This 6 page paper presents the methodology section for a real study. The paper includes an introduction, which presents some of the research regarding parent involvement and student achievement as well as the types of parental involvement. Hypothesis and purpose of study are identified. Subjects and procedure are described and statistical analyses are explained. The result section presents conclusions. The specific topic has to do with math achievement in First and Third Grades. Tutorial suggestions are included. Bibliography lists 6 sources.
Name of Research Paper File: MM12_PGprninv.rtf
Unformatted Sample Text from the Research Paper:
low-income students (Jones, 2001), motivation (Gonzalez, 2002), attendance, attitude, a students sense of well-being, and the students educational aspirations (Gonzalez, 2002). Studies have shown the positive outcomes are not limited
to elementary school education, the positive correlations have also been found at the middle and high school levels (Gonzalez, 2002). Jones remarked that since the research began being published, school
districts have rushed in to create parent involvement programs (2001). In fact, some states have even passed regulations that require parent involvement programs (Jones, 2001). Jones stated: "Many school districts
attitude seems to be: Any strategy that involves parents has to be good for test scores. But it aint necessarily so" (2001, p. 36). The program must be carefully designed
if it is going to have a positive effect on student outcomes (Jones, 2001). Researchers have shown that "some attempts at parent involvement can be downright harmful" (Jones, 2001, p.
36). There are different types of parent involvement: * Type 1. Parenting: Helping all families establish supportive home environments for children (Sheldon and Epstein, 2005, p. 196; Jones, 2001, p.
36) * Type 2. Communicating: Establishing two-way exchanges about school programs and childrens progress (Sheldon and Epstein, 2005, p. 196; Jones, 2001, p. 36). * Type 3. Volunteering: Recruiting and
organizing parent help at school, home, or other locations (Sheldon and Epstein. 2005, p. 196; Jones, 2001, p. 36). * Type 4. Learning at home: Providing information and ideas to
families about how to help students with homework and other curriculum-related materials (Sheldon and Epstein, 2005, p. 196; Jones, 2001, p. 36). * Type 5. Decision making: Having parents from
all backgrounds serve as representatives and leaders on school committees (Sheldon and Epstein, 2005, p. 196; Jones, 2001, p. 36). * Type 6. Collaborating with the community: Identifying and integrating