Complete The Following Template Including All Parts

Complete the following template, including all parts, using complete sentences

Complete the following template, including all parts, using complete sentences. STEP 1: Pick a Topic Write a paragraph (approximately 6-8 sentences) describing the community group you have chosen. In particular, be sure to answer the following questions: · What is the community group? · What are the attributes or characteristics of this community group? · What kind of experience with or access to this community group do you have? In my sociological research; I will major on the contribution of Parents Teachers Association to the improvement of the public United States of America. PTA is an association of Parents and Teachers who belong to a specific group of a school. The major aim work together with the teachers in classes, contribute money for the supplies, and general school’s support for improvement. Joining and contributing to PTA is voluntary, that is why it made up of only those motivated and willing to join the group. One of the advantages I have in doing this research, my grandmother was a member of PTA while I was in elementary school. Some of my responses are based on what I saw her do. Currently, my mother and aunt are members of PTA.

Comment by Dr. Helen Doss: ? Comment by Dr. Helen Doss: Good effort. STEP 2: Ask a Question Write the question you have formulated for your study, and identify the independent and dependent variables. How has PTA’s involvement in school’s activities caused the improvement of the school. Comment by Dr. Helen Doss: Good work Independent Variable: Involvement- The activities of the school are just constant and parents pick on what they feel they can participate in. Dependent Variable: Improvement- This is dependent on the rate at which the parents get involved in school. Different forms of involvement will ignite different improvement.

STEP 3: Prepare a Bibliography Comment by Dr. Helen Doss: Good job locating relevant sources. List 4-6 articles, books, or other resources that relate to your question for your literature review. Use the simplified method to format sources for your bibliography. Include five key elements for each source, with each element separated by a period: · Author’s name(s) · Publication date · Title of the source · Page numbers (if applicable) · Source's location for web-based texts (URL) 1. Grissom, J. A., & Loeb, S. (2011). Triangulating principal effectiveness: How perspectives of parents, teachers, and assistant principals identify the central importance of managerial skills. American Educational Research Journal, 48(5). 2. King, R. B., & Ganotice, F. A. (2014). The social underpinnings of motivation and achievement: Investigating the role of parents, teachers, and peers on academic outcomes. The Asia-Pacific Education Researcher, 23(3). 3. Wentzel, K. R., Russell, S., & Baker, S. (2016). Emotional support and expectations from parents, teachers, and peers predict adolescent competence at school. Journal of Educational Psychology, 108(2), 242. 4. Cheung, C. S. S., & Pomerantz, E. M. (2011). Parents’ involvement in children’s learning in the United States and China: Implications for children’s academic and emotional adjustment. Child development, 82(3). 5. Hill, N. E., Witherspoon, D. P., & Barta, D. (2018). Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students. The Journal of Educational Research, 111(1), 12-27. 6. Cheung, C. S. S., & Pomerantz, E. M. (2012). Why does parents’ involvement enhance children’s achievement? The role of parent-oriented motivation. Journal of Educational Psychology, 104(3), 820.

Paper For Above instruction

Parental involvement through Parent-Teacher Associations (PTAs) plays a significant role in shaping educational outcomes and improving school environments. PTAs serve as vital community organizations where parents and teachers collaborate toward common goals, including resource support, policy advocacy, and fostering a positive school climate. Such associations are characterized by voluntary participation, motivated by a shared commitment to student success, and often involve diverse socio-economic backgrounds, which influence the dynamics and effectiveness of the group. My access to this community is personal, as family members have been active members of PTAs at various levels, providing me with firsthand insight into their functions and impact. Understanding the attributes of PTAs as community-based organizations offers a foundation to analyze their role in educational improvements and the ways parental engagement manifests within these groups.

The core research question guiding this study is: How has PTA’s involvement in school activities caused the improvement of the school? This question specifically explores the relationship between parental engagement—considered an independent variable—and school improvement—viewed as a dependent variable. Parental engagement includes participation in meetings, volunteer activities, fundraising, and policy discussions, while school improvement indicators may encompass academic performance, student behavior, and school facilities enhancements. By examining this relationship, the study aims to understand the direct and indirect effects of parental involvement on educational outcomes.

Extensive literature provides insight into the mechanisms and impacts of parental participation in schools. For example, Grissom and Loeb (2011) highlight how managerial skills in school leadership influence the effectiveness of parental engagement, which is vital for school improvement. They argue that strong leadership correlates with more meaningful engagement opportunities for parents, ultimately fostering improved student outcomes. Similarly, King and Ganotice (2014) investigate the social underpinnings of motivation, asserting that motivation from parents, teachers, and peers significantly shapes students' academic achievement. Their findings suggest that a collaborative social environment enhances educational success, emphasizing the importance of parental support.

Wentzel, Russell, and Baker (2016) explore how emotional support and expectations from parents, teachers, and peers predict adolescent competence at school. Their research demonstrates that emotional encouragement from parents is linked to better academic performance and social competence, which in turn contributes to overall school improvement. Cheung and Pomerantz (2011) compare parental involvement across different cultural contexts—United States and China—and reveal that engagement quality and emotional support impact children's academic and emotional adjustment, reinforcing the universal importance of active parental participation.

Hill, Witherspoon, and Barta (2018) focus on middle school students and ethnically diverse parental perspectives, finding that engagement varies across cultural groups but consistently correlates with positive educational outcomes. Their work underscores that culturally responsive parental involvement can lead to significant school improvements. Cheung and Pomerantz (2012) further illustrate that the motivation behind parental involvement affects its effectiveness, suggesting that parent-oriented motivation—such as personal fulfillment—can enhance children's achievement.

In conclusion, the literature suggests that parental involvement through PTAs is a multifaceted and influential factor in school improvement. Effective leadership, emotional support, cultural sensitivity, and motivation are key elements that underpin successful parental engagement. This comprehensive understanding underscores the importance of encouraging active parent participation in school activities as a strategy to foster educational excellence and improve school environments overall.

References

• Cheung, C. S. S., & Pomerantz, E. M. (2011). Parents’ involvement in children’s learning in the United States and China: Implications for children’s academic and emotional adjustment. Child development, 82(3).
• Grissom, J. A., & Loeb, S. (2011). Triangulating principal effectiveness: How perspectives of parents, teachers, and assistant principals identify the central importance of managerial skills. American Educational Research Journal, 48(5).
• Hill, N. E., Witherspoon, D. P., & Barta, D. (2018). Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students. The Journal of Educational Research, 111(1), 12-27.
• King, R. B., & Ganotice, F. A. (2014). The social underpinnings of motivation and achievement: Investigating the role of parents, teachers, and peers on academic outcomes. The Asia-Pacific Education Researcher, 23(3).
• Wentzel, K. R., Russell, S., & Baker, S. (2016). Emotional support and expectations from parents, teachers, and peers predict adolescent competence at school. Journal of Educational Psychology, 108(2), 242.
• Cheung, C. S. S., & Pomerantz, E. M. (2011). Parents’ involvement in children’s learning in the United States and China: Implications for children’s academic and emotional adjustment. Child development, 82(3).