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 RESEARCH IN
PARENTAL INVOLVEMENT
Methods and Strategies for Education and Psychology

Yvette C. Latunde
Research in Parental Involvement
 Yvette C. Latunde

Research in Parental
Involvement
Methods and Strategies for Education and
Psychology
Yvette C. Latunde
Teacher Education
Azusa Pacific University
Azusa, California, USA

ISBN 978-1-137-59145-6 ISBN 978-1-137-59146-3 (eBook)

DOI 10.1057/978-1-137-59146-3

Library of Congress Control Number: 2016948413

© The Editor(s) (if applicable) and The Author(s) 2017

This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifically the rights of
translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfilms or in any other physical way, and transmission or information storage and retrieval,
electronic adaptation, computer software, or by similar or dissimilar methodology now
known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are
exempt from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information
in this book are believed to be true and accurate at the date of publication. Neither the pub-
lisher nor the authors or the editors give a warranty, express or implied, with respect to the
material contained herein or for any errors or omissions that may have been made.

Cover illustration: © Hero Images / Getty

Printed on acid-free paper

This Palgrave Macmillan imprint is published by Springer Nature

The registered company is Nature America Inc.
The registered company address is: 1 New York Plaza, New York, NY 10004, U.S.A.
 CONTENTS

Part I Setting the Stage for Success 1

1 Introduction: Setting the Stage for Success 3

Part II Designing the Project 21

2 Research Needs and Questions 23

3 Frameworks and Models 37

4 Literature Reviews 57

Part III Choosing the Research Methodology 77

5 Quantitative Research Methods 79

6 Qualitative Research Methods 97

v
vi CONTENTS

7 Mixed Methods 113

Part IV Performing the Research 129

8 Selecting Research Participants 131

9 Data Collection 145

10 Data Analysis 161

11 Sharing Your Findings 177

Index 193
 LIST OF FIGURES

Fig. 1 How one or more theoretical frameworks can be used in

a project on parental involvement (Latunde &
Louque, 2012, p. 74) 42
Fig. 2 Hospitality framework for engagement of parents in
their children’s education (Latunde, in press) 52
Fig. 1 Reliable education-related websites 67
Fig. 2 Literature review organization sheet 69
Fig. 1 Impactful quantitative questions 89
Fig. 1 IEP meeting involvement rating scale 107
Fig. 2 Scholars and philosophers whose works
bring new perspectives to parental involvement 110
Fig. 1 Guiding questions for the Head Start case 119
Fig. 2 Likert-Scaled questionnaire for involvement 125
Fig. 1 Examples of identifiable data 141
Fig. 1 Sample Rating Scale 153
Fig. 1 Professional associations with opportunities to publish
on parental involvement 185
Fig. 2 Peer-reviewed journals that publish on parental involvement 186

vii
 LIST OF TABLES

Table 1 Research to practice gaps 9

Table 2 Types of involvement 12
Table 1 Examples of questions 28
Table 2 Making sense of the steps 29
Table 1 Common theories used in research on parental involvement
and their contributions to practice 41

ix
 PART I

Setting the Stage for Success

 Chapter 1: Introduction: Setting the Stage
for Success

Karen, a doctoral student, is frustrated with the lack of resources for conduct-
ing research on parental involvement. She’s thinking she may have chosen the
wrong topic for her dissertation. Karen is struggling to identify a topic and rel-
evant research questions, and she has no idea about which methodologies could
answer the questions once she has chosen them. She started with some prelimi-
nary searches and found massive amounts of information on the general topic,
but she is struggling to make sense of it all and to create a plan to complete her
project in a timely manner.

If this sounds familiar then you are in the right place. Or perhaps your dis-
sertation is complete and you want to pursue a research agenda on paren-
tal involvement. This book is about the process of conducting research
on parental involvement, and is intended for those who want to design
research projects around this topic. It is also intended to support you
throughout the process by providing specific ideas, resources, and reflec-
tions. Once you have finished reading this book, you will be able to con-
duct research into parental involvement from beginning to end.
This is an exciting time for those who are interested in research on
parental involvement. In an effort to promote academic achievement across
all school levels, income levels, and racial lines, theories, research, and pol-
icy have emerged that support the role of families and home–school col-
laboration in the education of youth. Evidence supporting home–school

© The Author(s) 2017 3

Y.C. Latunde, Research in Parental Involvement,
DOI 10.1057/978-1-137-59146-3_1
4 Y.C. LATUNDE

collaboration and the need for parental involvement to improve student

outcomes, although mixed, is robust.
Parental involvement is a multidisciplinary topic. There is no disci-
pline that cannot benefit from research into the subject and its applica-
tion to fields such as medicine, psychology, education, and economics.
Psychologists utilize parents in reducing challenging behaviors in youth.
Health professionals train families on diet and physical activity to address
obesity in youth. Higher education professionals examine the role of fam-
ily support in first year success and subsequently college graduation. Social
workers require the participation of families in planning transitions and
addressing maladaptive behaviors in middle and high school students.
Parental involvement is a topic that is lively and impactful.
This book is arranged in four parts. Part I introduces research on
parental involvement. It provides a definition of the term research and
its role in our understanding of parental involvement and student out-
comes. It exposes the reader to the many issues that exist in education
that research in parental involvement may address while also addressing
the gap between what is supported by evidence and what is practiced in
schools. Federal and state mandates for parental involvement are discussed
while specific parental involvement resources are shared, including parent
training centers and advocacy networks. All these capitals may be used in
the development of a study and shared with families.
Part II includes information that will help with the design of a research
project. It covers research questions, models, and frameworks, enabling
you to create a literature review. Part III walks through considerations for
choosing a quantitative, qualitative, or mixed-methods approach. Part IV
addresses the skills needed to perform the research. The final chapter of
the book provides information on a variety of strategies for sharing find-
ings. Each chapter concludes with a bibliography, reflective questions, and
action items for further consideration.
This book may be used as a guide and companion to the other resources
that an institution, mentors, and professional organizations can make
available. Some schools have a doctoral support center where students can
access an array of writing and research supports, including gap analysis,
literature review, and data analysis rubrics. In addition, many writing cen-
ters provide one-to-one support for almost every level of a writing project.
These services are often provided at no charge to students and faculty, and
should be utilized to the greatest extent possible.
 CHAPTER 1: INTRODUCTION: SETTING THE STAGE FOR SUCCESS 5

Fast Fact Aristotle’s process for reaching ultimate generalizations is

what is known today as the scientific method. He believed that the
world can be understood through careful and detailed observation
and cataloging of phenomenon. This included careful study of what
had been previously written or said on a topic. Aristotle observed as
many examples as possible before reaching a generalization. “It has
become the foundation for our modern scientific method (p. 4).”
Johnson, T.W., & Reed, R.F. (2012). Philosophical documents in
education (4th ed.). Upper Saddle River, NJ: Pearson.

A DEFINITION OF RESEARCH AND ITS IMPORTANCE

Regardless of your role in schools, you may have observed a number of
things relating to teaching, learning, and schools.

• Poor attendance
• Students coming to school lacking readiness skills
• Regression over summer breaks
• Achievement gaps
• Underrepresentation of African American, Latino, and English
Language (ELL) Learners in gifted and talented programs (GATE)
and advanced placements (AP)
• Overrepresentation of African American, Latino, and ELLs in special
education
• Students not meeting grade level proficiency
• Maladaptive student behavior
• Obesity
• Childhood diabetes
• Drop-out rates
• Low parental involvement
• Bullying

These incidences are alarming. In response, teachers, students, and schol-

ars form committees to identify specific problems and a course of action to
investigate and problem-solve. It is becoming more common for school
6 Y.C. LATUNDE

personnel to assume the roles of both educators and researchers. The pro-
cess of research begins with choosing a phenomenon to examine, such as
mal-adaptive student behaviors. Mal-adaptive student behaviors are exam-
ined in the form of questions such as which behaviors impede student
learning and which behaviors impede the learning of others. The next step
is to look at mal-adaptive behavior in the context of parental involvement.
How do parents facilitate or decrease specific (as identified above) mal-
adaptive behaviors in students?
You are likely no stranger to searching the internet to answer questions.
To answer questions about the role of parents in diminishing maladaptive
behaviors the internet may be used to access peer-reviewed journals and
books, such as The School Community Journal, School Psychology Quarterly,
or Teaching Exceptional Children. Although this is the first of many steps
in problem-solving, it is an important one in the research process.
Research is a process of steps used to identify problems, develop ques-
tions and hypotheses, collect and analyze data. In K12 it is the scientific
method. It consists of these steps:

1. Identify a problem or issue.

2. Develop questions related to the problem, issue, or solution to the
problem or issue.
3. Obtain Institutional Review Board permission to collect data.
4. Collect data to answer questions.
5. Analyze the data.
6. Share findings that answer the questions posed.

RESEARCH INCREASES OUR KNOWLEDGE

The field of education is ever evolving. Remember when we thought there
were only eight types of intelligence? Then this changed to nine. There
was a time when we did not know that Attention Deficit was a brain dys-
function and mental health disorder. Our knowledge has grown in many
areas because of scientific inquiry. Research is necessary to continue to
contribute to the body of knowledge that already exists.
Research plays a vital role in problem-solving and addressing issues in
K12 schools. As we gather information and make sense of data, we deepen
our knowledge of complex issues and solutions. There are opportunities
for research studies that build on existing literature, act as a bridge
 CHAPTER 1: INTRODUCTION: SETTING THE STAGE FOR SUCCESS 7

for conducting new studies, examine contexts and people that are largely
unknown, and confirm or challenge popular thought or practice.

RESEARCH IMPROVES PRACTICE

As research adds to our knowledge about parental involvement it sug-
gests changes in policy and practice. Terms such as data-driven decisions
and evidence based imply the use of research to support practices. Data-
driven decisions look at what the research says works and builds prac-
tices and policies around it. It also means collecting data to confirm that
what we are doing in parental involvement is leading to improvements in
engagement and student achievement.
A growing body of literature on parental involvement has increased our
understanding of the topic. This information has subtly changed the way
in which schools interact with families. Take for example, Comer’s School
Development Program (SDP) (Comer, 1995). It addresses three struc-
tures, three guiding principles, and three school operations. It is the first
intervention program reported to have improved behavior, test scores, and
the attendance of low socioeconomic or marginalized students. SDP has
been implemented over the past 40 years in approximately 1000 schools
across 26 states in the U.S., to close the achievement gap.
At the heart of SDP are student, staff, and family ownership of the
challenges and solutions. SDP places staff and parents at the center of the
inquiry-based process. Parents and staff identify building level and district
level challenges; then put into play a process to address those challenges. The
team holds high student expectations, and when used with fidelity the pro-
gram can be sustained for up to ten years. The SDP sees school improvement
as something you do with students and families, not to students and families.
A unique component of the SDP is a focus on child development.
Unfortunately not many administrators or teachers have strong back-
grounds in this subject. Parents may not know much about it either. This
makes it difficult to normalize behavior and to develop appropriate prac-
tices for learning and behavior. It also leads to inappropriate management
of behavior, and unnecessary referrals for special education and discipline.
Epstein’s model of parental involvement, although not empirical in
nature, provides schools with specific areas for engagement. Schools use
this information to develop programs and policies that support family
involvement, based on the six types of parental involvement: parenting,
communication, volunteering, learning at home, decision-making, and
collaborating with the community.
8 Y.C. LATUNDE

Both Comer and Epstein’s model lend themselves to evidence-based

practices. Some of these practices are being used in schools, while some
have yet to be analyzed and tested. Evidence-based denotes the use of
research to support a program, a policy, or practice.

RESEARCH TO PRACTICE GAP

There may be more research in certain areas than practice that reflects it.
It is a challenge to have a plethora of evidence-based strategies but not
to be able to use them. This happens more often than we would like to
admit in education. Practitioners may feel the research is not easily usable
or appropriate for their context, while researchers feel their work is unused.
Education has been criticized for being slow to change. Changes in practice
take time in schools, while growing knowledge happens quickly (Table 1).

TYPES OF PARENTAL INVOLVEMENT

There is evidence in the literature that suggests there are traditional and
non-traditional forms of involvement and that all are effective in increas-
ing student success. There is mixed evidence that one type of involvement
contributes more to learning than the others. This information can be
used to direct school practice. I suspect this evidence has supported the
surveying of parents for preferences in involvement and the offering of a
variety of ways in which families can be involved inside and outside the
classroom. If the research did not exist to support many types of involve-
ment, schools would be more likely to limit opportunities.
Evidence suggests that family involvement is critical to student success.
If this evidence did not exist, the federal government would not provide
schools with budgets to fund parental involvement initiatives and programs.
The research into parental involvement has led to Federal laws around
involvement. It encourages involvement at all grade and income levels.

Fast Fact Informed parental consent is always appropriate. RTI

and 504 are no exception. Parents must be kept informed of the
interventions used and their child’s progress. They have the right
to request an evaluation for special education eligibility at any point
during the intervention process.
 CHAPTER 1: INTRODUCTION: SETTING THE STAGE FOR SUCCESS 9

Table 1 Research to practice gaps

Evidenced Gaps in practice

Cultural reciprocity (Harry,
1992)
Shared decision-making
(Pushor, 2007)
Multiple spheres of influence
(Epstein, 2001)
Teacher–parent
communication (Jeynes, 2005)
Preventative communication,
warmth, and structure (Wang,
Hofkens, & Hill, 2014)
Parents teaching students
specific learning strategies
(Bakermans-Kranenburg, Van
IJzendoorn, & Juffer, 2003;
Senechal, 2006)
Structure at home (Wang
et al., 2014)
Families of elementary
children engaging in shared
reading (Jeynes, 2005)
Racial preference for specific
forms of involvement (Aceves,
2014; Diamond, Wang, &
Gomez, 2006)
Devaluing of the cultural capital diverse families bring to
schools
Parents treated as peripheral to education
Lack of shared knowledge
Limited communication from schools to parents
Communication from schools limited to problems
Limited parent–teacher conference opportunities
Limited opportunities for face-to-face interactions
Forms of involvement that are largely ignored in the
literature and by schools
Computer-assisted grading has limited communication to
data sharing
Workshops for parents on specific learning strategies
Lack of professional development for educators on
teaching students or parents specific learning strategies
Lack of workshops for parents on warmth and structure
at home
Lack of workshops for parents on shared reading
Lack of high interest and diverse books made available for
shared reading
Lack of opportunities in school for parents to share
reading with their child
Limited access to classrooms
Limited access to teachers
Limited opportunities of involvement at the school
Restrictions on classroom visits
Adoption of policies that limit parent volunteers at school
and in the classroom

A DEFINITION OF PARENTAL INVOLVEMENT AND ITS

IMPORTANCE
Parental involvement has many definitions. How it is defined impacts the
policies used to support practice, and also communicates philosophical and
theoretical ideas and beliefs about families and schools. There are tradi-
tional approaches to parental involvement and there are also practices that
tend to be more culturally and socially inclusive. Traditional approaches
tend to be centered on what parents can do for the school (e.g., homework
10 Y.C. LATUNDE

support, helping with school expectations, volunteering, parent–teacher

meetings, committee involvement, and fundraising) and are inclined to
privilege specific actions centered on middle- and upper-class values and
behaviors (Carter, 2012; Delpit, 2012). Traditional parental involvement
research, policy, and practice dominate the literature.
Research that supports traditional types of involvement drives its con-
tinued use. Hill and Tyson (2009) conducted a meta-analytic assessment
of parental involvement strategies that contribute to academic achieve-
ment for middle school students, and found that school-based involve-
ment is associated with academic achievement for early childhood and
elementary students (Hill & Tyson). When families interact with the class-
room, are exposed to the curriculum, and interact with the teacher they
are more likely to be effectively involved at home (Epstein, 2001; Hill
& Tyson, 2009). Jeynes (2005) conducted a meta-analysis involving 77
studies, including approximately 300,000 students, and found that the
children of parents with higher attendance and participation in school
events scored higher in terms of academic achievement than the students
whose families were less involved.
Traditional types of involvement place schools in a position of power.
Schools determine the agenda and the type of help they want or need
from families. They communicate when they need a family’s or a commu-
nity’s assistance and develop guidelines for how families may engage with
schools. While these are important types of involvement they have resulted
in a lack of appreciation for other types of involvement and marginalized
many groups (Alfaro, O’Reilly-Diaz, & Lopez, 2014).
Jeynes (2005) found something interesting in his study. Involvement that
required large amounts of time and was more subtle had a greater impact
on student educational outcomes than the more traditional or demonstra-
tive forms of involvement. Non-traditional definitions of parental involve-
ment have emerged over the last decade. These tend to be more culturally
and socially inclusive, and recognize school- and home-based involvement,
such as modeling, encouragement, communication of the value of educa-
tion, shared decision-making, and other non-dominant forms of involve-
ment (Aceves, 2014; Carter, 2012; Georgis, Gokiert, Ford, & Ali, 2014).
They honor the concept of family and recognize that in many cultures a
community or extended family may share the responsibility, with parents,
for the education of a child; thus the term family involvement.
A large body of research has emerged that supports non-traditional
types of involvement. It consistently highlights the effects of espous-
ing reading, promoting literacy, supplementing learning, helping with
 CHAPTER 1: INTRODUCTION: SETTING THE STAGE FOR SUCCESS 11

learning at home, encouragement, modeling, responsive parenting, and

faith practices on student achievement. The implication is that even when
schools do not see families, it does not mean they are not actively engaged
in their child’s education. This is especially true for diverse families.
Interventions that train parents to be competent in teaching their child
reading have been effective in improving reading achievement (Purcell-
Gates, Lenters, McTavish, & Anderson, 2014). Likewise, interventions that
train families to proactively respond to challenging behaviors have been
known to promote prosocial behaviors and positively improve academic
achievement in students (Purcell-Gates, Lenters, McTavish, & Anderson).
The nuances in parental involvement are critical to understanding the
roles that family play in the academic achievement of youth and how
schools may partner for success. Research suggests nuances along income
levels, racial lines, education levels, and acculturation; it also suggests that
families with higher incomes tend to volunteer, attend parent–teacher
associations, and attend school programs more than lower income families
(Jeynes, 2005). Along the same lines families with higher income levels
tended to demonstrate both home- and school-based types of traditional
involvement (Table 2).

PARENTAL INVOLVEMENT PREFERENCES

Diverse groups tended to have even more distinctions within these gra-
dations (Auerbach, 2011). For example, regardless of income African
American parents tended to help with learning at home, visit the school
frequently, and visit the classroom, and also preferred to intervene when
there were issues in schools. Chinese American parents, in contrast, pre-
ferred a home-based type of involvement including motivation, help
with homework, and weekend academies (Diamond et al., 2006). Family
involvement in the traditional sense is a challenge for low-income families,
but non traditional forms of involvement are possible. Research suggests
that schools should collaborate with community- and faith-based organi-
zations to reach out to low income and diverse families (Smith, 2006).
Olivos, Jiminez-Castellanos, and Ochoa (2011) examine the factors that
play in the engagement of bicultural families.
A critical approach to parental involvement examines issues of race,
class, gender, acculturation, and disabilities. Each variable has an effect on
the expressions and preferences of involvement. These variables also have
an effect on the way schools interact with parents and families. These are
12 Y.C. LATUNDE

Table 2 Types of involvement

Traditional Non-traditional

Volunteering at Volunteering at a distance (taking materials home to prepare,

school making copies, organizing field trips, sending in materials for class).
Attending meetings Parents creating their own groups. Parents creating the agenda,
activities, and programs.
Parent–teacher Parents providing encouragement to children
meetings Linking education to future success
Teaching children specific learning strategies
Fundraising Parents talking to their child about the importance of schooling
and education
Help with Families modeling reading and love for learning
homework Racial socialization
Modeling resiliency
Creating a space for Families utilizing education-related activities outside school
homework (after-school programs, tutors, culture-based education,
completion workshops)
Contacting the Learning about students’ cultures and how they may be used to
parents when there is engage families in education
a problem
Attending school Families advocating for student learning needs
events Attending events in the community and faith-based organizations
that support their engagement with education
Advocating for developmentally appropriate practices
Working with schools to create a comprehensive school plan
Working with families to identify professional development needs
for school/district staff
Helping with learning at home
Co-teaching with teachers

all things to keep in mind when choosing how parental involvement is

defined for your project. The definition will drive the practices.

PARENTAL INVOLVEMENT IMPROVES SCHOOLS

AND COMMUNITIES

A growing body of research into parental involvement is concerned with

the connection between families, schools, and communities. There is
strong evidence that suggests society should be concerned with the health
of community- and faith-based organizations because they support fami-
lies in their parenting and engagement with education. White and Latino
families utilize after-school programs the most. According to Afterschool
 CHAPTER 1: INTRODUCTION: SETTING THE STAGE FOR SUCCESS 13

Alliance (2014), ten million students utilized after-school programs.

Despite this, there continues to be an unmet need for after-school pro-
grams that affects 15 million families, who report they would use programs
if they had access to them. One of the largest barriers reported by African
American families was safe transportation to and from after-school pro-
grams. This has implications for the types of partnerships needed between
schools and community programs. There are also implications for access
to resources and support for learning at home.
The research highlighting the importance of the links between commu-
nity- and faith-based organizations, families, and students is the impetus
behind government-funded initiatives. Most of this funding is in the form
of grants. Under the Bush administration faith-based initiatives received
increased attention. This was appropriate given the large body of research
into the role that faith-based and community-based organizations play in
the education and well-being of youth, especially Black youth.
Black male youth from inner cities were most positively affected by
religious activities, as Black families attended religious activities more than
any other group. The implications are that schools and faith-based organi-
zations need to form partnerships that support and enhance the engage-
ment of families in the education of youth. For this to be accomplished,
churches must be healthy enough to support the families that rely on
them. This is where the state and local communities comes in.

PARENTAL INVOLVEMENT IS THE LAW

Parental involvement is federally mandated. Because there is such strong
evidence for the benefits of parental involvement, to schools, communi-
ties, and students, it is the law. Every Student Succeeds Act, which is the
newest version of No Child Left Behind (NCLB), and the Individuals
with Disabilities Education Act (IDEA) mandate parental involvement.
Both define the term differently, and each initiative is worth examination.
NCLB was a part of Title 1, and was comprehensive in addressing
parental involvement. Title 1 is Part A of the Elementary and Secondary
Education Act. It provides financial assistance to those schools with high
numbers or percentages of students from low-income backgrounds. NCLB
defines parental involvement as the participation of parents in regular,
two-way, and meaningful communication involving school and learning.
A parent is defined as a natural parent, a responsible adult living with
the student, or a legal guardian. Specifically NCLB ensured that parents
14 Y.C. LATUNDE

played an integral part in assisting their child in learning, and they were
encouraged to be involved in their every aspect of their child’s education.
Parents were seen as full partners to be included as appropriate in decision-
making that assists in the education of their child and in other activities.
NCLB made provisions for parents to be involved at every level of
their child’s educational programming. This included state and local plans
(school site plan) and school improvement efforts. The general provisions
of NCLB were to ensure that schools communicate with families regularly,
provide opportunities for parents with disabilities to utilize auxiliary aids
and services of their choice so they are able to participate in programs, and
the use of funds for parental involvement activities.
Under NLCB, parents of limited English speakers (LES) were to be
notified in detail why their child was identified as LES, the child’s level
of English proficiency, tools used to assess this proficiency, information
about the use of English and the native language in instruction, differ-
entiated instruction, how the program would address their child’s needs
and strengths, how the program would meet any individualized education
program (IEP) or 504 goals, and parental rights.
NCLB mandated that parents be informed and empowered as equal part-
ners in education; more specifically that schools provide assistance to parents
in understanding state standards, academic achievement, and local and alter-
nate assessment, how to monitor student progress and part A of NCLB, and
how to work with educators. It required districts to consult with parents and
schools to educate teachers, pupil personnel, other staff, and principals in
how to reach out to parents and work with them as equal partners. NCLB
was the most comprehensive legislation addressing parental involvement to
date. It provided federal, state, and local guidance. To read the guidelines
and provisions in full visit https://www2ed.gov. Search for parental involve-
ment, then look for the Parental Involvement: Title 1, Part A non-regula-
tory guidance. It is clear that many of the parental involvement provisions
have carried over from NCLB. For indepth information on specific policies
and laws regarding parental involvement under ESSA please visit http://
civilrightsdocs.info/pdf/education/ESSA-Parent-Family-Engagement.pdf.

Fast Fact The landmark civil rights litigation Brown v. Board of

Education of Topeka, Kansas (1954) involving a non-disabled African
American, led by Thurgood Marshall and African American parents,
have led to many of the principles found in legislation pertaining to
students with disabilities, or IDEA.
 CHAPTER 1: INTRODUCTION: SETTING THE STAGE FOR SUCCESS 15

IDEA provides provisions for parental involvement to children identi-

fied as having one of thirteen specific categorical disabilities. The principles
of IDEA include a free and appropriate education, appropriate evaluation,
an IEP, access to the least restrictive environment (LRE), parent and stu-
dent input in decisions, and procedural safeguards.
IDEA requires informed parent consent for assessment and special edu-
cation services. This means that parents have the right to refuse special edu-
cation services. It also implies that school personnel will make some level
of effort to assist families in understanding the special education process,
identification, assessment, and services. Parents may request an evaluation
at any time. Schools have 60 days to evaluate a student from the time the
parent gives consent. Parents and educators must agree every three years
that a re-evaluation is not necessary. Parents may request a re-evaluation
at any time. They may also request an independent re-evaluation at public
expense if they do not agree with the results of an evaluation. Parents are
to be involved in both placement and program decisions. Schools are to
provide written notice of meetings concerning the student. Prior written
notice is also required for a change of placement or denial of a change of
placement. Prior notice is not defined.
IDEA is very specific about parents’ involvement in the IEP. According
to the law, parents must be meaningfully involved in the IEP’s develop-
ment, review, and revision, and also in transition planning, placement
decisions, determining what data needs to be evaluated, and the review of
evaluation data. Parents may review educational records under IDEA and
the Federal Educational Rights and Privacy Act (FERPA) (U.S. Department
of Education, n.d). They may also make corrections to statements or
information they disagree with in the child’s records. When parents dis-
agree with educators they may ask for a mediation conference, write a
formal written complaint, or request a Due Process Hearing. For more
information on Due Process see http://www.directionservice.org/cadre/
pdf/DueProcessParentGuideJAN14.pdf.

Fast Fact Parents of children with disabilities have been forming

groups to discuss the exclusion of their children from public schools
for many years; one of the earliest formed in 1933. This was the
Cuyahoga County Ohio Council for the Retarded Child (Yell,
Rogers, & Rogers, 1998). Parents have long been a part of the
process of writing laws and advising Congress in making decisions
concerning children with disabilities (Yell, Rogers, & Rogers).
16 Y.C. LATUNDE

STATE RESPONSIBILITIES
The state has a responsibility to support efforts that position family
involvement within a complementary learning system (Weiss, Bouffard,
Bridglall, & Gordon, 2009). State leaders can support, sustain, and help
to coordinate the local efforts made by schools, after-school programs,
and faith-based organizations. This can happen in a variety of ways.
Councils may address both state and federal concerns, while state stan-
dards for parental involvement may be adopted, alongside the alignment
of the necessary funding. Lastly, the use of councils that bring preschool
through university efforts together have increased the opportunity to inte-
grate families across the life span of a child or young adult. An example is
parent resource centers.
Parent resource centers are federally funded, and their role is to build
state capacity for parental involvement while encouraging cross-agency
efforts. Unfortunately, these resource centers are few and far between.
California, for example, has approximately five general parent resource
centers (PTI) and approximately seven for parents of children with dis-
abilities. The general resource centers are located in Cerritos, Fresno,
San Jose, Novato, Berkeley, and Redding, a distance of at least 3 hours
between them. For more information on locating each state’s Parent
Training and Information Center (PTI) and Community Parent Resource
Center (CPRC) visit the website http://www.parentcenterhub.org/.
Each state offers its own parent advocacy trainings. Law firms and other
organizations, such as the Statewide Parent Advocacy Network and the
National Association for the National Association for the Education of
African American Children with Learning Disabilities (NAACLD), pro-
vide training for parents and provide skilled local advocates.

REFLECTIVE QUESTIONS
1. How will you define parental involvement for your project?
2. Will you use the term parent or family? Why?
3. What theories may support your definition and the term you use?
4. Which other researchers share your thoughts on how parental
involvement is defined and conceptualized?
5. Will your project use a traditional or non-traditional approach to
parental involvement?
 CHAPTER 1: INTRODUCTION: SETTING THE STAGE FOR SUCCESS 17

ACTION ITEMS
1. Choose the term you will use for your project, parent or family.
2. Identify a definition that compliments the term you will use for your
project.
3. Identify literature that utilizes a definition that will support your
theory or use of the term.
4. Think about the problems or issues you want to address with your
project and how your definition and the terms used can support you
in this process.
5. Examine some of your favorite practices of parental involvement.
See if you can identify the theories that support them.

RESOURCES FOR PARENTS

U.S. Department of Education

Contact Educational Destination’s Information Resource Center for
information on ED programs, resources, and events at 1-800-USA-
LEARN. Specific activities and resources include:

• Education News Parents Can Use, a television series about ways

in which to ensure children’s educational success. The third Tuesday
of each month during the school year, Education News provides
parents with the tools and information they need to be effectively
involved in their children’s learning. For information on how to reg-
ister visit the following URL and go to FAQs: http://www.ed.gov/
news/av/video/edtv/index.html.
• EDPubs, the Department’s Publication Center has a multitude of
free materials and resources that can assist state education agen-
cies, local education agencies, schools, parents, communities, and
organizations in encouraging and maximizing parental involvement.
EDPubs can be reached directly by calling 1-877-4ED-PUBS (433-
7827). Order documents on-line at edpubs@inet.ed.gov.
• The Achiever, a biweekly electronic newsletter that provides infor-
mation, events and announcements about No Child Left Behind. For
18 Y.C. LATUNDE

other newsletters and journals from ED visit http://www.ed.gov/

news/newsletters/index.html.
• The No Child Left Behind website at http://www.nochildleftbe-
hind.gov/.
• The “What Works Clearinghouse” (WWC), a project to help edu-
cation decision-makers answer such questions as ‘how do we create
better schools and how can we make sure that all children can read’?
A part of the Department’s Institute of Education Sciences, the
WWC has been established to put solid evidence from high-quality
scientific research into the hands of educators, policymakers, and the
public so they may make better choices about programs and prac-
tices. To receive e-mail updates, subscribe to WWCUpdate on the
Web at www.w-w-c.org, or call 1-866-WWC-9799.
• National Center for Family and Community Connections with
Schools, funded through the Southwest Regional Educational
Laboratory (SEDL) by the Department’s Institute of Education
Sciences, bridges research and practice to remove barriers to student
achievement. The Center links people with research-based informa-
tion and resources that they can use to effectively connect schools,
families, and communities. The Center reviews emerging findings
and research to develop an online database, annual conferences, and
annual reports to help advance procedural knowledge, and provides
training and networking across the regional educational laboratory
system to link research findings to practice. For more information
visit http://www.sedl.org/connections/about.html. Retrieved
from www.ed.gov.

REFERENCES
Aceves, T. E. (2014). Supporting Latino families in special education through com-
munity agency-school partnerships. Multicultural Education, 21(4), 45–50.
Afterschool Alliance. (2014). American after 3pm: Afterschool programs in
demand. Retrieved from http://www.afterschoolalliance.org/documents/
AA3PM-2014/AA3PM_National_Report.pdf
Alfaro, D. D., O’Reilly-Diaz, K. A., & Lopez, G. R. (2014). Operationalizing
consejos in the P-4 educational pipeline: Interrogating the nuances of Latino
parent involvement. Multicultural Education, 21(4), 11–16.
Auerbach, S. (2011). School leadership for authentic family and community part-
nerships. Research perspectives for transforming practices. London, England:
Routledge.
 CHAPTER 1: INTRODUCTION: SETTING THE STAGE FOR SUCCESS 19

Bakermans-Kranenburg, M. J., van IJzendoorn, M. H., & Juffer, F. (2003). Less

is more: Meta-analyses of sensitivity and attachment interventions in early
childhood. Psychological Bulletin, 129(2), 195–215. doi:10.1037/0033-2909.
129.2.195.
Carter, P. (2012). Keepin’ it real: School success beyond Black and White. Online:
Oxford Scholarship. doi:10.1093/acprof:oso/9780195168624.001.0001.
Comer, J. P. (1995). School power: Implications of an intervention project. New
York: Free Press.
Delpit, L. (2012). “Multiplication is for White people”: Raising expectations for
other people’s children. New York, NY: New Press.
Diamond, J., Wang, L., & Gomez, K. (2006). African-American and Chinese-
American parental involvement: The importance of race, class, and culture.
Harvard Family Research Project. Retrieved from http://www.hfrp.org/
publications- resources/publications-series/family-involvement-research-
digests/african-american-and-chinese-american-parent-involvement-
the-importance-of-race-class-and-culture
Epstein, J. L. (2001). School, family, and community partnerships: Preparing edu-
cators and improving schools. Boulder, CO: Westview Press.
Georgis, R., Gokiert, R. J., Ford, D. M., & Ali, M. (2014). Creating inclusive par-
ent engagement practices: Lessons learned from a school community collabora-
tive supporting newcomer refugee families. Multicultural Education, 21(3–4),
23–27.
Harry, B. (1992). Cultural diversity, families, and the special education system:
Communication and empowerment. New York, NY: Teachers College Press.
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A
meta-analytic assessment of the strategies that promote academic achievement.
Developmental Psychology, 45(3), 740–763.
Jeynes, W. H. (2005). A meta-analysis: The effects of parental involvement on
minority children’s academic achievement. Education and Urban Society, 35(2),
202–220.
Olivos, E. M., Jimenez-Castellanos, O., & Ochoa, A. M. (2011). Bicultural par-
ent engagement: Advocacy and empowerment. New York, NY: Teacher’s College
Press.
Purcell-Gates, V., Lenters, K., McTavish, M., & Anderson, J. (2014). Working
with different cultural patterns and beliefs: Teachers and families learning
together. Multicultural Education, 21(3/4), 17–22.
Pushor, D. (2007). Parent engagement: Creating a shared world. A paper pre-
sented at the Ontario Education Research Symposium. Retrieved from https://
www.edu.gov.on.ca/eng/research/pushor.pdf
Smith, J.G. (2006). Parental involvement in education among low-income fami-
lies: A case study. Retrieved from http://www.adi.org/journal/ss06/
SmithSpring2006.pdf
20 Y.C. LATUNDE

U.S. Department of Education. (n.d.). Family Educational Rights and Privacy Act.
Retrieved from http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.
html
Wang, M., Hofkens, T., & Hill, N. (2014). Parental involvement and African
American and European American adolescents’ academic, behaviors, and emo-
tional development in secondary school. Child Development, 85(6),
2151–2168.
Weiss, H.B., Bouffard, S.M., Bridglall, B.L., & Gordon, E.W. (2009). Reframing
family involvement in education: Supporting families to support educational
equality. Equity Matters, 5, Retrieved from http://www.equitycampaign.org/
i/a/document/12018_EquityMattersVol5_Web.pdf
Yell, M. L. (1998). Least restrictive environment: The legal basis of inclusion.
Educational Leadership, 56(2), 70–73.
 PART II

Designing the Project

 Chapter 2: Research Needs and Questions

INTRODUCTION

Designing the Project

Bonnie had been accepted into a prestigious doctoral program. After completing
most of her coursework, it was time to start her doctoral dissertation. Bonnie has
completed two inquiry courses. These provided many opportunities to practice
the design of research projects. She found sample dissertations helpful in visual-
izing expectations. She was placed in a thematic group with others who were
interested in the same general topic. Bonnie and her classmates reviewed one
another’s questions and provided feedback to each other. She met with her dis-
sertation chair often, to ask for clarification and to brainstorm ideas. Recently,
Bonnie successfully defended her dissertation.

Honing in on a research concept may be one of the most difficult steps in

the research process, even for veterans. A research concept paper is a pro-
posal of sorts that defines the research focus and summarizes the project
in two- to ten-pages. The main elements include title, statement of the
problem, preliminary literature review (short), goal statement, research
questions, shortened methodology, timeline, and references. This chapter
assists with the first steps of basic research and help the reader to identify
research questions. It may or may not be applicable to action research.

© The Author(s) 2017 23

Y.C. Latunde, Research in Parental Involvement,
DOI 10.1057/978-1-137-59146-3_2
Another random document with
no related content on Scribd:
 Story of a Short Life. Dutton, $1.00; Crowell, $0.75.
Timothy Shoes. [Short story.]
The Brownies. Young, $1.00; Burt, $0.75.
Fairstar, Mrs. (pseud. of Richard Hengist Horne).—Memoirs of a London
Doll. Brentano, $1.25.
Fletcher, R. H.—Marjory and Her Papa. Century, $1.00.
French, Allen—The Junior Cup. Century, $1.50. [Vide the same author’s
excellent legendary-historical tale, “Sir Marrok.” Century, $1.00.]
Gaskell, E. C. (S.)—Cranford. (For older readers.) Macmillan, $1.50.
Gates, Eleanor (Mrs. Richard Walton Tully.)—Biography of a Prairie Girl.
Century, $1.50.
Gilson, Roy Rolfe—Katrina. (For older readers.) Baker and Taylor, $1.50.
Goldsmith, Oliver—The Vicar of Wakefield. [Ill., Hugh Thomson. Vide
also Caldecott.] Macmillan, $1.50.
Goody Two Shoes. (Ed., Welsh.) Heath, $0.20. [Vide also edition,
Macmillan.]
Goulding, Frank—The Young Marooners. Dodd. No price stated. [There
is a companion volume, “Marooner’s Island.” This Southern writer is
little known.]
Hale, Lucretia P.—The Peterkin Papers. Houghton, $1.50. [There is
another volume, “The Last of the Peterkins, with Others of Their Kin.”]
Harker, L. Allen—Concerning Paul and Fiametta. Scribner, $1.25. [This
book is delightfully human; some would consider it more a story about
children than for children.]
Higginson, Thomas W.—Tales of the Enchanted Islands of the Atlantic.
Macmillan, $1.50.
Hill, C. T.—Fighting a Fire. [Stories of real life.] Century, $1.50.
Hughes, Rupert—The Lakerim Athletic Club. Century, $1.50.
The Dozen from Lakerim. Century, $1.50.
Hughes, Thomas—Tom Brown’s School Days at Rugby. Macmillan, $1.50;
Houghton, $1.00. [For older readers, there is “Tom Brown at Oxford.”]
Irving, Washington—Bracebridge Hall. (Ill., Caldecott.) Macmillan,
$1.50.
Old Christmas. (Ill., Caldecott.) Macmillan, $1.50.
Jackson, Helen Hunt—Ramona. Little, Brown, $1.50.
Nelly’s Silver Mine. (A Story of Colorado life.) Little, Brown, $1.50.
Cat Stories. Little, Brown, $2.00.
Jamison, Mrs. C. V.—Lady Jane. Century, $1 .50.
Toinette’s Philip. Century, $1.50. [Descriptions of early New-Orleans
life.]
Jewett, Sarah Orne—Betty Leicester. Houghton, $1.25.
Johnson, Rossiter—Phaeton Rogers. Scribner, $1.50.
King, Capt. Charles—Cadet Days. Harper, $1.25.
Kipling, Rudyard—“Captains Courageous.” (A tale of the Gloucester
fishermen.) Century, $1.50.
Lamb, Charles and Mary—Mrs. Leicester’s School. Dent (ill., Winifred
Green, in Kate Greenaway style). Macmillan, $2.25.
La Ramée, Louise de (Ouida)—Dog of Flanders. Lippincott, $1.50.
Lucas, E. V. (Ed.)—Old-Fashioned Tales. Stokes, $1.50.
(Ed.) Forgotten Tales of Long Ago. Stokes, $1.50.
Marryatt, Frederick—Masterman Ready. Macmillan, $1.50; Routledge,
$1.25. [Some librarians would reject Marryatt as they would Ballentyne;
others would include him as they would Ballentyne.]
Martineau, Harriet—The Crofton Boys. Routledge, $0.75; Heath, $0.30.
Mathews, Margaret H.—Dr. Gilbert’s Daughters. Coates, $0.75.
Moffett, Cleveland—Careers of Danger and Daring. [Stories of real life.]
Century, $1.50.
Molesworth, Mrs.—Two Little Waifs. Macmillan, $1.00.
 Carrots. Macmillan, $1.50; Crowell, $0.75.
Munroe, Kirk—Cab and Caboose. Tale published in St. Nicholas.
Derrick Sterling. Harper, $0.60.
Myrtle, Harriet—Country Scenes.
Man of Snow. [Out of print, but re-publication strongly advised by
librarians.]
Ollivant, Alfred—Bob, Son of Battle. Doubleday, $1.50. [Strongly
recommended for its vigour and its vividness.]
Otis, James (pseud, of J. O. Kaler)—Toby Tyler; or, Ten Weeks with a
Circus. Harper, $0.60.
Mr. Stubbs’s Brother. Harper, $0.60.
Paull, Mrs. H. B.—Only a Cat. Whitaker, $1.25. [An excellent story.]
Pier, Arthur S.—Boys of St. Timothy’s. Houghton, $1.50.
Pyle, Howard—Jack Ballister’s Fortunes. Century, $2.00.
Richards, Laura E.—Captain January. Estes, $0.50.
Sandford, Mrs. D. P.—The Little Brown House and the Children who
Lived in It. Dutton, $2.00.
Saunders, Marshall—Beautiful Joe. Am. Bap., $0.25.
Scudder, Horace E.—Bodley Books. Houghton, 8 vols., $12.00 set; $1.50
each.
The Children’s Book. (Edited.) Houghton, $2.50.
Ségur, Mme. S. (R.) de—The Story of a Donkey. Heath, $0.20.
Sewell, Anna—Black Beauty. Page, $1.25.
Sharp, Evelyn—The Youngest Girl in School. Macmillan, $1.50.
Sherwood, M. M. (B.)—The Fairchild Family. Stokes, $1.50.
[Recommended for historic value.]
Shaw, F. L.—Castle Blair. Little, Brown, $1.00.
Spyri, J.—Story of Heidi. DeWolfe Fiske, $1.50; Ginn, $0.40.
Stevenson, Robert Louis—Treasure Island. Scribner, $1.00.
[“Kidnapped” is a sequel.]
Black Arrow. Scribner, $1.00. [A good “penny-dreadful.”]
Stockton, Frank R.—A Jolly Fellowship. Scribner, $1.50.
Stuart, Ruth McEnery—The Story of Babette. Harper, $1.50. [Vide the
same author’s “Solomon Crow’s Christmas Pocket.” Harper, $1.25.]
Taggart, Marion Ames—The Little Gray House. McClure, $1.25. [The
author has unfortunately been persuaded to continue her story in a second
volume.]
Trimmer, Sarah K.—History of the Robins. Heath, $0.25. [Historic
interest.]
Trowbridge, John T.—The Tinkham Brothers’ Tide-Mill. Lothrop, Lee,
$1.25.
His Own Master. Lothrop, Lee, $1.25.
Jack Hazard and His Fortunes. Coates, $1.25. (In a series.)
Twain, Mark (pseud. of Samuel L. Clemens.)—Huckleberry Finn. Harper,
$1.75.
Tom Sawyer. Harper, $1.75.
Van Dyke, Henry—The First Christmas Tree. (Ill., Pyle.) Scribner, $1.50.
The Story of the Other Wise Man. Harper, $1.00.
Verne, Jules—A Tour of the World in Eighty Days. [Vide various
editions.]
Twenty Thousand leagues under the Sea. Coates, $0.75. [Vide various
editions.]
Wiggin, Kate Douglas—Half a Dozen House Keepers. Altemus, $0.75.
Rebecca of Sunnybrook Farm. Houghton, $1.25.
The Bird’s Christmas Carol. Houghton, $0.50.
Timothy’s Quest. (Ill., Oliver Herford.) Houghton, $1.50.
Polly Oliver’s Problem. Houghton, $1.00.
Wyss, J. R. v. and Montolieu, Baronne de—Swiss Family Robinson.
Warne, $2.50; Dutton, $2.50. [Cheaper editions.]

BOOKS ABOUT CHILDREN

Aldrich, Thomas Bailey—Story of a Bad Boy. (Ill., Frost.) Houghton,
$2.00; $1.25.
Eggleston, Edward—The Hoosier School-Boy. Scribner, $1.00.
Ewald, Carl (Tr., DeMattos.)—My Little Boy. Scribner, $1.00.
Gilson, Roy Rolfe—Mother and Father. Harper, $1.25.
Howells, William Dean—A Boy’s Town. (Told for Harper’s Young
People.) Harper, $1.25.
Hutton, Laurence—A Boy I knew and Four Dogs. Harper, $1.25.
Larcom, Lucy—New England Girlhood. Houghton, $0.75. [Vide various
editions.]
Martin, Edward S.—The Luxury of Children. Harper, $1.75 net.
Richards, Laura E.—When I Was Your Age. Estes, $1.25.
Warner, Charles Dudley—Being a Boy. Houghton, $1.25.
Whittier, John G. (Ed.)—Child-Life in Prose. Houghton, $2.00.

ETHICS AND RELIGION

Bible for Young People (Ed., Mrs. Joseph Gilder; Bishop Potter.)—
Century, $1.50; ed. de luxe, $3.00.
Bunyan, John—Pilgrim’s Progress. Century (Ill., Brothers Rhead.), $1.50;
Scribner (Ill., Byam Shaw), $2.50 net.
Field, Eugene—A Little Book of Profitable Tales. Scribner, $1.25.
Gatty, Mrs.—Parables from Nature. Bell (2 vols.); Macmillan, $1.50;
Dutton (Everyman’s Library.).
Houghton, Louise Seymour—Telling Bible Stories. Scribner, $1.25. [R.
G. Moulton has edited for Macmillan a Children’s Scries of Bible
 Stories.]
Psalms of David (Ill., Brothers Rhead.)—Revell, $2.50.
Ruskin, John—Sesame and Lilies. [Vide editions, McClurg, Mosher,
Crowell, etc.]

III. Bibliographical Note

A few references of a miscellaneous character are here given:
Bible in Elementary Schools (J. G. Fitch)—Nineteenth Century, 36:817.
Book, The Child and His (Mrs. E. M. Field)—London, Wells, Gardner,
Darton & Co., 1891.
Book, The Child and the (Gerald Stanley Lee)—Putnam, 1907.
Book-Plates, Modern, and their Designers (Gleeson White)—The Studio,
1898–99, Supplement 1.
Books, Better, Some Means by Which Children May Be Led to Read
(Clara W. Hunt)—Library Journal, 24:147.
Books, Children’s (Caroline M. Hewins)—Public Library, 1:190.
Books, Children’s, and Children (H. A. Page)—Contemporary, 11:7.
Books for Boys and Girls, On Some (From Blackwood)—Liv. Age, 209:3.
Books for Children, Illustrated (W. M. Thackeray)—Fraser, 33:495 (1846).
Books for Children That Have Lived (C. Welsh)—Library [London], n.s.,
1:314.
Books, The Best Hundred, for Children—Liv. Age, 225:132.
Carnegie Libraries, Giving (I. F. Marcosson)—World’s Work, 9:6092.
Culture, On a Possible Popular (T. Wright)—Contemporary, 40:25.
English, On the Teaching of (Percival Chubb)—Macmillan, 1902.
Girl, The Reading of the Modern (Florence B. Low)—Nineteenth Century,
59:278.
Girls Read, What (E. G. Salmon)—Nineteenth Century, 20:515.
Henty Book, What You Can Get Out of a (Caroline M. Hewins)—
Wisconsin Library Bulletin, Sept.-Oct., 1906.
Lesson-Books, Our Ancestor’s (S. E. Braine)—Liv. Age, 222:522.
Librariana: An Outline of the Literature of Libraries (F. J. Teggart)—
Library Journal, 25:223, 577, 625.
Libraries, Home, for Poor Children (Frances J. Olcott)—Chautauquan,
39:374.
Libraries, Public, in the United States: Their History, Condition, and
Management. Bureau of Education, 1876.
Libraries, Small, Hints to (M. W. Plummer)—Pratt Institute, 1902.
Libraries, The Free Travelling, in Wisconsin. The Story of Their Growth,
etc. Wisconsin Free Library Commission, Madison, 1897. [Interesting
monograph.]
Libraries, What Free, are doing for Children (Mary W. Plummer.)—
Library Journal, Vide vol. 22.
Library, The Free: Its History, etc. (John J. Ogle)—London, Allen, 1897.
Library Literature in England and in the United States During the
Nineteenth Century (F. J. Teggart)—Library Journal, 26:257.
Library Movement in the South Since 1899 (Anne Wallace)—Library
Journal, 32:253.
Library Work with Children (Arabella H. Jackson)—Carnegie Library,
Pittsburgh, Pa. [Statistical.]
Library Work, Rational, With Children, and the Preparation For It (Frances
J. Olcott)—Carnegie Library, Pittsburgh. Boston: A. L. A. Pub. Board.
Reprint Series, No. 9, $0.05.
Lists, Reading, Fallacies of—Liv. Age, 170:218.
Literature, Cheap (Helen Bosanquet)—Contemporary, 79:671.
Literature, Cheap, for Village Children—Liv. Age, 138:296.
Literature, Children’s (Ellen M. Henrotin)—National Magazine (Boston),
7:373.
Literature for the Little Ones (E. G. Salmon)—Nineteenth Century,
22:563.
Literature, Modern, Children and (H. Sutton)—Liv. Age, 192:287.
Music, Public School (S. W. Cole)—New Eng. Mag., n.s., 13:328.
Music in Schools, Teaching of (J. C. Hadden)—Nineteenth Century,
42:142.
Music, The Introduction of the Study of, into the Public Schools of Boston
and of America (J. C. Johnson)—Boston, 1:622.
Novels, Some, to Read (Caroline M. Hewins)—Traveller’s Record, Feb.-
Mar., 1889.
Periodicals, Children’s Books and (Abby L. Sargent)—Library Journal,
25:64 [Conference, June 7–12, 1900.]
Pictures in Library Work for Children, The Place of (Annie C. Moore)—
Library Journal, 25:159.
Read, Some Things a Boy of Seventeen Should Have Had an Opportunity
to (H. L. Elmendorf)—R. of Rs. (N. Y.), 28:713.
Reader, The Modern Child as a (Tudor Jenks)—Book-Buyer, 23:17.
Reading for Boys and Girls (E. T. Tomlinson)—Atlantic, 86:693.
Reading for Children (H. V. Weisse)—Contemporary, 79:829.
Reading, On (Georg Brandes)—Internal. Quar., 12:273.
Reading, On the Pleasure of (Sir John Lubbock)—Contemporary, Feb.,
1886.
School, The Novel and the Common (Charles Dudley Warner)—Atlantic,
65:721.
Schools, School-books, and School-masters. A Contribution to the History
of Educational Development in Great Britain (W. Carew Hazlitt)—
London, 1888.
Schooldays of Eminent Men (John Timbs)—London, 1870.
Shakespeare for Children (Charles Welsh)—Dial (Chicago), May 16,
1907, in answer to Shakespeare, Reading, to Children (Walter Taylor
Field)—Dial (Chicago), May 1, 1907.
Stories to Children, How to Tell (Sara Cone Bryant)—Houghton, $1.00
net.
Story-Books, Children’s (F. Maccuun)—Liv. Age, 241:746.
Story-Tellers, About Old (Donald G. Mitchell)—Scribner.
Women’s Clubs, How, May Help the Library Movement (E. G. Browning)
—Library Journal, 24:—suppl. C. 18. [Conference, May 9–13, 1899.]

TRANSCRIBER’S NOTES
Typographic inconsistencies in the bibliographic references silently
corrected.
All footnotes have been renumbered sequentially and moved to the ends of
their respective chapters.

Corrections
Page Original Correction Notes

v wth with typo

41 verification, verification. typo

73 irrritability irritability typo

122 Dr. Watts’ Dr. Watts’s match usage on p. 124

128 “Away down the river Away down the river, original has no “

129 beautitul beautiful typo

136 graphcally graphically typo

140 DeGenlis De Genlis typo

143 laisse laissé typo

143 m’egaye m’égaye typo

143 I prefer “I prefer missing open quote

171 area way areaway typo

181 improverishing impoverishing typo

182 betweeen between typo

186 text book text-book typo

191 Prufungsausschüsse Prüfungsausschüsse typo

196 fourteen fourteen- typo

219 O’Keefe O’Keeffe typo

221 Swift, Dean Swift, Jonathan incorrect attribution

223 How o Make Baskets How to Make Baskets typo

230 Electrcitiy Electricity typo

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