable for their children's criminal actions and according to an article in usiness Wire 72% of Americans agree. ("Harris Interactive Study Reveals Three Quarters of Americans elieve Parents Should be Held Liable for Children's Criminal Actions"). The article reports the results of a study conducted by Harris Interactive which interviewed 2737 people from around the country. The study found that regardless of social or economic standing Americans want to see parents held responsible for the criminal actions of their children. ("Harris Interactive Study Reveals Three Quarters of Americans elieve Parents Should be Held Liable for Children's Criminal Actions")

It is my assertion that holding parents responsible for the criminal actions of their children will deter crime. It will also encourage parents to be more attentive in the upbringing of their children.

The severities of the crimes that…...

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Bibliography

Armstrong, M., Evans, M., Wood, V. "The Development of a State Policy on Families as Allies." Journal of Emotional and Behavoiral Disorders.  http://www.findarticles.com/cf_0/m0FCB/4_8/68273227/p1/article.jhtml?term=parent+responsibility+for+juvenile+deinquency 

Brown, Michael. "Juvenile offenders: should they be tried in adult courts?" USA Today (Magazine). January 1998.

Harris Interactive Study Reveals Three Quarters of Americans Believe Parents Should be Held Liable for Children's Criminal Actions." Business Wire.  http://www.findarticles.com/cf_0/m0EIN/2000_March_13/60057449/p1/article.jhtml?term=Should+parents+be+held+responsible+for+their+childrens+actions 

Kozlowski, James C. "Court Upholds Juvenile Curfew Law." Parks and Recreation. Jan, 2000.  http://www.findarticles.com/cf_0/m1145/1_35/59319073/p1/article.jhtml?term=parent+responsibility+for+juvenile+deinquency

Essay
CHANGE4LIFE Government Movement to Reduce Childhood Obesity
Pages: 4 Words: 1434

Change4Life: Government Movement to educe Childhood Obesity
Change4Life, a public health program in England, effective since January of 2009 and organized by the Department of Health is the country's first national social marketing campaign to reduce obesity (NHS, 2009, pp. 13). More specifically aimed at families with children under twelve years old, the initiative seeks to reduce childhood obesity and foster healthy and happy children, who in turn grown into happy and healthy adults. In recent years, a rise in obesity numbers and a decrease in physical activity led the Change4Life campaign to challenge the behaviors of English families that lead to excess weight gain (Change4Life, 2009, pp.1). In hoping to eliminate obesity from the earliest stages of life, Change4Life works to not only adjust citizen's weight, but their overall health and well-being through education and easily-accessible information. In essence, this campaign aims to encourage people to lead overall healthier lives,…...

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References

Boseley, S. 2011 November 15. Obesity advisory group disbanded by government. The Guardian. Web. Retrieved from:   / obesity-advisory-group-disbanded [Accessed on 29 March 2012].http://www.guardian.co.uk/society/2011/nov/16 

The Bow Group. 2009. Bow Group responds to the Children's Food Campaign: Criticism

of Change4Life. Web. Retrieved from: [Accessed on 29 March 2012].http://www.bowgroup.org/content/bow-group-responds-childrens-food-campaign-criticism-change4life

Change4Life. 2009. Change4Life Evaluation: Summary of Approach. Web. Retrieved

Essay
U S Public Schools Minority Community and Parental Involvement
Pages: 27 Words: 8154

unning head: PAENTAL INVOLVEMENT IN MINOITY COMMUNITY IN U.S PUBLIC SCHOOLS PAENTAL INVOLVEMENT IN MINOITY COMMUNITY IN U.S PUBLIC SCHOOL 29Parental Involvement in Minority Community in U.S Public SchoolsAbstractThe socio-economic status of minority communities greatly impacts the residence choice and the schools where parents take their children, limiting their childrens educative process. This study examines parents involvement in minority communities in their childrens education process in public schools. A quantitative approach to the research study will be employed to explore the problem statements problem and allow the researcher to examine the variables identified in the literature review and the conceptual framework. The sample population involved (n=20) parents from two public schools, ten in each district. The study comprised ten men and ten women, where five men and women were selected from each school. The parent selected were distributed equally from African American and Hispanic ethnicity since they are the minority…...

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ReferencesAgronick, G., Clark, A., O’Donnell, L., & Stueve, A. (2019). Parent involvement strategies in urban middle and high schools in the Northeast and Islands Region [Ebook] (69th ed.). Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Retrieved from   S., Haider, Z., Munir, F., Khan, H., & Ahmed, A. (2013). Factors Contributing to the Students Academic Performance: A Case Study of Islamia University Sub-Campus. American Journal of Educational Research, 1(8), 283-289.  https://doi.org/10.12691/education-1-8-3 Araque, J. C., Wietstock, C., Cova, H. M., & Zepeda, S. (2017). Impact of Latino Parent Engagement on Student Academic Achievement: A Pilot Study. School Community Journal, 27(2), 229-250.Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research And Practice, 2(1). DOI: 10.1186/s42466-020-00059-zConnecticut State Department of Education. (2018). Full, equal, and equitable partnerships with families [Ebook].Connecticut State Department of Education. (2020). Adapt, Advance, Achieve: Connecticut’s Plan to Learn and Grow Together [Ebook]. Connecticut State Department of Education.Cotton, K., & Wikelund, K. (2005). Parent involvement in education. Available at: http:/www.nwrel.org/. 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.Denessen, E. J. P. G., Bakker, J. T. A., & Gierveld, M. R. M. (2007). Multi-ethnic schools’ parent involvement policies and practices.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.Erdener, M., & Knoeppel, R. (2018). Parents’ Perceptions of Their Involvement in Schooling. International Journal Of Research In Education And Science, 1-13. DOI: 10.21890/ijres.369197Espinosa, 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.Gordon, V., & Nocon, H. (2008). Reproducing segregation: Parent involvement, diversity, and school governance. Journal of Latinos and Education, 7(4), 320-339Inoa, R. (2017). Parental involvement among middle-income Latino parents living in a middle-class community. Hispanic Journal of Behavioral Sciences,  39(3), 316-335.Khajehpour, M., & Ghazvini, S. (2011). The role of parental involvement affect in children’s academic performance. Procedia - Social And Behavioral Sciences, 15, 1204-1208. DOI: 10.1016/j.sbspro.2011.03.263Lawson, M. A., & Alameda-Lawson, T. (2012). A case study of school-linked, collective parent engagement. American Educational Research Journal, 49(4), 651-684.Lester, 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.Long, C. (2007). Parent in the picture: Building relationships that last beyond back to school night. NEA Today, 26-31.Lv, B., Zhou, H., Liu, C., Guo, X., Liu, J., & Jiang, K. et al. (2018). The Relationship Between Parental Involvement and Children’s Self-Efficacy Profiles: A Person-Centered Approach. Journal Of Child And Family Studies, 27(11), 3730-3741. DOI: 10.1007/s10826-018-1201-6National Parent Teacher Association. (2006). National standards for parent/family involvement programs. Retrieved from: http://www.pta.org/picert/Quick. (2016). How Racially Diverse Schools and Classrooms Can Benefit All Students. Retrieved 1 April 2021, from  https://tcf.org/content/report/how-racially-diverse-schools-and-classrooms-can-benefit-all-students/?session=1 Reynolds, A. D., Crea, T. M., Medina, J., Degnan, E., & McRoy, R. (2015). A mixed-methods case study of parent involvement in an urban high school serving minority students. Urban Education, 50(6), 750-775.Rivera, H., & Li, J. T. (2019). Hispanic Parents’ Involvement and Teachers’ Empowerment as Pathways to Hispanic English Learners’ Academic Performance. Hispanic Journal of Behavioral Sciences, 41(2), 214-230Rivera, L., & Lavan, N. (2012). Family literacy practices and parental involvement of Latin American immigrant mothers. Journal of Latinos and Education,  11(4), 247-259.Robertson-Kraft, C., & Duckworth, A. L. (2014). True grit: Trait-level perseverance and passion for long-term goals predict effectiveness and retention among novice teachers. Teachers College Record, 116(3).Robles, S. (2011). Parental involvement in an urban minority school district. Seton Hall University Dissertations and Theses. Ruggiano, N., & Perry, T. (2017). Conducting secondary analysis of qualitative data: Should we, can we, and how?. Qualitative Social Work, 18(1), 81-97. DOI: 10.1177/1473325017700701Smith, J., Wohlstetter, P., Kuzin, C. A., & De Pedro, K. (2011). Parent involvement in urban charter schools: New strategies for increasing participation. School Community Journal,  21(1), 71-94.Teachers view immigrant, minority parents as less involved in their children’s education. (2018). Retrieved 1 April 2021, from https://www.eurekalert.org/pub_releases/2018-06/uop-tvi061918.phpThompson, G. L. (2010). The power of one how you can help or harm African American students. Thousand Oaks, Calif.: Corwin Press.Uyan?k, G., & Güler, N. (2013). A Study on Multiple Linear Regression Analysis. Procedia - Social And Behavioral Sciences, 106, 234-240. DOI: 10.1016/j.sbspro.2013.12.027Whitesell, M., Bachand, A., Peel, J., & Brown, M. (2013). Familial, Social, and Individual Factors Contributing to Risk for Adolescent Substance Use. Journal Of Addiction, 2013, 1-9. DOI: 10.1155/2013/57931AppendicesTable 1: Participant Questionnaire Demographic Information Questions 1. Age: 2. Ethnicity: 3. Married: 4. Level of education earned:5. The number of school-aged children currently in the household:Table 2: Semi Open-Ended Questionnaire QuestionsQuestions Opening Questions 1. What grade does your child (select one if there several at school) score on average?1) F2) D3) C4) B5) A 2. How much income does our household generate annually? (tick where applicable)1) A maximum of $15,0002) A maximum of $30,0003) A maximum of $45,0004) A maximum of $60,0005) Above $75,0003. How would you rate tour school efforts in engaging you in the education process of your child? (tick where applicable)1) None 2) Poor3) Good4) Very Good4. Do you think your participation is sufficient? (tick where applicable)1) Yes 2) I could do more3) I like to do more but don’t have the time Table 3: Descriptive statistics of the social, economic status of the participants.   Age   Number of School-aged children   Level of education earned Mean 33.1 Mean 1.45 Mean 1.95 Standard Error 2.231237561 Standard Error 0.135239 Standard Error 0.169752 Median 34 Median 1 Median 2 Mode 34 Mode 1 Mode 2 Standard Deviation 9.97839772 Standard Deviation 0.604805 Standard Deviation 0.759155 Sample Variance 99.56842105 Sample Variance 0.365789 Sample Variance 0.576316 Kurtosis -0.515468061 Kurtosis 0.188579 Kurtosis -1.15444 Skewness 0.179313955 Skewness 1.003157 Skewness 0.086213 Range 36 Range 2 Range 2 Minimum 18 Minimum 1 Minimum 1 Maximum 54 Maximum 3 Maximum 3 Sum 662 Sum 29 Sum 39 Count 20 Count 20 Count 20 Largest (1) 54 Largest (1) 3 Largest (1) 3 Smallest (1) 18 Smallest (1) 1 Smallest (1) 1 Confidence Level (95.0%) 4.670033886 Confidence Level (95.0%) 0.283058 Confidence Level (95.0%) 0.355295Table 3: Regression Analysis SUMMARY OUTPUT Regression Statistics Multiple R 0.654482 R Square 0.428347 Adjusted R Square 0.321162 Standard Error 0.7782 Observations 20 ANOVA   df SS MS F Significance F Regression 3 7.260482 2.420161 3.996337 0.026659 Residual 16 9.689518 0.605595 Total 19 16.95         Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0% Intercept -0.76206 1.114636 -0.68369 0.503954 -3.12498 1.600859 -3.12498 1.600859 household income 0.490248 0.205104 2.390238 0.029486 0.055446 0.925049 0.055446 0.925049 School Interventions 0.513517 0.235298 2.182414 0.044331 0.014708 1.012325 0.014708 1.012325 level of education 0.529143 0.269187 1.965713 0.066933 -0.04151 1.099793 -0.04151 1.099793https://files.eric.ed.gov/fulltext/ED505024.pdf Ali,

Essay
Deployed Parents with School Children
Pages: 123 Words: 36892

MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYbyEder G. BennettLiberty 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 STUDYby Eder G. BennettA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationAPPOVED BY:James Eller, Ed.D., Committee ChairMichael-Chadwell Sharon, Ed.D., Committee MemberAbstractThe purpose of this qualitative transcendental phenomenological study was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their childs education. The research question was: What are the perceptions of deployed military parents regarding active involvement in their childs education? The methodology included using a qualitative phenomenological research design, applying Epstein\\\'s theory regarding the triangle relationship between parents, teachers, and the community to help explore and make sense of the stories and experiences of parents who…...

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ReferencesAlfano, 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 of success and resilience: Culturally responsive classroom management and more. Urban Education, 42(4), 326-348.Brownfield, D., & Thompson, K. (1991). Attachment to peers and delinquent behavior. Canadian Journal of Criminology, 33, 45.Burton, N. W., Pakenham, K. I., & Brown, W. J. (2010). Feasibility and effectiveness of psychosocial 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 digital age. 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). 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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: Irb Approval Letter 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 a school outside of the homeParticipation in this study involves:1. Face-to-Face interview or online interview with the researcher (approximately 45-60 minutes). Interviews will be audio-recorded, but pseudonyms will be used to maintain confidentiality.1. Online focus group with several other participants. The session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality1. Artifact for Analysis: Participants will be asked to provide relevant artifacts (if available) for analysis. Pseudonyms will be used to maintain confidentiality.To find out more information about this study, please contact Eder Bennett at:Phone: (860) 213-4464Email: Study Title: Military Deployed Parents’ Perceptions Of Involvement In The Education Of Their Children While Deployed.Principal Investigator: Eder Bennett Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder 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 STUDYEder 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 participant because you are currently deployed or previously deployed and have pre-K-12 school-aged children currently enrolled in school. Please read this form and ask any questions you may have before agreeing to be in the study.Eder G. Bennett, a 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 perceptionsand lived experiences 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 asked 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. Interviews 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 an online forum for 45-60 minutes using videoconferencing software such as ZOOM. The online session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality.4. Provide relevant artifacts for analysis: You will be asked to provide (if available) artifacts such as journals, letters, and email correspondence with teachers pertaining to your children. These artifacts will be analyzed 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 the military community, you may not receive any direct benefits from your involvement. 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 artifacts. I may sharedata I collect from you in future research studies or with other researchers; however,in such an event, I will remove any information that could identify you, if applicable.1. Procedures will be taken to protect the privacy of all participants, including the use of assigned pseudonyms and interviews conducted in locations where others will not easily overhear the conversation.2. 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.3. 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.4. 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 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 not to 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 decide 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 Eder 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 Date Signature of Investigator DateAppendix D: Recruitment LetterFall 2020Dear 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 deployed regarding their active involvement in their child’s education. You\\\\\\\\\\\\\\\'re eligible to be in this study because you have been identified as having some experience with this 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 asked to provide relevant artifacts (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 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,Eder G. BennettDoctoral CandidateLiberty UniversityAppendix E: QuestionnaireThe purpose of this qualitative transcendental phenomenological study is to explore the perceptionsand lived experiences of deployed military parents regarding active involvement in their child’s education. This questionnaire is designed to obtain demographic information andto 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 to each question.1. What word best describes your initial thought about deployment as it relates to your ability to be involved in your child’s education. Please explain 1. What support (familial, financial, experience) has aided in maintaining a sense of involvement in your child’s education1. What is the number one challenge (aside from a distance) that hinders your ability to participate in a child’s education? Appendix F: Interview GuideSemi-Structured, Open-Ended Interview QuestionsCentral Research Question: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education?Opening Questions 1. Please introduce yourself, describe yourself and your family 1. How long have you been serving in the military?1. In the past two years, how many times and for how long where you deployed1. What is the age and gender of your school-age child or children?1. Please explain your experience in the military thus far Questions relating to participants perceptions 1. What is your definition of parental involvement, particularly as it relates to education?1. In what way (if any) does your definition of parental involvement change while deployed1. How would you compare your role in your child’s education when not deployed and while deployed?1. What changes have you experienced in your child’s behavior, focus, and attitude towards learning while deployed?1. What are some ways or methods used to participate in your child’s education while deployed, and how do they differ from the technique used when not deployed?1. How has your deployment impacted your spouse, particularly as it relates to his/her ability to be involved in your child’s education 1. Reflect on the first time you spoke with your child about their education when you were deployed. What was that experience like? 1. Reflect on your child’s education. What is your perception of your child’s sense of how your deployment impacts his or her learning?Questions relating to participants’ perceptions of challenges1. Describe a time (while deployed) when you encountered a barrier or challenge that prevented you from being involved in their education? 1. 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 it. 1. How does being deployed alters your interactions with your child’s teachers and other educators 1. What stage of deployment (pre-deployment, deployment, post-deployment) do you believe creates the most challenges in attempting to stay involved in your child’s education? Please explain 1. 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 and lived experiences of deployed military parents regarding active involvement in their child’s education?Opening Questions: 1. Willeveryone please state your name, your military branch, and length of serviceQuestions Relating to Challenges Parents experience while Deployed:1. As a parent, how would you describe your overall experience of being separated from your family while deployed1. What would you identify as the most challenging aspect of being a military deployed parent?1. From a parental standpoint, what are some examples of challenges you encountered while deployed, and how have you overcome themQuestions Relating to Participants involvement:1. How has your deployment affected your child’s performance in school?1. How often and in what way do you interact with your child’s teachers or educator, what types of feedback have you received Appendix H: Participant QuestionnaireQuestions Demographic Information 1. Name:1. Age: 1. Ethnicity:1. Branch of Service1. Rank: 1. Age of spouse: 1. Spouse current profession: 1. Highest degree earned:1. How many school-age children currently in your household?1. How many times have you been deployed?1. If currently deployed, what is the duration of your deployment?1. If not currently deployed: When was your last deployment, and how long?Written Refection of experiences 1. Reflect on your experiences of being a parent while deployed in the military. Please provide a brief written response to each question.1. What word best describes your initial thought about deployment as it relates to your ability to be involved in your child’s education. Please explain?1. What support (familial, financial, experience) has aided in maintaining a sense of involvement in your child’s education?1. What is the number one challenge (aside from a distance) that hinders your ability to participate in a child’s education? Appendix I: Standardized Open-Ended Interview QuestionsQuestions Opening Questions 1. Please introduce yourself, describe yourself and your family 2. How long have you been serving in the military?3. In the past two years, how many times and for how long were you deployed?4. What is the age and gender of your school-age child or children?5. Please explain your experience in the military thus far 6. Questions relating to participants perceptions 7. What is your definition of parental involvement, particularly as it relates to education?8. In what way (if any) does your definition of parental involvement change while deployed?9. How would you compare and contrast your role in your child’s education when not deployed and while deployed?10. What changes have you experienced in your child’s behavior, focus, and attitude towards learning while deployed?11. What are some ways or methods used to participate in your child’s education while deployed, and how do they differ from the technique used when not deployed?12. How has your deployment impacted your spouse, particularly as it relates to his/her ability to be involved in your child’s education?13. Reflect on the first time you spoke with your child about their education when you were deployed. What was that experience like? 14. Reflect on your child’s education. What is your perception of your child’s sense of how your deployment impacts his or her learning?15. Questions relating to participants’ perceptions of challenges16. Describe a time (while deployed) when you encountered a barrier or challenge that prevented you from being involved in their education? 17. 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 it. 18. How does being deployed alters your interactions with your child’s teachers and other educators?19. What stage of deployment (pre-deployment, deployment, post-deployment) do you believe creates the most challenges in attempting to stay involved in your child’s education? Please explain 20. What advice would you give a military parent who is deployed or may deploy in the future?Appendix J: Standardized Open-Ended Focus Group QuestionsQuestions Opening Questions: 1. Will everyone please state your name, your military branch, and length of service?2. Questions Relating to Challenges Parents experience while Deployed:3. As a parent, how would you describe your overall experience of being separated from your family while deployed?4. What would you identify as the most challenging aspect of being a military deployed parent?5. From a parental standpoint, what are some examples of challenges you encountered while deployed, and how have you overcome them?Questions Relating to Participants involvement:6. How has your deployment affected your child’s performance in school?7. 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

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What Artifacts Can Reveal about Personal and Shared History
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MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYbyJohn G. BennettLiberty 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:ABSTACTThe purpose of this qualitative transcendental phenomenological study is to explore the perceptions and lived experiences 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…...

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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 a school outside of the homeParticipation in this study involves:· Face-to-Face interview or online interview with the researcher (approximately 45-60 minutes). Interviews 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 Artifacts for Analysis: Participants will be asked to provide relevant documents artifacts (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 participant 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, a 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 perceptionsand lived experincesof 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 asked 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. Interviews 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 an 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 documents artifacts for analysis: You will be asked to provide (if available) documents artifacts such as journals, letters, and email correspondence with teachers pertaining to your children. These documents artifacts will be analyzed 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 the military community as a whole, you may not receive any direct benefits of your involvement. 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 documents. 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 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 not to 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 decide 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 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 as 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 asked to provide relevant documents artifacts (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 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 perceptionsand lived experinces 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 to each question.a. What word best describes your initial thought about deployment as it relates to your ability to be involved in your child’s education. Please explain b. What support (familial, financial, experience) has aided in maintaining a sense of involvement in your child’s educationc. What is the number one challenge (aside from a distance) that hinders your ability to participate in a child’s education? APPENDIX F: INTERVIEW GUIDESemi-Structured, Open-Ended Interview QuestionsCentral Research Question: What are the perceptions and lived experincesof 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 the technique 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 your deployment impacts his or her learning?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 it. 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 involved 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 and lived experinces 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 challenging 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

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Parent Teacher Community Theory for Teaching Children
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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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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 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 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

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The Effect of Parental Deployment on Children
Pages: 38 Words: 11499

Military Deployed Parent Perceptions of Involvement in the Education of their ChildrenChapter Four: FindingsOverviewThe purpose of this qualitative transcendental phenomenological study was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their childs education. It begins with an examination of the experiences of the 12 participants as revealed through questionnaires, interviews, artifacts and focus groups. It then identifies the three themes that emerged through analysis of the data collected. These themes are developed with references to the participating sources, with the aim being to answer the central question and the three sub-questions of this study. The main question was: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child\\\'s education? The three sub-questions were:1. How do military parents describe their involvement in their children\\\'s education while deployed?2. How do military parents perceive the impact of their deployment…...

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Phenomenon of Deployment While Parenting
Pages: 83 Words: 24913

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 STUDYby Eder G. BennettA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationAPPOVED BY:ABSTACTThe purpose of this qualitative transcendental phenomenological study was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their childs education. For this purpose, this study developed an informed answer to the following research question: What are the perceptions of deployed militaryparents regarding active involvement in their childs education? The study used 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…...

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(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 of character. NY: Houghton Mifflin Harcourt.Trier, K. A., Pappas, D., Bovitz, B., & Augustyn, M. (2018). Supporting development during military 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 a nationally 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 2019VA. (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 positive psychology. 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_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 a school outside of the homeParticipation in this study involves:· Face-to-Face interview or online interview with the researcher (approximately 45-60 minutes). Interviews 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· Artifact for Analysis: Participants will be asked to provide relevant artifacts (if available) for analysis. Pseudonyms will be used to maintain confidentiality.To find out more information about this study, please contact Eder Bennett at:Phone: (860) 213-4464Email: Study Title: Military Deployed Parents’ Perceptions Of Involvement In The Education Of Their Children While Deployed.Principal Investigator: Eder Bennett Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder 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 STUDYEder 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 participant 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.Eder G. Bennett, a 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 perceptionsand lived experinces 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 asked 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. Interviews 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 an 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 artifacts for analysis: You will be asked to provide (if available) artifacts such as journals, letters, and email correspondence with teachers pertaining to your children. These artifacts will be analyzed 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 the military community as a whole, you may not receive any direct benefits of your involvement. 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 artifacts. 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 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 not to 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 decide 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 Eder 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 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 as 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 asked to provide relevant artifacts (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 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,Eder G. BennettDoctoral CandidateLiberty UniversityAPPENDIX E: QUESTIONNAIREThe purpose of this qualitative transcendental phenomenological study is to explore the perceptionsand lived experinces 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 to each question.a. What word best describes your initial thought about deployment as it relates to your ability to be involved in your child’s education. Please explain b. What support (familial, financial, experience) has aided in maintaining a sense of involvement in your child’s educationc. What is the number one challenge (aside from a distance) that hinders your ability to participate in a child’s education? APPENDIX F: INTERVIEW GUIDESemi-Structured, Open-Ended Interview QuestionsCentral Research Question: What are the perceptions and lived experinces 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 the technique 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 your deployment impacts his or her learning?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 it. 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 involved 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 and lived experinces 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 challenging 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

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Professional Task Literacy Experience PlansPAT 2: Planning emergent literacy experiences for small groups of children in early childhood education services.Book One1. Book title, author, illustrator. Your rationale for why you chose it. Full referencing details/link to YouTube book reading if available.Kates, A. B., & Mathieu, J. (1992). We\\\'re Different, We\\\'re the Same (Sesame Street). andom.This book was selected from Category A as one book supporting diversity and inclusion for children with a focus on multi- cultural inclusion. This book is appropriate for children aged 4 to 5 years. This book specifically aligns with the EYLFs guidelines for promoting diversity and inclusion for children in the section espect for Diversity (2022). For instance, the EYLF emphasizes that all children are born into specific cultural contexts that are shaped by longstanding traditional practices, heritage, ancestral knowledge, and individual family and community values.This book also leverages the popularity and childrens familiarity with…...

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ReferencesBernstein, R. (2020). “You Do It!”: Going- to- Bed Books and the Scripts of Children’s Literature. PMLA: Publications of the Modern Language Association of America, 135(5), 877–894.Brown, M. W., & Hurd, C. (1947). Goodnight Moon. HarperCollins. ISBN: 978-0064430173.de Meric, N. (2018). Where the wild things are: a lesson on surviving and transforming anger. Psychodynamic Practice, 24(4), 372–377.Kates, A. B., & Mathieu, J. (1992). We’re Different, We’re the Same (Sesame Street). Random House Books for Young Readers. ISBN: 978-0679832270.Lystad, M. (1989). Taming the wild things. Children Today, 18(2), 16.Many Happy Returns. (2007). Publishers Weekly, 254(31), 191–192.Sendak, M. (1963). Where the Wild Things Are. Harper & Row. ISBN: 978-0060254926.We’re Different, We’re the Same. (2024). Good Reads. Retrieved from com/book/show/109949.We_re_Different_We_re_the_Same.Where the Wild Things Are: A Caldecott Award Winner. (2024). Amazon. Retrieved from  https://www.amazon.com/Where-Wild-Things-Maurice-Sendak/dp/0060254920 .https://www.goodreads.

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unning Head: Classroom SimulationClassroom Simulation 7Classroom SimulationSetting up the classroomSetting up the classroom will begin with a proper review of each childs IEP, together with detailed attention to the childrens goals, accommodation, exceptionalities, and provisions. The goals would provide knowledge if there is a need to collect data; a provision will identify students who require special needs. In contrast, accommodation will enable the evaluation of students who may need preferential seating. (Knight, 199)In Checking up room arrangements to cater to the childs needs that use the wheelchair, spacing between desks and tables will be enhanced to create more space to allow the child on the wheelchair to move around freely. (ussomano, 2017) The child with the hearing impairment will also be given the seat next to the instructor. Also, the child with high-functioning autism will need to have visual pictures in the room to enable them to learn faster with…...

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ReferencesClough, P., & Lindsay, G. (2003). Integration and the support service: Changing roles in special education. Routledge.Florian, L. (2008). Inclusion: special or inclusive education: future trends. British Journal of Special Education, 35(4), 202-208.Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. School Community Journal, 15(1), 117-129.Knight, B. A. (1999). Towards inclusion of students with special educational needs in the regular classroom. Support for learning, 14(1), 3-7.Murawski, W. W., & Lochner, W. W. (2011). Observing co-teaching: What to ask for, look for, and listen for. Intervention in School and Clinic, 46(3), 174-183.Russomano, A. (2017). The Effectiveness of Professional Development for General Education and Special Education teachers in a Co-Teaching Setting (Doctoral dissertation, Caldwell College).

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