ANNOTATED BIBLIOGRAPHY

Annotated Bibliography



Annotated Bibliography

Agronick, G., Clark, A., O'Donnell, L. and Steuve, A. (2009). Parent Involvement Strategies in

Urban Middle and High Schools in the Northeast and Islands Region. Retrieved July 20, 2011 from The U.S. Department of Education National Center for Education Evaluation and Regional Assistance. [Electronic Version].

“ Several barriers to parental involvement stem from reasons like low income, minority differences, language difficulties, and racism. (U.S. Department of Education, National Center for Education Statistics, 1998). The U.S. Department of Education's National Center for Education Evaluation responded to the call from education leaders in the Northeast and Islands Region to indentify gaps and recommend strategies surrounding the engagement of parents in schools of urban areas. NCEE is a center which "assesses the affects of programs at federation levels, combines and circulates information research evaluations" (National Center for Education Evaluation and Regional Assistance, 2011). The 2009 report summarizes the methods used to develop and pilot a program which involves policies, practices and evaluations for achieving desired outcomes for schools, students and parents. Additionally, the NCEE study presents a primary focus on minority students from low-income households which are reflective of the study population of the action research proposal. The meta-analysis from more than 50 studies conducted by the NCEE provides the action research proposal with a more rigorous and reliable source of measurement.

E. H. Sui-Chu and J. D. Willms, (2005), “Effects of parental involvement on eighth-grade achievement,” Sociology of Education, vol. 69, no. 2.

A number of researches have addressed the effects of parental involvement in children's education. However, these effects have primarily been studied for focus groups for a broader K-12 category. The present study reviews research on the elements of parental involvement programs. This study assimilates interviews with students, educators, and parents taking date from urban middle schools and highschools. These schools have their rolls on the popular National Network of Partnership Schools (NNPS). The respondents of the interview suggest family participation as critical for education. They also recognize that adolescents call for greater independence than elementary school children. This independence is possible through support of community and school staff, including teachers and facilitators. In addition, the study points towards the role of professional educators and parents in building successful parent-teacher relationships.

Barnyak, N. & McNelly, T. (2009). An Urban School District's Parent Involvement: A Study of

Teachers' and Administrators' Beliefs and Practices. Retrieved July 10, 2011, from The School Community Journal [Electronic Version].

Teachers' and Administrative beliefs have shown to impact the school environment as well as their perception regarding the parent-teacher responsibility share in catering the needs of students. The School Community Journal is an academic development institute located in Lincoln, IL. The institute works to encourage scholarly discussions regarding schools and their communities. A 2009 quantitative study by Barnyak and McNelly has examined the variations of cultural beliefs and practices that impact the engagement of parents. The study is significant as it assesses the educational climate of the school immediately following the implementation of strategies and ...