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MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYbyLiberty UniversityA Dissertation Presented in Partial FulfillmentOf the Requirements for the DegreeDoctor of EducationLiberty University2021MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYbyJohn G. BennettA Dissertation Presented in Partial FulfillmentOf the Requirements for the DegreeDoctor of EducationAPPROVED BY:Ed.D. Committee ChairEd.D. Committee MemberABSTRACTThe purpose of this qualitative transcendental phenomenological study is to explore the perceptions of deployed military parents regarding active involvement in their child’s 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 child’s 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 experiencing challenges associated with military deployment. The study will make use of questionnaires, semi-structured interviews, document analysis, and focus groups. The researcher will conduct data analysis using open coding, phenomenological reduction, imaginative variation, and comparison. The setting for this study will be Fort Rapture. The sample will consist of 10-12 personnel currently deployed or previously deployed within the past two years, who have pre-K-12 school-aged children that are currently in school.Keywords: parental involvement, military deployment, deployed parents, soldiers as parents, phenomenologyCopyright Page©No original material may be used without permission of the authorAll rights reservedDedicationThough there are many to whom this work may be dedicated, the below list (to be added later) highlights some of those most responsible for me continuing to work through this project.AcknowledgmentsThe below-listed people provided advice and support to aid in my learning process. Without them, this work would never have come to completion.Table of ContentsABSTRACT 3Copyright Page 4Dedication 5Acknowledgments 6List of Tables 11List of Figures 12List of Abbreviations 13CHAPTER ONE: INTRODUCTION 14Overview 14Background 14Historical 16Theoretical 17Social 18Situation to Self 19Problem Statement 20Purpose Statement 21Significance of Study 21Theoretical Significance 22Practical Significance 22Empirical Significance 23Research Questions 23Central Question: 23Sub question 1: 24Sub Question 2: 24Sub Question 3: 24Definitions 25Summary 26CHAPTER TWO: LITERATURE REVIEW 27Overview 27Theoretical Framework 28Related Literature 29Impact of Military Deployment 29The Supportive Role of Community 35Resiliency 39How Technology Plays a Part 45The Role of the Teacher 48Summary 54CHAPTER THREE: METHODS 58Overview 58Design 58Setting 61Participants 62Procedures 63The Researcher’s Role 64Data Collection 65Questionnaire 65Interviews 66Document Analysis 69Focus Group 70Data Analysis 71Horizontaling 73Imagination Variation 73Essence 73Constant Comparison Method 73Trustworthiness 74Credibility 74Dependability and Confirmability 74Transferability 75Ethical Considerations 75Summary 76CHAPTER FOUR: FINDINGS 77Overview 77Participants 77Results 78Summary 78CHAPTER FIVE: CONCLUSION 79Overview 79Summary of Findings 79Discussion 79Implications 80Delimitations and Limitations 80Recommendations for Future Research 80Summary 81REFERENCES 82APPENDIX A: LIBERTY UNIVERSITY IRB APPROVAL 97APPENDIX B: RECRUITMENT FLYER 98APPENDIX C: INFORMED CONSENT 99APPENDIX D: RECRUITMENT LETTER 102APPENDIX E: QUESTIONNAIRE 103APPENDIX F: INTERVIEW GUIDE 104APPENDIX G: FOCUS GROUP QUESTION GUIDE 106List of TablesNote: Anticipated TablesTable 1.Participants Demographic Information…………….….…………….………………65Table 2.Participants Item Selection. …………………………………………….……….…...65Table 3.Standardized Open Ended Interview Questions…………………………………..…..68Tab 4. Standardized Open Ended Focus Group Questions…………………………………......68List of FiguresFigure 1. Theoretical Frameworks, Methods, and Procedures………………….………………70Figure 2. XXXXXXX…………………………………………………………………………..XXFigure 3. XXXXXXX…………………………………………………………………………..XXList of AbbreviationsPositive emotion, Engagement, Relationships, Meaning and Accomplishment (PERMA)REsilience and Activity for every DaY (READY)Master Resiliency Training (MRT)Stress Management and Resilience Training (SMART)CHAPTER ONE: INTRODUCTIONOverviewThe purpose of this qualitative transcendental phenomenological study is to explore the perceptions of deployed military parents regarding active involvement in their child’s education. The study aims to provide a foundation of understanding for educational stakeholders and the military community in order to fill the void in a child’s educative experience created by a deployed parent. This chapter will provide a framework for the research; discuss…

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…MILITARYDEPLOYEDPARENTPERCEPTIONSOFINVOLVEMENTINTHEEDUCATIONOFTHEIRCHILDREN:APHENOMENOLOGICALSTUDYbyLibertyUniversityADissertationPresentedinPartialFulfillmentOftheRequirementsfortheDegreeDoctorofEducationLibertyUniversity2021MILITARYDEPLOYEDPARENTPERCEPTIONSOFINVOLVEMENTINTHEEDUCATIONOFTHEIRCHILDREN:APHENOMENOLOGICALSTUDYbyJohnG.BennettADissertationPresentedinPartialFulfillmentOftheRequirementsfortheDegreeDoctorofEducationAPPROVEDBY:Ed.D.CommitteeChairEd.D.CommitteeMemberABSTRACTThepurposeofthisqualitativetranscendentalphenomenologicalstudyistoexploretheperceptionsofdeployedmilitaryparentsregardingactiveinvolvementintheirchild’seducation.Forthispurpose,thisstudywilldevelopaninformedanswertothefollowingresearchquestion:“Whataretheperceptionsofdeployedmilitaryparentsregardingactiveinvolvementintheirchild’seducation?”ThestudywillusethetheoryofEpsteinregardingthetrianglerelationshipbetweenparents,teachers,andthecommunitytohelpexploreandmakesenseofthestoriesandexperiencesofparentswhohaveorarecurrentlyexperiencingchallengesassociatedwithmilitarydeployment.Thestudywillmakeuseofquestionnaires,semi-structuredinterviews,documentanalysis,andfocusgroups.Theresearcherwillconductdataanalysisusingopencoding,phenomenologicalreduction,imaginativevariation,andcomparison.ThesettingforthisstudywillbeFortRapture.Thesamplewillconsistof10-12personnelcurrentlydeployedorpreviouslydeployedwithinthepasttwoyears,whohavepre-K-12school-agedchildrenthatarecurrentlyinschool.Keywords:parentalinvolvement,militarydeployment,deployedparents,soldiersasparents,phenomenologyCopyrightPage©NooriginalmaterialmaybeusedwithoutpermissionoftheauthorAllrightsreservedDedicationThoughtherearemanytowhomthisworkmaybededicated,thebelowlist(tobeaddedlater)highlightssomeofthosemostresponsibleformecontinuingtoworkthroughthisproject.AcknowledgmentsThebelow-listedpeopleprovidedadviceandsupporttoaidinmylearningprocess.Withoutthem,thisworkwouldneverhavecometocompletion.TableofContentsABSTRACT3CopyrightPage4Dedication5Acknowledgments6ListofTables11ListofFigures12ListofAbbreviations13CHAPTERONE:INTRODUCTION14Overview14Background14Historical16Theoretical17Social18SituationtoSelf19ProblemStatement20PurposeStatement21SignificanceofStudy21TheoreticalSignificance22PracticalSignificance22EmpiricalSignificance23ResearchQuestions23CentralQuestion:23Subquestion1:24SubQuestion2:24SubQuestion3:24Definitions25Summary26CHAPTERTWO:LITERATUREREVIEW27Overview27TheoreticalFramework28RelatedLiterature29ImpactofMilitaryDeployment29TheSupportiveRoleofCommunity35Resiliency39HowTechnologyPlaysaPart45TheRoleoftheTeacher48Summary54CHAPTERTHREE:METHODS58Overview58Design58Setting61Participants62Procedures63TheResearcher’sRole64DataCollection65Questionnaire65Interviews66DocumentAnalysis69FocusGroup70DataAnalysis71Horizontaling73ImaginationVariation73Essence73ConstantComparisonMethod73Trustworthiness74Credibility74DependabilityandConfirmability74Transferability75EthicalConsiderations75Summary76CHAPTERFOUR:FINDINGS77Overview77Participants77Results78Summary78CHAPTERFIVE:CONCLUSION79Overview79SummaryofFindings79Discussion79Implications80DelimitationsandLimitations80RecommendationsforFutureResearch80Summary81REFERENCES82APPENDIXA:LIBERTYUNIVERSITYIRBAPPROVAL97APPENDIXB:RECRUITMENTFLYER98APPENDIXC:INFORMEDCONSENT99APPENDIXD:RECRUITMENTLETTER102APPENDIXE:QUESTIONNAIRE103APPENDIXF:INTERVIEWGUIDE104APPENDIXG:FOCUSGROUPQUESTIONGUIDE106ListofTablesNote:AnticipatedTablesTable1.ParticipantsDemographicInformation…………….….…………….………………65Table2.ParticipantsItemSelection.…………………………………………….……….…...65Table3.StandardizedOpenEndedInterviewQuestions…………………………………..…..68Tab4.StandardizedOpenEndedFocusGroupQuestions…………………………………......68ListofFiguresFigure1.TheoreticalFrameworks,Methods,andProcedures………………….………………70Figure2.XXXXXXX…………………………………………………………………………..XXFigure3.XXXXXXX…………………………………………………………………………..XXListofAbbreviationsPositiveemotion,Engagement,Relationships,MeaningandAccomplishment(PERMA)REsilienceandActivityforeveryDaY(READY)MasterResiliencyTraining(MRT)StressManagementandResilienceTraining(SMART)CHAPTERONE:INTRODUCTIONOverviewThepurposeofthisqualitativetranscendentalphenomenologicalstudyistoexploretheperceptionsofdeployedmilitaryparentsregardingactiveinvolvementintheirchild’seducation.Thestudyaimstoprovideafoundationofunderstandingforeducationalstakeholdersandthemilitarycommunityinordertofillthevoidinachild’seducativeexperiencecreatedbyadeployedparent.Thischapterwillprovideaframeworkfortheresearch;discusswhytheproblemnecessitatesresearch;provideanoverviewofpreviousresearch;identifytheimportanceofthisresearchforstakeholdersineducation,includingmilitarypersonnel,families,teachers,andcommunitymembers;andintroducetheresearchquestions.BackgroundDeploymentinvolvestemporaryrelocationofamilitaryunitwithintheUnitedStatesorinoverseaslocations(Alfano,Lau,Balderas,Bunnell,&Beidel,2016).Deploymenthasthreephases;pre-deployment,deployment,andpost-deployment.Thoughallthreephasesarechallengingformilitarypersonnelandtheirfamilies,thedeploymentandpost-deploymentphasearebelievedtobethemostsevere(Alfanoetal.,2016).Asthemilitaryparentpreparestoleave,thechildrenareemotionallyaffected(Alfanoetal.,2016).Itisimportanttonotethatthespecificresponsestodeploymentdependonvariousfactorssuchasage,gender,maturity,pre-existingparent-childrelationship,andthecopingstrategiesandskillsprovidedthroughinterventions.Childrenofmilitaryparent’sundergotremendouschallenges,especiallyduringtheirparent’sdeployment.Thesechallengesaremainlypsychologicalstrain,whichoftenmanifestinpooracademicperformance(Nicosia,Wong,Shier,Massachi,&Datar,A.etal.,2017).DuetoactionstakenbytheUnitedStatesmilitaryinIraq,Afghanistan,andelsewhere,extendeddeploymenthasbecomearealityforchildrenofmilitaryparents.ThestandarddeploymenttimefortheArmyis12months,butthiscouldextendto18months.Duringthistime,researchfindingshaveshownthattheacademicperformanceofmilitarychildrendecreasesinanoticeableway(Bello?Utu&DeSocio,2015;Nicosiaetal.,2017).Theacademicperformanceofchildrenofmilitaryparentsonlong-termdeployment,whichcanbeasmuchas18monthsorevenmore,arelowerthanchildrenwithoutdeployedparents(Moeller,Culler,Hamilton,Aronson,&Perkinsetal.,2015).Deploymentandtheperiodafterdeploymenthavebeenshowntoaffectthelearningandacademicperformanceofchildrenbecauseitcreatesinstabilityinthelivesofastudentandtheirenvironment(Conforte,Bakalar,Shank,Quinlan&,Stephens,etal.,2017).Childrenofdeployedmilitaryparentsbecomestressedstudentsduetotheabsenceoftheirparentandtheshockandpressureofadjustingtothenewnormal.Thestressassociatedwithanabsentparenthasbeenshowntocauseproblemsinconcentrating,learningnewacademicconcepts,andincontrollingtheiremotionsandexpressions(Conforteetal.,2017).Theexactmannerinwhichsuchstressmanifestsdependsontheindividualchild,butsomecommonresponsesincludebecomingquietandwithdrawnor,conversely,hyperactive,disruptivetoclassroometiquette,andlackofabilitytoconcentrateonasingleactivity.Thereisagrowingbodyofresearchonpossibleinterventionsthatcanbeprovidedthroughpolicy,community,andinstitutionssuchasschools(Epstein,2011;Epsteinetal.,2018).However,ithasbeennotedthatthereisnotmuchresearchontheviewsofmilitaryparentsinthiscontext,especiallytheirrequirementtoleavetheirchildrentoservethecountry.Likeanyreasonableandnon-militaryparent,theywanttobeinvolvedintheeducationoftheirchildren.Thisstudy,therefore,seekstoresearchandhighlighttheperceptionsofmilitaryparent’sinvolvementoftheirchildren’seducation.Tothisend,thehistorical,social,andtheoreticalcontextsinwhichthisproblemexistswilldiscussfurtherbelow.HistoricalTheproblemoftheeffectsofdeploymentonchildren\'seducationisonethatresearchershaveonlyrecentlybeguntoexamine.Alfano,Lau,Balderas,Bunnell,andBeidel(2016)showedthattheimpactofparent’sdeploymentcouldhaveanegativeeffectonchildren’seducation.AccordingtoDePedro,Astor,Gilreath,Benbenishty,andBerkowitz(2018),thereissufficientevidencetoindicateaneedforschoolstoacceptandaddressthechallengesfacedbychildrenofadeployedparentinordertoreducethelikelihoodofthemveeringofftheacademicpath.Overtime,theproblemofdeployedparentsandtheramificationsoftheirdeploymentontheirchildren\'seducationhasbecomemoretransparent,whichiswhythisrecentresearchhasemerged.TheUnitedStatesgovernmenthasgonesofarastoputtogetherabooklettoassistparentsfacingdeploymentandtoexplaintothemsomeofthechallengesthattheirfamiliesandchildrenmightface.PertheEducator\'sGuidetotheMilitaryChildDuringDeployment(U.S.DepartmentofDefense,n.d.),thestressfuleffectsofadeploymentimpactsnotonlythefamilymembersbutalsotheservicemember.Onceamilitaryparentdeploys,regardlessoftheperiodofthedeployment,thefamilymember’sthatremainsbehindhavetoreadjustandredistributetheirrolesinordertocompensatefortheabsenceofthedeployedfamilymember.Theresearchtodateindicatesthatforyoungfamilies,thereisanincreasedtendencytoreturntothelocationoftheiroriginwiththeaimofreducingcostsandasameasuretoaddtopsychologicalsupportsourcesneededforthefamilytokeepgoing(U.S.DepartmentofDefense,n.d.).Moreover,researchersattheRANDCorporationhaveshownthatchildrenofdeployedparentsfaceacademicchallengesbecauseofthedisruptionoftheirhomelifestructure(RANDCorporation,2012).SomeofthecriticalpointsidentifiedbytheRANDCorporationarethatchildrenwhoseparentsaredeployedformorethanayeartendtoachievestatisticallydifferentacademicresultswhencomparedtothescoresofstudentswhohaveneverexperiencedaparentaldeployment(RANDCorporation,2012).TheoreticalThetheoreticalunderpinningsofthisresearchprobleminvolvetherelationshipbetweenparentalinvolvementandacademicachievement,whichhasbeenwelldocumented(Trautman&Ho,2018).Epstein’sparent-teacher-communitytheoryemphasizestheparent-childrole.Hirschi’ssocialbondtheory,aswellasSampsonandLaub’slifecoursetheory,bothsupporttheideathatstrongfamiliesandsupportsystemsleadtooutcomesthataremorepositive,aschildrenprogressintoadulthood.Therefore,itisreasonabletopositthattheextendedabsenceofaparentcombinedwiththestressthatisassociatedwithmilitarydeploymentsonchildrenhasaprofoundlyadverseeffectonyounglearners’academicachievement.Moreover,concernoverthisadverseeffectcanhaveacorrespondingnegativeimpactondeployedparents’moraleandwell-being,perhapseventotheextentthattheirjobperformanceisaffected.Althoughmilitaryserviceisinherentlyadangerousenterprise,causingservicememberstobeconcernedfortheirownsafety,parentsservingincombatmayalsoexperiencestressoverconcernsfortheirfamiliesbackathome.Theextenttowhichservicemembersarenegativelyaffectedbytheseconcernsmayimpacttheirabilitytoachievetheirmission.SocialOneofthemoresignificantfindingsoftheRANDCorporation\'s(2012)studyintothenegativeramificationsofdeploymentonchildren\'sacademicprogressisthatparentstendtosuffermostfromthedeployment,whichaddsaburdentothechild\'smind,andcandistractfromschooloraddtothechild\'sworriesandanxieties.Thus,aholisticapproachtothisproblemneedstobedevelopedtoprovidedeployedparents,theirspousesorintimatepartners,theirchildren,andothermembersandfriendstheknowledgeandresourcesneededtoaddresseveryfacetoftheissue.Onewaytodevelopthisholisticapproachistoobtainabetterunderstandingfromtheparentsthemselvesaboutwhattheygothroughandwhattheirexperiencesare.Becausesomuchoftheirexperiencetranslatestothechild\'sexperience,itismosthelpfultogainthisunderstandingfirst.AsCastroetal.(2015)pointedout,aparentplaysapivotalroleinthechild’sacademicdevelopmentandiftheparentisnotactivelyinvolvedduetobeingdeployedorbecausetheirspouseisdeployed,thechildmayreceivelesssupportandengagementfromtheparentthanundernormalcircumstances.Thesocialaspectofthisproblemextendsbeyondthefamily.Teachershavetofindwaystocopewiththechild\'shomechallengesandthecommunity,asthechild\'spotentialtodevelopcouldimpairthecommunity\'sfuture(Benner,Boyle,&Sadler,2016).AsnotedbyO\'Neal,Mallette,andMancini(2018),communityconnectionsareessentialformilitaryparentswhoarelookingoutforthewell-beingoftheirchildren.Childrenarepartoffamilies,whoareinturnpartofwidercommunities,andthosecommunitiesprovidesupportforfamiliesandinturn,thatsupportextendstothechild.Aclearanddefinitesocialrelationshiphastobeexploredinthisissuetoseewhetherdeployedparentsareutilizingthesupportoftheircommunitiestohelptheirchildrendevelopadequately.SituationtoSelfIamaUnitedStatesArmyofficerandanInstructorwiththeUnitedStatesArmyRecruitingandRetentionCollege.Ihavemorethanthirteenyearsofmilitaryservice,whichspansacrossarangeofpositionsandassignments.IconsidermyselfamemberofthepopulationthatIamstudyingbecauseIamfamiliarwiththeirissuesandexperiences,andthatistheprecisereasonIhavechosentoconductthisresearch.Ibelievethatbybetterallowingthedeployedparent\'sperspectivetobeunderstood,bettersolutionscanbedevised.Myassumptionisthatthenatureofthelivedexperiencesofdeployedparentsischaracterizedbyanoverarchingperceptionthattheirdeployment,militaryoccupation,andgeographicdistancefromtheirfamilymembersrepresentthemainobstaclesinassistingintheirchild\'seducativeprocess.Myphilosophicalassumptionsarethattherealityoftheworldcanbeknownthroughinvestigation,thattheknowledgeonelearnscanbecommunicatedeffectivelytoothers,andthatthisrealityasunderstoodbytheindividualcanbereportedtoothersregardlessofthesubjectivevaluesandbiasesthattheresearchermightpossess.TheresearchparadigmbywhichIviewthisstudyisconstructivism;thisparadigmsuggeststhatlearningisanactive,constructiveprocesswhereinthelearnerconstructstheinformationorcreateshisownsubjectiverepresentationsofobjectivereality(Amineh&Asl,2015).Itismyexpectationthatparticipantsinthisstudywillbeashonestaspossibleandthatthemeaningtheyconstructforthemselvescanbeusefulincreatingbetterapproachestohelpingtheirchildrenacademically.Thisresearchparadigmcomeswithlimits.Thememoryofindividualsmaydifferfromtheactualfacts,whichcouldleadtoaparticipant\'srecollectionsandmeaningconstructionseemingtobeunreliable(Gardner,2001).However,evenifthememoriesshift,thecreationofmeaningthattheparticipantsprovideisimportantbecausethisfeelingandsenseofthingsarewhathasstayedwiththem.ProblemStatementItisimportanttonotethatthedeploymentofmilitaryparentscandisrupttheeducationalandacademicprogressoftheirchildren.AsnotedbyDePedroetal(2018),childrenwhogoaconsiderableperiodoftime(ayearormore)withoutaparentintheirlivesbecauseofdeployment,areathigherriskofsufferingacademically.Currently,therearenoclearguidelinesavailableforparentsorteacherstohelpinthedevelopmentprocessofchildrenofdeployedmilitaryparents.TheUnitedStatesgovernmenthasprovidedtheEducator’sGuidetotheMilitaryChildDuringDeployment(U.S.DepartmentofDefense,n.d.)butitisbriefanddesignedlargelytoalertparentsaboutwhattoexpectanddoesnotgiveagreatdealofin-depthinformationaboutpossibleinterventions.Theproblemistherearenoclearlydefinedprotocolsoreffectivestrategiesthatdeployedparentscouldemploytoassistintheireffortstobeinvolvedintheeducationoftheirchildren(DePedroetal.,2018).Thisgap,however,representsanopportunityfornewresearch.Todatetherehasbeensomeresearchconcerningtheeffectsofdeploymentandthepossiblecorrectivemeasures.Still,thisresearchhasfocusedonlyonchildren,school,andsocietywithoutregardtoparentalperspectives(Bello?Utu&DeSocio,2015;DePedroetal.,2018).Withtheunderstandingthatdeploymentaffectsmilitaryservicemembersaswellastheirchildrenandfamilymembers,itisthereforeessentialtofocusonparentalperspectives.ThatiswhythetheoreticalapproachprovidedbyEpsteinetal.(2018)canhelptouseprimarystakeholders—parents,teachers,andcommunity—tocometotheaidofchildrenwhohaveadeployedparent.Whatisnecessaryatpresentisthedevelopmentofefficaciousinterventionsthatdirectlyaddressthisproblem(DePedroetal.,2018).Todevelopsuchinterventions,onemustfirstunderstandtheperspectiveoftheparentsbecausetheyaretheoneswhowillexperienceimmediateimpact(RANDCorporation,2012).ItismyhopethatthisphenomenologicalresearchdesignwillhelpuncoverthisperspectiveandpresenttheinformationinameaningfulwaythatwillhelpinthedevelopmentofappropriateinterventionsusingEpstein’sparent-teacher-communitytheory.PurposeStatementThepurposeofthisqualitativetranscendentalphenomenologicalstudyistoexploretheperceptionsofdeployedmilitaryparentsregardingactiveinvolvementintheirchild’seducation.Thiswillprovideafoundationofunderstandingthatcanassisteducationalstakeholdersandthemilitarycommunityinfillingthevoidcreatedbyadeployedparentwiththegoaltohelpthestudentofthedeployedparent.Atthisstageintheresearch,theperceptionsofmilitaryparentsaredefinedastheexperiences,attitudes,feelings,andbeliefsaboutbeingabsentfromhomewhiletheirchildattemptstogothroughtheeducativeprocessandwhattheycoulddotohelp.ThetheoryguidingthisresearchisEpstein’s(2018)parent-teacher-communitytheory,whichhighlightstheimportanceoftherelationshipbetweenthesethreestakeholdersinshapingtheacademicprogressofthechild.SignificanceofStudyThoughmanyAmericansprofesstosupportthetroops,itisclearthattheneedsofmanydeployedmilitaryparentsarebeingoverlooked.Therefore,thesignificanceofthisstudyrelatestofillingthisgapbyidentifyingoptimalstrategiesthatwouldhelpdeployedparentsactivelyparticipateintheirchildren’seducationwithoutcreatingdetractionsfromtheiroccupationalperformance.AsnotedbyCozzaetal.(2018),moreresearchintotherelationshipbetweenmilitaryparentsandtheirchildrenisneeded.Likewise,Alfano,Lau,Balderas,Bunnell,andBeidel(2016)havefoundthatmilitarydeploymentputstheacademicprogressofchildrenofdeployedparentsatrisk.Thisstudywillprovideafoundationofunderstandingthatcanassisteducationalstakeholdersandthemilitarycommunityinfillingthevoidcreatedbyadeployedparentwiththegoalofhelpingthestudentofthedeployedparent.Alfanoetal.(2016)notedthatthereisstillaneedforresearcherstoexamine,indetail,therelationshipbetweenandamongtheacademicdevelopmentofthechild,theroleofthedeployedparent,andothercontextualfactorssuchascommunity,teacherrole,andsoforth.However,sincetheRANDCorporation’s(2012)examinationoftheeffectofdeploymentonmilitarychildren,therehasnotbeenasignificantreviewofthedataregardingparents\'perceptionofthischallengingissueorcontextualfactors.TheoreticalSignificanceThisstudywillhelptoexploreEpstein’sparent-teacher-communitytheoryonacademicsuccessfromthestandpointofmilitarydeploymentandparent-absence.Byshowinghowparentabsencemightimpactthestudent’sacademicachievement,thisstudycouldprovideadditionalinsightintotheapplicationsorlimitationsofEpstein’stheory.ItmayalsohelptoreinforceHirschi’ssocialbondtheory,andSampsonandLaub’slifecoursetheory.Althoughtheselattertwodealprimarilywithdeviance,thefindingsofthisstudycouldfacilitatetheirapplicationtoacademicchallengesforstudentsaswell.PracticalSignificanceThisstudyaimstobuildonthestudybytheRANDCorporation(2012)andincorporatetheinsightsormorerecentstudiessuchasthatconductedbyDePedroetal.(2018)tofocusthephenomenologicalstudyandguidetheinterviewsandfocusgroupsthatwillbeusedforobtainingthedataonparents’perceptions.Itisbelievedthatthisstudywillhelpimprovetheacademicprogressofchildrenofdeployedparentsbygivingstakeholdersabettersenseofchallenges,optionsforovercomingthesechallenges,andreal-lifestoriesaboutwhatworks,whatdoesnotwork,andwhatmightwork.Hearingtheexperiencesfromthepeopleinvolvedcanhelptogiveabettersenseoftherealityofthesituation.Therefore,Insum,thisstudywillprovideanexplorationandexaminationoftheseparents\'perceptionsandthecontextualfactorsthatimpacttheirlivesandwillcontributetothedevelopmentofafullerunderstandingofhowthemilitarycommunitycanbetterassistparents,teachers,andtheoverallcommunityitself.EmpiricalSignificanceBylisteningtomilitaryparents\'livedexperiences,challenges,andsuccessstoriesincopingwithlengthydeployments,freshandimportantinsightsmaybeobtainedthatwouldotherwisegounidentified.TheseempiricalobservationsandexperiencescanhelpinformeffortstodeveloptheindividualizedinterventionsthatarenecessarytosupportdeployedparentsandtheirfamiliesinwaysthatdrawondemonstratedsuccessesandopportunitiesResearchQuestionsThisstudywillusedatranscendentalphenomenologicalresearchdesigntoexploretheperceptionsthatmilitarydeployedparentshaveregardingtheirinvolvementintheirchildren’seducation.ThetheoreticalframeworkthatwillguidethisstudyisthetheoryofparentalinvolvementsuppliedbyEpstein(2011)regardingtherelationshipbetweenparents,school,andcommunity.Toaddressthecentralresearchquestionandsub-questions,theresearcherwillcollectandanalyzedatafrommilitaryparentswhoarecurrentlydeployedorweredeployedinthepasttwoyears(Creswell,2013).CentralQuestion:Whataretheperceptionsofdeployedmilitaryparentsregardingactiveinvolvementintheirchild’seducation?Thisquestionwillprovideinsightintotheexperiencesofparentsastheyattempttonegotiatetheirdeploymentwiththeirdutiesandresponsibilitiestotheirchildren.AsAlfanoetal.(2018)previouslydemonstrated,itiscrucialtounderstandthebroadercontextualfactorsofthisissueinordertoarriveataneffectivesolutiontotheproblem.Therefore,thisquestionservesastheprimaryfocus.Subquestion1:Howdomilitaryparentsdescribetheirinvolvementintheirchildren’seducationwhiledeployed?Thisquestionwillbeusedtogaininsightintotheparents\'senseofwhethertheyplayafactorintheirchild\'sacademicperformance.Ifparentsdonotseethemselvesasacontributingfactorinthechild\'sacademicprogress,thiswillimpactthewayaninterventionorsolutionwouldbeaffected.Parentsplayavitalroleandareoneoftheleadingplayersasidefromteachersandthecommunityintheestablishmentofthechild\'swell-beingandlevelofacademicoutcomes.Thus,itisessentialtoknowwhatperceptionoftheirroleaparenthas.SubQuestion2:Whataremilitaryparents’perceptionsoftheimpactoftheirdeploymentontheirchildren’seducation?Thisquestionisimportantbecauseparentswhodonothaveasenseoftheirchild’sacademicperformancewillbelesslikelytobeengagedinthechild’seducationaldevelopmentduringdeployment(Castroetal.,2015).Therefore,iftheparentisnotintouchwiththegoings-onofthechild’slife,thereislikelytobesomegreaterneedtofocusoneducatingtheparentabouttheneedtobemoreengaged.SubQuestion3:Whatchallengesdomilitaryparentswhoaredeployedfacewhiletryingtostayinvolvedintheirchildren’seducation?Thisquestionisimportantbecauseevenifdeployedparentsandtheirspousespossessadesiretobeinvolveintheirchild’sacademicdevelopment,theymayencountercommunityorenvironmentalchallenges(Benneretal.,2016).Understandingwhatthesechallengesandconditionsarewillhelpintheformulationofrecommendedapproachesthatparentsandstakeholderscanutilizeinthefuture.Iftheobstaclesarenotrecognized,noadequateinterventioncanbeimplemented.DefinitionsCommentbyDr.SharonMichael-Chadwell:MakesuretoprovidedefinitionsofyourtheoriesAlso,adddeploymenttothislistaswell.Forthisstudy,theperceptionsofmilitaryparentsaredefinedastheexperiences,attitudes,feelings,andbeliefsaboutbeingabsentfromhomewhiletheirchildattemptstogothroughtheeducativeprocessandwhattheycoulddotohelp.1.Attitude:AccordingtoProjectImplicit(2018),anattitudeis“yourevaluationofsomeconcept(e.g.,person,place,thing,oridea).Anexplicitattitudeisthekindofattitudethatyoudeliberatelythinkaboutandreport.”Attitudeforthisstudyreferstotheevaluationsmadebymilitaryparentsaswellastheirfeelingsandbeliefs.2.Educativeprocess:Thisreferstoanylearningenvironmentinwhichonecanengageinalearningprocess(Glassman&Kang,2016).3.Environment:Thisreferstothethreeagenciesbywhichaperson’sbehaviorisshaped:one’speers(family,friends,andcommunity),organizations,andmedia(Bandura,2018).ThisdefinitionhelpsunderstandhowthethreestakeholdersofEpstein\'stheorycontributetomakinguptheenvironmentofthelearner.4.Deployment:AccordingtoVeteranAffairs,deploymentisunderstoodtobe“anymovementfroma military personnel’shomestationtosomewhereoutsidethecontinentalU.S.anditsterritories”(VA,2020).5.Lifecoursetheory:Thistheorypositsthatone’slifecourseisdeterminedbyeventsinone’searlylife,andifoneisderailedthroughsometraumaticeventfromanormal,supportiveupbringingitcansetoneonacourseforcrime(Siegel,2018).6.Parent-teacher-communitytheory:Thistheorypositsthatatriumvirateofassistanceamongparents,teachersandcommunitymemberstoassistintheeducationofachild(Epstein,2018).7.Perception:Thisisthecombinationofexperiences,attitudes,feelings,andbeliefsofparentsaboutbeingabsentfromhomewhiletheirchildattemptstogothroughtheeducativeprocessandwhattheycoulddotohelp(Amineh&Asl,2015;Benneretal.,2016).8.Socialbondtheory:Thistheorypositspeoplerefrainfromcommittingderelictactsordeviantbehaviorbecausetheyhavestrongsocialtiesorbondswithothers.Whenthosebondsdonotexist,peoplehavenoreasontorefrainfromnegative,deviantorself-destructivebehavior(Siegel,2018).SummaryThistranscendentalphenomenologicalstudywillfocusonexploringtheperceptionsofdeployedmilitaryparentsregardingactiveinvolvementintheirchild’seducation.Currently,thereareminimalguidelinesavailableforparentsorteacherstohelpinthedevelopmentprocessofchildrenofmilitarydeployedparents.Thiscreatesaneedtounderstandwhatparentsreallygothroughduringdeploymentinordertoarriveatabetterunderstandingofhowstakeholderscanmorefullyaddresstheissueofhelpingthechildrenofdeployedparentstoachieveacademicsuccessduringthestressfulperiodofdeployment.Thus,thepurposeofthisqualitativetranscendentalphenomenologicalstudyistoexploretheperceptionsofdeployedmilitaryparentsregardingactiveinvolvementintheeducationoftheirchildren.ThisstudywillusethetheoryofEpstein(2018)regardingthetrianglerelationshipbetweenparents,teachers,andthecommunitytohelpexploreandmakesenseofthestoriesandexperiencesofparentswhohavedealtwiththischallengeinthepast.Byusinginterviewsandfocusgroupdiscussions,thisstudywillprovidemoreinsightintotheissueofhowtohelpthechildrenofdeployedparents.CHAPTERTWO:LITERATUREREVIEWOverviewThisliteraturereviewprovidesanexaminationofthetheoreticalframeworkusedinthisresearchstudyaswellasareviewoftheliteraturerelevanttotheoveralltopic.ThetheoryofparentalinvolvementdevelopedbyEpstein(2011)isusedastheframeworktocontextualizethisliteraturereview.Thetheoryfocusesonthesupport-relationshipthatisordinarilyandinherentbetweenparentsandtheirchildren,andthesupportsystemavailablefromschoolsandtheentirecommunityasitrelatestotheacademicprogressionofstudents.Itisespeciallyimportanttoconsiderthisframeworkinthelightofparentswhoaredeployedtoforeignwarsorserviceandwhoarelargelyabsentintheirchild\'seducation.TheparentmakesupasignificantpartoftheEpsteinframework,soconsideringwhathappenswhentheparentisabsentisnecessary.Parents\'perceptionsofmissingtheirchildren\'slivesandnotbeingthereastheirchildrenmakeeducationaldecisionsisalsohardonparents,astheliteraturewillshow.Thefocusoftheliteraturereviewisontheexperienceofparentsinsupportingschoolchildren,thedifficultiestheyfacewhendeployed,andthewaysthatsupportcanbeprovidedfromcommunitiesandschoolswhileparentsareabsent.Veryfewresearchersconsidertheperspectiveofparents,whichcreatestheneedtotakeacloserlookatthephenomenon.Thischapterwilldiscusstheimpactthatdeploymenthaveonchildren,typesofcommunitysupportavailable,theimportanceofresiliencytraining,theroleoftechnologyandrolethatteachersplay,bothinandoutsideoftheclassroom.Theparentperceptionofthesetopicsisprovidedwhenavailable,andtheliteraturethatisusedprovidesinsightintohowtheseissuesplayaroleintheacademiclivesofchildrenofdeployedparents.Inthefinalanalysis,themilitaryfamilysuffersfromthedeploymentofparents.Thisismoresothecaseasfarastheacademiclifeofchildrenisconcerned.TheoreticalFrameworkThetheoreticalframeworkforthisstudyisthetheoryofparentalinvolvementsuppliedbyEpstein(2011)regardingtherelationshipbetweenparents,school,andcommunity.Inaccordancewiththetheory,parentsplayapivotalroleinprovidingtheguidanceandsupportchildrenneedtoachievetheiracademicgoals.ThesixtypesofinvolvementidentifiedbyEpstein(2011)areparenting,communicating,volunteering,learningathome,decision-making,andcollaboratingwiththecommunity.Inallsixtypesofinvolvement,theparentplaysapivotalrole.Thestrongertheparent’sinvolvement—includingsettinghighexpectationsforschoolachievement—themorelikelythechildistopursueidentifiedgoals(Castroetal.,2015).Thisrelationshipbetweenparentalsupportandstudentacademicachievementhasbeenvalidatedbynumerousresearchstudiesandisrecognizedasauniversalphenomenoninavarietyofcultures(Benner,Boyle&Sadler,2016;Mahuro&Hungi,2016;Nunezetal.,2015).Theapplicationofthetheoreticalframeworktothisstudywillprovidethecontoursforanalysis.Todeterminethechallenges,obstacles,benefits,andsolutionstothequestionofhowamilitaryparentcansupporttheirchild\'seducationwhiledeployed,thistheoreticalframeworkshowswheretolookandwhatsupportsshouldbeinplace.Epsteinetal.(2018)compiledthisinformationintoahelpfultheorythatclearlydelineatesthepartnershipsthatschools,families,andcommunitiescanhavetoimproveacademicoutcomesforyounglearners.Insum,Epsteinetal.(2018)providedsubstantiveevidenceofthepositiveimpactofparentalandcommunityinvolvementonacademicachievementandperformanceinschools(Slavin,2019).Theyconcludedthatthiscollaborativeapproachcouldalsocontributetoimprovededucatormoraleandenhancedreputationsofschoolsinthecommunity.Byexploringhowdeployedparentsperceivetheeffectsoftheirabsenceontheirchild’sacademicperformanceandwhetherthoseparentsseeanyassistancecomingfromthecommunityorschool,asenseofwhatchallengesremainforthispopulationmaybeobtained.RelatedLiteratureVariousstudies(e.g.,Alfanoetal.,2016;MacDermidWadsworthetal.,2017;Pexton,Farrants&Yule,2018;Trautmann,Alhusen&Gross,2015)haveclearlydemonstratedthattheeducationofchildrenisaffectedbythemilitarydeploymentoftheirparents.Furtherreviewoftheliteratureindicatestherelevanceofconsistencycannotbeoverstatedwhenitcomestothepropermanagementofthevariousadversitiestheyencounter,particularlyduringtheearlystagesoftheirdevelopment(DeVoe,2017).Towardsthisend,itwouldbeprudenttohighlightnotonlythecommunity\'ssupportiveroleinthisendeavorbutalsotherolethatotherfactorsplaysuchastechnologyandparentalresiliencyinaddressingthediverseneedsoflearnersfromhouseholdswhereparentshavebeendeployed.ImpactofMilitaryDeploymentAstudybyAlfano,Lau,Balderas,Bunnell,andBeidel(2016)showedthenegativeimpactofmilitarydeploymentonchildren,particularlyasitrelatestotheireducation.Thiscouldpotentiallycreateaneedforthesechildrentorequirementalhealthtreatmentbecausetheylacktheconsistencyandstabilitythatmostchildrenhaveinatypicalnuclearfamily.Furthermore,DePedro,Astor,Gilreath,Benbenishty,andBerkowitz(2018)pointsout,schoolscanplayasignificantroleinalleviatingsomeofthenegativesymptomschildrenexperiencewhenparentsaredeployedinthemilitary.Schoolclimateisanessentialfactorinlesseningtheseverityofmentalhealthissuesstudentsfacewhileoneormoreparentsaredeployed(DePedroetal.,2018).AsPexton,Farrants,andYule(2018)observed,withoutsupportfromschools,thefamilyunitlackstheabilitytocometogethercohesively,asoneparentwillbegoneforawhile,andthechildmaynotreceiveenoughsupportorconsistencyfromtheotherparent.Inthisregard,Nicosia,Wong,Shier,Massachi,andDatar(2017)indicatedthatchildrenneedconsistencyintheirlivessothattheycanmanagetheproblemsandadversitythatcometheirwayduringthegrowthanddevelopmentphasesoftheiradolescence.Withoutthisconsistency,theyareatriskoflackingadequateacademicskillsandfollow-through(Nicosia,Wong,Shier,Massachi&Datar,2017).Aseriesofdeploymentsandtheprocessofreintegrationthatfollowsdeploymentmayinterruptthisdevelopmentalprocess(Knobloch-Fedders,Yorgason,Ebata&McGlaughlin,2017).Consistencyisofgreatrelevanceinseekingtoensurethatachild’slearningprocessisnothamperedinanyshapeorform.Insomeinstances,transfersfromoneschooltoanothercouldbeacomplexundertaking.Thisisparticularlythecasewherecreditsarenottransferrablebetweeninstitutions–effectivelymeaningthelearnerrisksstartingalloveragain.Thiscanhaveadishearteningeffectonthestudent,andbothparentsandteachersshouldbeawareofthetrialsstudentsexperienceduetomilitarydeployment(DePedroetal.,2018).Lesteretal.(2016)discoveredthattheimpactonchildrenresultingfromwar-relateddeploymentofparents,weresignificantlynegative.TheyshowedthatparentswhoexperiencedepressionorPTSDduringorafterdeploymentalsonegativelyimpactthelivesoftheirchildrenandaffectthechild’sabilitytosociallyandemotionallyadjusttotheirownenvironments.Thus,deploymenthasimpactsbeyondamereabsence;whenparentsreturn,theydonotalwaysreturninthesamementalandemotionalstatetheywereinwhentheyleft.Theymaybebringingbackpsychologicalbaggageortraumathat,inturn,impactsthechildevenafterthedeploymenthasended.Thereareresidualeffectsofdeploymentthatmustbeconsideredwhenitcomestoassessinghowchildrenofmilitaryparentsareaffectedbywar.Theyindicatethatthemilitarycommunitymustbemoremindfulandsupportiveofmilitaryfamilieswherechildrenareinvolved,astheyarevulnerableandatrisk.Turner,Finkelhor,Hamby,andHenly(2017)supportedthefindingsofLesteretal.(2016)withtheirstudy,whichcomparedtwogroups—childrenofdeployedparentsandchildrenofnon-deployedparents—toseewhetheronegroupshowedsignsofadversity,trauma,delinquency,orvictimization.Theircross-sectionalsurveysconductedoverthecourseofsixyearsfromatotalsampleofmorethan13,000participants,showedthechildrenofdeployedparentsdemonstratedmorevulnerabilitytoadversity,delinquency,trauma,andvictimizationcomparedtochildrenofnon-deployedparents.Turneretal.(2017)revealedthatadeployedparentwhoisinvolvedinamissionabroadwouldlikelybeabsentinthehome.Uponreturning,theparentmaybebackandabletoprovideaphysicalpresence,butthemissionoverseascantakeitsowntollonthementalhealthoftheparent.Thusmakingthesituationathomeallthemoretenseandstressfulforthechild,whoseestheparentasthesamebutdoesnotunderstandthepsychologicalchangethathastakenplaceontheparent.Inmanycases,theparentisevenunawareofthetrauma;eventhoughsignsmaybetherethat,somethinghaschanged(Turneretal.,2017).Earlierstudies,liketheonebyBrownfieldandThompson(1991),providedevidencethatsuggestednorelationshipamongyouths,families,anddelinquency,positingthatsociallearningandsocialcontroltheorieswereinadequatetheoreticalframeworksforexplainingadversityamongchildrenandadolescents.However,otherresearchers,suchasKoon-Magnin,Bowers,Langhinrichsen-Rohling,andArata(2016),whousedself-controltheoryandsociallearningtheorytoexplainwhyadolescentgirlsandboysdeviateintodelinquency,latercounteredtheirstudy.Bothstudiesindicate,nonetheless,thatthereisarelationshipbetweenfamilyandchildbehavior,withparentsactingasamoderatingforce.Trier,Pappas,Bovitz,andAugustyn(2018)conductedanimportantcasestudyofasix-year-oldchildwhohadbeendiagnosedwithglobaldevelopmentaldelayandattentiondeficithyperactivitydisorderfollowingthedeploymentofhisfatherandthedeathofhismother.Thefatherreportedfeelingunpreparedandoverwhelmedbythetaskofraisingthechildalonewhencalledbackhomebythemilitary(Trieretal.,2018).Hefeltcognitivelyandemotionallyunreadyfortheresponsibility;moreover,hehimselfwassufferingfromemotionalissuesstemmingfromboththeeffectsofwar-relateddeploymentandthelossofhiswife.Thecombinedeffectofthesestressorsalsospilledovertoimpacthissix-year-oldchild.Thefatherreportedfeelingisolatedfromhiscommunityandcut-offfromothers,asthoughthereweresomethingwrongwithhim.Trieretal.’s(2018)casestudyshowedthattheimpactsofdeploymentonthechildcanbedeeplyfeltandcanbeoneofseveralfactorsthatpreventdevelopmentfromprogressingappropriately.appropriately.ThestudyItalsoshowsjusthowdifficultdeployedparentscanfindthetaskofreturningtothehomereturninghomeafterdeploymentandbeingfacedwiththepressuresofbeingaparent,whichareentirelydifferentfromthepressuresoneencountersinthebattlefieldandrequireacompletelydifferentsetofskills,especiallywhenthechildisatayoungage.ThecasestudybyTrieretal.(2018)supportedsthemodelofdevelopmentputforwardbyErikson.Erikson’seightstagesofdevelopmenttheoryhelpedtoexplainevenwhatchildrengothroughastheyage.Althoughtheeightstagescoveralloflifeallthewayuptodeath,thefirstfivestagescoverchildhood,frominfancytoyoungadulthood(Shriner&Shriner,2014).Eachstageisdefinedbythepsychosocialconflictthatcharacterizesthatspecificdevelopmentstage.Inotherwords,ateachstageofdevelopment,thechild(andlatertheadult)experiencesconflict,andinordertomovesuccessfullyontothenextstageofdevelopment,theconflictneedstoberesolved.ThefirststageofErikson’smodeliscalledtheTrustvs.Mistruststage,anditistypicallyexperiencedbetweentheagesofzeroandtwo(Trieretal,2018).ThesecondstageofErikson’smodelistheAutonomyvs.Shamestage,whichisusuallyexperiencedfromagestwotothree.ThethirdstageistheInitiativevs.Guiltstage,andthechildpassesthroughitbetweenagethreetofive.ThefourthstageistheIndustryvs.Inferioritystage,whichoccursfromagefivetotwelve.ThefifthstageistheIdentityvs.RoleConfusion,whichlastsfromagestwelvetoeighteen(Shriner&Shriner,2014).Ascanbeseen,theveryfirststageofdevelopmentistheTrustvs.Mistruststage,andthechildneedsanurturingcaregiverinordertodevelopatrustingrelationship.Eachstageisaspanoflearning,interactingwithsurroundings,andgainingexperienceandknowledgethatwillshapethechild’soutlookforyearstocome(Trieretal,2018).Thatiswhyitissoimportanttomakesurethechild’senvironmentishappyandhealthy.Ifaparentisdeployedduringthistime,thelong-termadverseeffectscanbesignificant;asshowedinthecasestudybyTrieretal.(2018).Insuchcases,thechildmustbetakenbacktotheearlierstages,psychologicallyspeaking,sothattheconflictofthatstagecanbefacedandovercome(Perry,2006).Thisshowstheseriousnessofmakingsureallofthechildneedsaremetatthesecrucialdevelopmentallevels.Intermsofresearchthatsuggeststhatchildrenwhofaceadversityarenotnecessarilyputatadisadvantage,Tough(2013)showsthatchildrenneedtobechallengedinordertodeveloptheirresiliencyandgrit.Tough(2013)arguesthatgritandresiliencearewhatwillinevitablyassistthechildinovercomingthechallengestheywillfaceastheygrow—allofwhichwillbecomeharderandharderiftheyarenotpushedtobecomeresilientaschildren.Tough(2013)statesexplicitlythat“whenkindergartenteachersaresurveyedabouttheirstudents,theysaythatthebiggestproblemtheyfacearenotchildrenwhoareunawareoftheirlettersandnumbers;itiskidswhodonotknowhowtomanagetheirtempersorcalmthemselvesdownafteraprovocation”(p.17).Hisclaimisthatchildrenhavetobetrainedtocontrolthemselves,whichiswhereself-controltheoryoftencomesintoplayfortheproponentsofallowingchildrentodevelopgrit.Bychallengingchildrenorallowingthemtobechallenged,theycanlearnforthemselveswhatitmeanstopickoneselfupandputintheefforttoovercometheobstacle.ThestudybyVonCulin,Tsukayama,andDuckworth(2014)alsosuggestsadversityishelpfulforchildren,asitteachesthemthevalueofcultivatinggritandresiliencyandteachesthemtolearnself-determination,self-efficacy,confidence,andperseverance.Academicsuccess,thebuildingupofsocialcapital,andthesuccessfulattainmentofgoalshavealsobeenattributedtothecultivationofgritandresilience.Robertson-KraftandDuckworth(2014),andPerkins-Gough(2013)states“gritpredictssuccessoverandbeyondtalent.Whenyouconsiderindividualsofequaltalent,thegrittieronesdobetter”(p.16).Accordingtotheseauthors,successismediatedbyone’slevelofdeterminationandabilitytoovercomeadversity.Additionally,accordingtoEskreis-Winkler,Duckworth,Shulman,andBeal(2014),“thetendencytosustainpassionandperseveranceforlong-termgoals,isadomain-generaltraitthatpromotes‘showingup’acrossdiverselifecontexts”(p.37)andisdeterminedbythedevelopmentofone’sgritandcapacityforresilience.Inshort,“grittierstudents[are]morelikelytograduatefromhighschool”andsucceedinreachingtheirgoalsinlife(Eskreis-Winkleretal.,2014,p.36).Eachofthesestudiessuggeststhattoworrytoomuchaboutchildrenfacingdiversityasaresultofadeployedparentmaybetodenythemthebitofadversitytheyneedtogothroughinordertodevelopresiliencyinlife.Theseargumentscouldpotentiallyservetoreducesomeofthestressandguiltthatdeployedparentsmayfaceastheystrugglewithknowingthattheyarenotthereathomefortheirchildren.Acceptingtheseargumentswouldallowthedeployedparenttoacceptdeploymentmorereadilyandexpectthefamilyathometobeabletoacceptitaswell:alittleadversity,afterall,couldbeconsideredsuitableforoneinthelongterm.Thus,theresearchsuggeststhatthereisaneedtofindabalancebetweenover-analyzingtheharmfuleffectsofdeploymentonachildandemphasizingthepositiveimpactofachildwhoreceivestheopportunitytoexperienceadversityandgainresiliencethroughit.Thechildwhonevergetspushed,challenged,ortaskedwithfacingthedifficultiesofademandingsituationcouldenduplackingresilienceandgritandthusfaceincreasedadversitylateroninlife.Thechildwhodoesfaceadversityandischallengetodigdeepwithinhimselftoovercomeobstaclesismorelikelytoachievesuccess.TheSupportiveRoleofCommunityResearchperformedbyO\'Neal,Mallette,andMancini(2018)emphasizedtheneedforcommunitysupportformilitaryfamilies.Itisalsoimportantforfamiliestobeopentocommunitysupport,astheirunfavorableopinionofthecommunityinwhichtheylive,canhaveanegativeeffectonthechildorstudent’sdevelopment(O’Nealetal.,2018).Communitiesplayanextra-familialroleinassistingchildrendevelopmentandinhelpingstudentstocopewithmoving,transferringfromoneschooltoanother,andfindingaplaceoutsidethehomewheretheycanmakefriendsanddevelophisorherownsupportnetwork.Parentssometimesstruggleinrecognizingtheassetthatacommunitycanbe,andwhenparentsaredisengagedfromthecommunityorhaveanunfavorableopinionofacommunity;itcanhaveanadverseeffectontheirchild’sprogress(Castroetal.,2015;Epsteinetal.,2018).Parentperspectivesrevealthattheythemselvescanfeelhelplessinprovidingsupportfortheirchildrenacademicallyandsociallybutthattheydonotalwaystrustexternalenvironmentstobegoodforthemeither,becauseofthepossibilityofbadinfluences,suchasdrugsorpre-maritalsex(Kelleyetal.,2016).Inordertounderstandhowcommunitiesandenvironmentscanbeimpactfulinpeople\'slives,itishelpfultoconsiderBandura\'s(2018)assessmentofhowpeople\'sbehaviorisimpactedbytheenvironment.Bandura(2018)explainedthatthecognitivedevelopmentandbehaviorofpeopleareimpactedbythreemainfactorsoragencies—media,peers(family,parents,andfriends),andgroups(suchasschoolsandchurches).Parentsthusplayasignificantroleinadvocatingforandsupportingtheirchildren,butpeers,groups,andmediaallplayapartinthataswell(Cheng&Huang,2018).Whendealingwithdeployment,parentsmaystruggleastheymakeadjustmentsinnewcommunitiesorseektofindwaystofillgapsintheirlivesthatwerefilledbyaparentwhoisnowgone.Toaddressthisissue,communicationbecomesavitaltool,andthewayithelpsinthedigitalagecanbedonethroughtheuseofsocialmedia.Sincepeoplearehighlyinfluencedbymedia(Bandura,2018),usingthistoolcanhelptoaddresssomeofthestressinfamilieswheredeploymenthasoccurred.SchoolscanuseitandteacherscaneffectivelycommunicatewithparentsusingsocialmediaplatformslikeFacebook(Ellison&Evans,2016).Communicatingwithparentsandfamiliesisessentialinmaintainingasolidandcorerelationshipwithstudentsandfamilies.Theresearchshowsthatparentsprefersocialmediaasacommunicationmethodandthattheywouldliketoseemoreteachersuseit,asitisthemostconvenientandmostoftencheckedmessagesystemutilizethroughouttheday(Thompson,Mazer&FloodGrady,2015).Thus,teachersshouldgooutoftheirwaytoprovideparentswithemailupdatesandtextmessagingtokeepthemabreastofdevelopmentsintheschool.However,noteveryfamilywillhaveaccesstocellphonesorcomputers,sotheremustbeanalternatemeansofcommunicatingavailable(Graham-Clay,2009).Socialmediahasbecomethedominantmodeofcommunicationinthe21stcentury,andparentsandteacherscanuseittocoordinate,collaborate,communicateandassistoneanotherintheeducativeprocess(Thompsonetal.,2015).Acrucialpointforparent-teacherrelationshipsthatworktofacilitatethesuccessofthestudentistoimplementaplanthatconnectsparentsandfamiliesbycommunicatingthroughsocialmediaandwrittenletterswhensocialmediaisnotusefulforfamilies.Anotherkeyistoobtainfeedbackfromparentsonculture;thismeansteachersshoulddevelopculturalcompetencyinlinewithLeininger\'s(2008)theoryoftransculturalcare.Anotherwayinwhichcommunitiescanbecomestrongeristhroughcommunityworks,whethertheyaretheaterprojectssuchasplaysandmusicalsorpublictaskslikecleaningupparks.Thepointistheyshouldbesocialinnatureandorientation.AsBandura(2018)pointsout,childrenlearnfrompeersandgroups—thosearethetwoprimarylearningsourcesforchildrenasidefrommedia.Sowhenchildrenseepeersandgroupsdevotingthemselvestosomethingpositiveinthecommunity,theynaturallyrespondbyjoiningin.Theeffortbythecommunityshowsthechildthatthemembersofthecommunityarecommitted,whichhelpstoreinforcebehavioralexpectationsforthechild,asexplainedbyBandura(2018).Thisalsoshowsthechildthattheirparentsandotheradultsinthecommunitycareabouthisorherdevelopment,andeventhoughaparentmaybedeployed,thechildisnotalone.Additionally,thefamilyisencouragedwheneverthereisoutreachmadebymembersofthecommunity,whetheritbeateacheroraprincipaloracoach.Wheneverindividualsofthisrolevisitthehome,ithelpstobridgeagapbetweenthatsocialworldandthehomeworldandthusstrengthentheoverallsupportsystemofthechild(Stetsonetal.,2012).Anotheroptionisforthecommunitytoofferinterventionprogramslikethoseusedforearlystarters,i.e.,childrenatriskoffuturedelinquency.Thiswouldbeapreventivemeasuretoreducetheriskoffutureproblemsstemmingfromparentdeployment.Onespecifictreatmentoptionistrauma-informedcare,asrecommendedbyEspinosa,Sorensen,andLopez(2013).Espinosaetal.(2013)showthatmanyyoungpeoplewhoventureintodelinquencydosobecausetheysufferfromsomeformoftraumathatpreventsthemfromadjustingsociallytotheirenvironment.Thewaytheyarguetoaddressthesituationisthroughtrauma-informedsystems,inwhichallprogramsandagencies‘‘infuseandsustaintraumaawareness,knowledge,andskillsintotheirorganizationalcultures,practices,andpolicies”(p.1833).Themilitarycommunitythatadoptsatrauma-informedsystemwithchildrenofdeployedparentswouldmakesensefromtheperspectiveofthefindingsofEspinosaetal.(2013).OneHowever,oneofthebenefitsofacommunity-basedtrauma-informedapproachtohelpingchildrenisthatattentionisfocusedonthechild’smentalhealthissuesratherthanonwhateverproblemsthechildmaybehavingathome,inschoolorinthecommunity(Lesteretal.,2016).Theaimistoprovidesupportforthechildtocopewiththetraumalikelylyingattheheartofhisactionsandlikelystemming,inthecaseofchildrenofdeployedparents,fromthedeploymentanditseffectsontheparents(Lesteretal.,2016).Thepurposeistoprovideunderstanding,nurturing,andhelpingaidstochildrensothattheycandevelopandreachtheirpotential,whichotherwisemightbestymiedbytheeffectsofparentaldeployment(Espinosaetal.,2013;Lesteretal.,2016).Sincetheapproachpromotesandfostersthechild’smentalhealth,andmanychildrenusuallydonothavethiskindofsupportwhenleftontheirown,therearefewpotentialdrawbacks(Espinosaetal.,2016).Therearealsoafterschoolprograms,whichareaprimarylevelpreventionprogramasthey“focusontheconditionsthatcouldleadtodelinquentbehaviorsuchastruancy,poorparenting,andprenatalexposuretotoxins”(Listwan,2013,p.5).Secondary-levelprogramsmightbemoreproductive,suchasBigBrotherandBigSisterprograms.Theseprogramsaregearedtowardsyouthswholacksadultrolemodelsandwouldfitwellsuitedforchildrenwhoseparentsaredeployed.Suchchildrentendtoneedguidancemorethanothersdo,andthesesecondaryprogramscouldaidinthedevelopmentofthechild.Youthdotendtoreceivepositivesupportandcanbuildtheirconfidencefromtheseprograms,though,asHerrera,Grossman,Kauh,andMcMaken(2011)pointout,thesuccessrateisnotalwayssustainable.ResiliencyResiliencyisfurtherconsideredasahelpfulstrategyandtoolofmilitaryparentswhoaredeployedandwhomustcarefortheirchildrendespitetheirdeployment(O’Nealetal.,2018).ThemilitaryalreadyprovidesfocusonresiliencythroughtheArmy’sMasterResiliencyTrainingprogram,whichfocusesonhelpingmilitarypersonneltomaintainpositiveattitudesinthefaceofobstacles.Thisissomethingthatmilitaryparentscanutilizetohelpbringpositivitytotheirownchildren’slives,especiallyduringthechaotictimesofstresswhendeploymentand/orrelocationoccurs.SpitzerandAronson(2015)notedthreeareasofpositivepsychology.Thefirstkeyareaisawarenessofself.Awarenessisnecessaryforthesecondstrategicsource,whichisself-regulation;thisinvolvesbothmonitoringandregulatingemotionsandthoughtsbutalsobeingwillingtoexpressoneselfinahealthyway.Third,onemustbeabletoseethegoodinthingswhilebeingrealisticaboutwhatonecancontrol,andthisiswhatismeantbyoptimism.Mentalagilityisalsorequiredanditreferstotheabilitytobeflexibleandfollowsfromone\'sabilitytobeoptimistic.Onerequiresstrengthtoovercomeobstaclesaswellastheabilitytobuildrelationshipsandmakeconnectionswithpeoplebyputtinghimselfinanother\'sshoes.Militaryparentscanfindpositivepsychologytobeusefulinstrengtheningtheirrelationshipswiththeirchildren.Helpingmilitaryparentsdevelopthepositivepsychologythatisneededtocopewiththewiderangeofchallengesandobstaclesthatareleftbehindbydeployedparents.Suchchallengesandobstaclesincludehelpingyoungpeoplewiththeiracademicpursuitsaswellasassistingadolescentsduringthistransitionalanduncertainperiodintheirlives(Sandoz&Moyer,2015).Besideshelpingmilitaryparents,SpitzerandAronson(2015)alsonotedthatteachersmightusethesesamestrategiestohelppromotepositivityamongstudentswhoarestrugglingasaresultofmilitarydeploymentorsomeotherdestabilizinginfluenceinthehomeorcommunity.Oncetheaforementionedareasofpositivepsychologyareunderstood,parentscanalsofocusonidentifyingtriggers—eventsorthoughtsthattriggeraparticularlyadversereaction.Whenpatternsappear,individualscanbegintoseethetrendinone’sthoughtsorfeelingsthatpushoneintonegativemoodsorthedesiretoseekescapeinanunhealthymanner(Spitzer&Aronson,2015).Otherareasmilitaryparentscouldfocusonaresimplebreathingexercises,whichcanhelponetoregaincomposureinastressfulperiod,problemsolving,anddevelopingtheabilitytoshowgratitude(Bennett,2018).Themilitaryteachesinitspositivepsychologytrainingonresiliencythatmembersshouldlearnhowtorecognizecounterproductivethoughtsbyowningthemandtakingresponsibilityforthem.Theerrorsthatpeoplemakeintryingtostopnegativethoughtsisthattheytrytoreducethenoisetheymakebyignoringthem—ortheymighttrytojustifywhytheyhavethem—ortheymaysimplytrytodenythethoughtsexistatall(Spitzer&Aronson,2015).Amilitaryparentknowsthatrealitymustbedealtwithhead-on;so,intheeventofnegativethoughts,thekeytoovercomingthemistoacknowledgethem,ownthem,andassumeresponsibilityforthembyaddressingthemdirectly.Thisisanimportantconsiderationtokeepinmindasparentstrytocopewithwhattheirchildrenareexperiencingathome.AsAlfanoetal.(2016)pointout,militaryparentsareinatoughsituationregardingtheirchildrenandwhilemanyofthemareawareofthedifficulties,theydonotoftentakeintoconsiderationhowtheirownmilitarytrainingcanbeusedtohelptheirfamilymemberscopewiththedeploymentbackhome.Resiliencydoesnotonlyplayapartinthelivesofthedeployedparentsbutitalsoplaysaroleinthelivesoftheirchildren.Therefore,Liebenberg,andUngar(2015)showthatsocialsupportsaremajorfactorsindevelopingresilience,self-esteem,confidence,andasenseofself-worthamongyoungchildren.Ifchildrenhavenostrongsocialsupports,theyarelesslikelytodevelopthesecharacteristics.EHence,ensuringthechildofadeployedparenthasothersupportoptionsoutsidethehomecanbeanexcellentwaytohelpdeveloptheirresiliency.Itisnotalwaysgoingtobeamatterofobligingthechildtomakeitaloneortoovercomeobstacleswithoutassistance.Tough(2013)arguesthatobstaclesandchallengesarenecessaryforchildrentolearngritandresiliency,butTheronetal.(2015)showthatthedevelopmentofgritandresiliencycanbefacilitatedbyarobustsocialsupportsystem.ThisisalsotheperspectiveofWebsterandRivers(2018),whofindthattheconventionalnotionofachildovercomingadversitybyhimself,whichiswhatisoftenassociatedwiththedevelopmentofgritandresiliency,issimplyunrealistic.Theypositedthatchildrenneedasupportiveenvironment,whichcorrelateswithErikson’stheoryofdevelopment,particularlyintheearlierstagesofdevelopmentwhereinmostchildrenneedatleastloveandsomeformofnurturingfromaparentinordertofacetheconflictsofeachoftheearlydevelopmentstages.Tempskietal.(2015)pointoutthat“resiliencehasbeenconsideredasaprocess,whereanindividual,tobeconsideredresilient,musthavethosepersonalcharacteristicstestedinanobjectiveorsubjectiveadversity”(p.1).ResiliencyisdefinedbyTempskietal.(2015)“astheresultoftheinteractionamongtheindividual,his/hersocialsupportenvironmentandtheadversity,includinghis/hersubjectvalues,cultural,socialandethicalinfluences”(p.1).LikeTheronetal.(2015),Tempskietal.(2015)notethatresilienceisnotsomethingonedevelopsonone’sownbutratherthroughthenegotiationofmovingparts.Thechildisatthecenterwhiletheadversityseeminglysurroundshim—butpiercingthroughtheadversityaretheencouragementandpositivemotivationofthechild’ssupportenvironment.Positivepsychologyplaysamajorroleindevelopingresiliencyaswell,forbothparentsandchildrenandevenfordevelopingrelationships.BuildingonAdler’sprinciplesofpsychology,themselvesrootedinthehumanistictradition,positivepsychologyemphasizestheabilityofthepersontobecomestrongerbyfocusingonwhatittakestobehappy.Ithasbeenusedtohelppromotetheideaofresilienceandgrit(Bondy,Ross,Gallingane,&Hambacher,2007),andoneparticularmodelisSeligman’s(2018)ideaofPERMA,ahappinessmodeldevelopedbyoneoftheleadingadvocatesofpositivepsychologyinthefield.PERMA(PositiveEmotion,Engagement,Relationships,Meaning,andAccomplishment)isSeligman’s(2018)theoreticalmodelofhappiness,whichisnamedafterthequalitiesthatdefineorpromotehappiness.Positiveemotionisusetoconnectapersontohappiness.Engagementisusedtofocusthepersononsomethingenjoyable,ahobby,aworkactivity,oranactivitytostayactiveandinagoodplace.Relationshipsarerecommendedbecausetheyhelptomaintainsocialinteractionsandhealthysupportsystems.Meaningisoneofthemostimportantaspectsofpositivepsychologyasitservesasthefoundation,thepurposeoflife.Withoutmeaning,manyarelostanddirectionless.Accomplishmenthelpstodevelopasenseofachievementthroughenhancingoverallwell-beingandmotivationtowardsapositivedirection.(Seligman,2018).OnepopularmethodofachievingPERMAisusingprospection(Roepke&Seligman,2016;Vaillant,2000).Prospectionisatoolofpositivepsychologythatcanbehelpfulinsummoningpositiveenergytoconfrontchallenges.Itreferstotheartofseeingoneselfinthefutureandimagininghowone’sfutureself-attainedtheplacewhereitisinone’smind.Bymerelyhavingapositivementalpicture,onecanbegintoimaginewaystoachievesuccessbydisablingnegativethoughts.ProspectionisatechniquethatisrecommendedbypositivepsychologistslikeRoepkeandSeligman(2016)tocounterstressandanxiety.Itcouldbeespeciallyusefulinhelpingdeployedparentstocopewithstressorsandissuesastheystruggletofindabalancebetweendeploymentsandbeingaparentfromadistance.Deployedparentsshouldnotwaitforproblemstofindthem;instead,theycanengageinpreventivemaintenanceinordertomaintainapositivemindsetfromapositionofresiliencethroughprogramslikeREADY.READY(REsilienceandActivityforeveryDaY)isaresilienceprogramusedinmanydifferentorganizationsandsettingsthataimstopromoteeverydaypsychosocialwell-beingforindividuals(Burton,Pakenham&Brown,2010)byfocusingonnurturingapositiveviewofoneself.Thisisanotherconceptthathelpsindividualscreatebetterenvironmentsforthefuture.Ratherthanwaitingforproblemstohappenandthenaddressingthemthroughpsychiatry,positivepsychologythroughREADYfocusinsteadonpreventingproblemsinthefuturebycreatinggreat,positiveworkingenvironmentsinplaceswherestressandanxietytypicallytakeover.READYalsousesprospectiontohelpindividualsseetheirpositivefutureselvesandtakestepstoachievethoseselves.Itisthusanotheroptionthatdeployedparentsandteenscouldbothusetoengagewiththeadversityofdeploymentinapositivemannerandtostayfocusedonachievingsuccess.ThemilitarypromotespositivepsychologythroughitsMasterResiliencyTraining(MRT).TheArmythususesapositivepsychologyprogramtohelpleaderssupportsoldiersdealingwithanxietyanddepression(Reivich,Seligman&McBride,2011).TheMRTprogramaimstocreateamoreresilientsoldierandindicatesthatfuturemilitaryleaderswillfocusonpositivityandmindfulnesstoassistinpersonalchallengesandpromotingtheattainmentofgoals.ThereisalsotheSMART(StressManagementandResilienceTraining)program,whichfocusesonreducingaperson’sanxietylevelsandbeingmorefocusedonstayingpositive(Loprinzi,Prasad,SchroJohn&Sood,2011).Itenablespeopletoidentifytheiranxietytriggersanddevelopavarietyofdifferentmethodsthatcanhelpthemtoavoidtheiranxietytriggersoreventocounterthetriggerswithpositivethoughts.ThewaystoachieveapositivestateintheSMARTprogramaretofocusonSelf-awareness,Self-regulation,Optimism,Mentalagility,Characterstrengths,andformingconnections.Byfocusingontheseareas,onecanthenpursuethe6-stepplantohelpimplementpositivepsychologyatthesocietallevel.EachofthesestepsreflectsprospectionandPERMA:seeingone’sfutureself,keepingapositiveattitude,pursuinghappiness,buildingrelationships,havingmeaning,achievinggoals,andsharingwithothers(Seligman,2018).Thegoaloftheseprogramsisalwaystonurtureapositiveviewofone’sselfandtonurturepositivethoughts.Nurturingpositivethoughtshasbeenshowntoplayavitalroleinnegotiatingadversity.Thisisusefulinunderstandinghowdeployedparentsdealwiththechallengesofparenting,particularlyasitrelatestotheireffortsinassistingtheirchildrentomaintainingadegreeofacademicsuccess.Thesix-stepplanrecommendedbySeligman(2018)isto,first,adoptapositiveperspectivebyseeingyourbestfutureself;second,findthethingsthatmakeonehappy;third,focusonbuildingpositiverelationships;fourth,searchformeaning;fifth,savoraccomplishments;and,sixth,sharewithothers.AccordingtoSeligman’s(2018),positiveemotionismaintainedthroughasenseofappreciation,peace,andhopewhileengagementismaintainedbyfullyimmersingoneselfinone’swork.Additionally,relationshipsaremaintainedbydevelopingauthenticrelationshipsinbothworkandplay,meaningismaintainedbybeingmindfulofhelpingothersbyvolunteeringatleastonehoureachweek;andasenseofaccomplishmentismaintainedbyachievingdailypersonalgoals.Thismodelcouldbeappliedbetweenparentsandtheirchildren,withbothcoordinatingonimplementingthemodeldespitethedistancetheyexperienceduringdeployment.Thismodelwouldbehardertoimplementwithadeployedparentofayoungerchild,buttheparentathomecouldlikelyfacilitatetheimplementationbymaintainingtherightlevelofmindfulnessthroughoutthedeploymentandprovidingassistanceandguidanceforthechild.HowTechnologyPlaysaPartTechnologyisanotheroptionthatcanbeconsideredhelpfulinaddressingtheneedsoflearnerswhoareinamilitaryfamilywithoneormoredeployedparents.Technologycanhelpinseveralways.Today,thetechnologyexiststoputstudentsincontactwithpeopleontheothersideoftheworldinaninstant.ParentswhoaredeployedcanmaintainacloserconnectionwithchildrenwhiletheyaredeployedthankstostreamingservicesthatallowforfacetimethroughtheInternet.However,technologycanalsoplayapartinconnectingolderstudentswithadditionalopportunitiesintermsofschooling—suchasonlineschooling(Thompsonetal.,2015).Technologyhaslongbeenviewedasanefficienttoolintheuniversityclassroombecauseitprovidesgreatereaseofaccesstolearningforstudentswhoaredigitalnatives(Henderson,Selwyn&Aston,2017).Thishelpsinnothavingtoworryabouttransfersorrelocatingtoanewcampus,asalleducationistakenonline.StudentscantapintotheenormouslibraryofinformationthatistheInternet.Theycanpullupmanuscriptsandprimarysourcesthathavebeenuploadedtoserverssomewhereontheplanet,whichalloweveryonetosee:whatwasoncecontainedinalibrarythatonewouldphysicallyhavetogotoobserveisnowreadilyavailablewiththeclickofafewbuttons,whichcanbekeyedwhileinaclassroom.Becausetechnologyissoattractivetodigitalnativesandsointeractive,itisinherentlyanactivelearningtoolthateducatorscanusetoengagestudentsmorefullyandcreateopportunitiesfortheminclass.ThetechnologyexistsforstreamingfilmssharedonYouTube,uploadingfeedbackforstudentsandtheirparentsviawebportalslikeBlackboard,distancelearning,andmore.Thefactthatstudentscannowtakeclassesonlinewithouteverhavingtosetfootoncampusisamajorinnovationthatisastartlingreminderofjusthowfartechnologyhascome—andtheextenttowhichithasadvancedtheeducationalsystem.Parentsarenotoftencognizantoftheopportunitiesthatexisttohelpthemwithchildren,butawarenessofdigitaltechnologyisonethatmustbedevelopedmorethoroughly(Epsteinetal.,2018).Byopeningtheeyestowhatnewtechnologycando,parents,communities,andstudentscanachieveahighersynthesisofsupport.Technologycanevenbeusedtohelpstudentsindestabilizedfamilieslikethosewheremilitaryparentsaredeployed,asChang(2017)hasshown.Chang(2017)identifiedthesecrettohersuccessatrejuvenatingherschooldistrictviatheincorporationofmoretechnologyintotheclassroom:Studentswhostruggleareoftenmoredependentontechnologytolearn.Kidsthataremoreaffluentareusedtolotsoftechnologybecausetheycouldaffordit.Wecouldaffordthesametechnology.Forthedisadvantagedstudents,theiraccesstotechnologyneedstoincreaseinordertoclosetheopportunitygap.(Chang,2017,p.12)Inshort,bybringingdigitaltechnologyintotheclassroom,educatorscanhelpstrugglingstudentsachievetheirpotential.Parentstoooftenareunawareofthepositiverolethattechnologycanplayintheirchildren’slives,andoneofthewaysthattheycanhelptheirchildrenistogivethempositiveself-imagesandtoprovidethemwithwaystoenhancetheirself-image(Spitzer&Aronson,2015).Teachersespeciallycanplayaroleinenhancingstudents’self-imagetoempowerthemtotakeownershipoftheiracademiccareers(Yeager&Walton,2011).Theseexercisesarenotoftenonesthatparentsareawareof,andtheyareassimpleasaskingchildrentoimaginewhattheywouldliketobeorwhattheywouldliketodoforacareer.Thepointoftheseexercisesistogetstudentstothinkmoreimaginativelyabouttheirlivessothattheyarenotoverburdenedbythepresent,whichmaybedifficultconsideringthedisadvantageousnatureoftheirhomelife(Spitzer&Aronson,2015).However,ifstudents,parents,andteacherscancollaborateinbringingpositivepsychologyintothelivesofstudents,militaryparentscouldseebenefitsinthelivesoftheirchildren\'sacademiccareers.Technologyshouldnotbeignored(Prensky,2001),asitcanbeausefultoolforbringingparentsandchildrentogetheroverlongdistancessothattheycanstayincontactanddeployedparentscanbepartofchildren’slives.Alternatively,thismaybedifficultforsomemilitaryparentstodo,giventheircircumstances(Chang,2017).Someevaluationofthecircumstancesisneededinordertogainperspectivesonwhethertheuseoftechnologyisaconvenientsolutiontokeepparentsandchildrenconnected.Inadditiontobeingusefulinaschoolenvironment,technologycanhelpopenupnewworldsforthestudent(Prensky,2001).Therearedangerstoexposingchildrentotoomuchtechnology,particularlywiththeriseofsocialmediaanditsinfluenceonandpopularityamongadolescentstoday.Teenscanbeexposedtopersonalizedadvertisementsthatcanplayontheirimpulses(Chester&Montgomery,2008)andtheycanalsobeexposedtonegativeimpressionsthatarisefromjealousyorenvyatanother’ssocialmediaaccount(Appel,Gerlach&Crusius,2016;Freberg,Graham,McGaughey&Freberg,2011).Themoreexposedtosocialcomparisonviasocialmedia,themorelikelythechildoradolescentistoexperienceenvy,anxiety,anddepression.Thus,toomuchmediacancausetheindividualchildorteentoregressandlosewhateverpositivemomentumwasgainedfromearlierpositiveusageoftechnologyinacontrolledormonitoredenvironment—i.e.,withaparentorteacher.TheRoleoftheTeacherCommunicationthroughtechnologysuchasemail,textmessaging,andsocialmediausagearemethodsthatteacherscanusetocoordinateandcollaboratewithparentsmoreeffectively.Infact,parentspreferthesemethods:“anincreaseinparents’preferenceforfrequente-mailcommunicationaswellasforemergingmodesofparent-teachercommunicationsuchastextmessagingandsocialmedia”aretheprimarymodesofcommunicationthatparentswishteacherswouldusemoreof(Thompson,Mazer,&Flood-Grady,2015,p.187).Facebookcanbeusedtoscheduleface-to-facemeetingsortoshareinformation.Itisoftenunderutilizedasatoolinparent-teachercommunication(Thompsonetal.,2015).Anothersolutionistoenhancetheroleoftheteacher.Parentsareoftenunawareofthefactthatteacherscanmakehomevisitstoprovideadditionalsupporttolearners(Stetson,Stetson,Sinclair&Nix,2012).One-waytogetteachersandparentsworkingtogethertoprovidecommunitysupportforchildrenofdeployedparentsisforteacherstomakehomevisitstothehousesofthesestudentsthroughouttheyear.Nothingshowsfamilieswhoaregoingthroughadifficulttime,suchasdeployment,thatteacherscaremorethanwhentheteachermakesahomevisit(Wright&Shields,2018).Ateacherisgenerallythoughtofasthepersonwhoprovideslessonsonwhateversubjectthestudentisexpectedtolearn—butiftheteacherappearstothestudentasareallivehumanbeingwhoexistsoutsideoftheclassroom,itgivesthestudentmorecontextandgreaterappreciationforwhotheteacheris(Stetsonetal.,2012).Itshowsthestudent,thattheteachercaresforhimandwantshimtosucceed.Seligman(2018)identifiesthistypeofsupportaspartofthePERMAmodelforhappiness,asitincludesahealthyamountofengagement,andtheteachercanassistthestudentinprospection,helpingthestudenttoformavisionofafutureself.Thus,whilethedeployedparentisaway,theteacherhelpstofillagap,whichisinlinewiththeEpstein(2018)theoreticalframework.Additionally,whenfamiliesseeteachersshowingavestedinterestinthelivesoftheirstudentsbeyondtheclassroom,itcanmotivatebothparentsandstudentstobecomemoreinvestedintheireducation(Whyte&Karabon,2016).Forthatreason,WhyteandKarabon(2016)recommendhomevisitsforteacherswhoarelookingtopromotethevalueofeducation,especiallyincommunitiessufferingfromdestabilizedfamiliesandlackofleadership.Theteacherisinapositiontofillagapintheleadershipinthecommunity,andthehomevisitisanexcellentwayforthattohappen.However,theparentsmustbeonboardwithteachersmakinghomevisits(Stetsonetal.,2012).Theroleofparentsintheeducationofchildrencannotbeunderestimated.Ifteachersaretheeducatorssettingtheexampleintheschool,parentsaretheeducatorssettingtheexampleinthehome.Teachersandparentsmustworktogetherandbeonthesamepageinordertoprovidestudentswiththeconsistencyofexampleandcontinuityintheireducativeexperience(Wright&Shields,2018).Theschoolalwaysstrivestoreflectthevaluesofthecommunityandworkwithparentstodefinethosevalues.AsBollesandPatrizio(2016)show,militaryparentsalreadyhavethemilitarysenseofdisciplineandhierarchyingrainedintotheirmindsets,soitmakessensethattheyshouldseektodevelopaninterdisciplinaryapproachtoprovidingsupportfortheirchildrenbyworkinglong-distancewithteacherstomakehomevisitsortoprovidesomeformofextra-curricularsupportfortheirchildren.Theteacheralsomustbemindfulofculture.Cultureholdsaparticularsignificanceineducationbecauseitprovidesthefoundationandbackgroundofastudent\'sexperience;itgivesthefoundationofthestudent\'sideasandbeliefs,anditshapesthelensthatoffersaviewonthestudent\'soutlook(Doge&Keller,2014).Byconsideringculture,ateachercanbetterconnectwithstudentsandprovideanatmosphereintheclassroomthatisconducivetosharing,responding,andlearning(Saifer,2011).Educationalattainmentrequiresthatstudentsengagewiththeinformationthatispresentedtothemintheirlessons,andoneofthebestwaystogetstudentstowanttoengageistoconnectthelessontotheirbackgroundsandculturalexperience(Kea,Campbell-Whatley,&Richards,2006).Theroleofculturallyresponsiveteachingineducationalattainmentistobethepathwaytowardsculturaldiversity.Theteacherhelpsstudentstodefinethelearninggoals,questiontraditionalconcepts,understandstudentdiversity,engagewiththematerial,andeffectivelyworktowardsknowledgeacquisitionthroughparticipation(Keaetal.,2006).Numerousfactorscanaffecttheeducationalattainmentofstudents.Theculturallyresponsiveteachermustaddressthesefactorssothatalltheissuesthatmightaffectastudent’scapacitytolearnareremoved.Itisimportanttonotethatdevelopingcross-culturalcompetencyandsensitivityisacontinuousratherthanastaticenterprisethatdemandsongoingcommitmentonthepartofteachers(Dahlman,2014).Threefactorsthatcanaffectthechildofthedeployedparent’seducationalattainmentare(1)socio-economicbackground,(2)parentalinvolvement,and(3)schoolstructure(Thompson,Corsello,McReynolds,&Conklin-Powers,2013).Thesefactorscaninfluencestudentsinvariousways.Aseachstudentisdifferent,teacherswillneedtogettoknowtheirstudentsanddevelopanunderstandingoftheirownunique,personalneeds.Onewaytodothisistomake“homevisits,”whichcanreallyfacilitateandfosterstrongrelationshipsbetweenandamongstudents,theirfamilies,andtheteacher(Stetsonetal.,2012).Bymakingsuchvisits,theteachercanalsodevelopabettersenseofthestudent’ssocio-economicbackgroundandthelevelofparentalinvolvement.Thethirdfactor(schoolstructure)isonethatmaybeoutsidethecontroloftheteacherbutwillhaveanimpact,nonetheless.Socio-economicstatuscanaffecteducationalattainmentbycausingstressforstudentsifthesocio-economiclifeofthestudentissubpar(Thompsonetal.,2013).Thisfactorcanbedeterminedbytheneighborhoodinwhichthestudentlives,thefamilystatusofthestudent,thefamily\'sincome,thefamily\'splaceinthecommunity,andsoon.Iftheseelementscontributepositivelytothestudent\'slifebyprovidingstabilityandsupport,theycanbeveryhelpfultoeducationalattainment.Conversely,iftheyarelacking,thesesamefactorsmayserveasobstacles.Parentalinvolvementisanotherfactorthatcanaffecteducationalattainment.Theleveltowhichparentsinvolvethemselvesintheirchild\'slifewillaffectthatchild\'ssuccessinschool(Perna&Finney,2014).Involvementcanrangefromlisteningtothechild,offeringadviceorguidance,helpingwithdevelopmentissues,teachingthechildtohaveanethicalbaseormoralsense,andbeingemotionallysupportive.ParentalinvolvementcouldalsobeassessedviaparentalattendanceofPTAmeetings,classorschoolevents,responsestoteacheremailsornotes,andsoforth.Further,asVijaya,Vijaya,andRajeshkumar(2016)observe,parentalinvolvementineducationcouldtaketheformof\"providingencouragement,arrangingforappropriatestudytimeandspace,modelingdesiredbehavior(suchasreadingforpleasure),monitoringhomework,andactivelytutoringtheirchildrenathome”(p.11).Itisimportanttonotethatwhenaparentisactivelyinvolvedintheschoolandclass-workundertakingsoftheirchildren,studentachievementisfurtherpromotedduetotheimpactthatthesaidinvolvementhasonnotonlyclassroombehaviorofastudent,butalsotheirself-conceptandattitude.Educationalattainmentaffectsstudentsinthelongtermbecauseeducationsetsthestageforthefuturelifeofthestudent.Astudentwhofailstoachieveacademicsuccesswillfindithardertoobtainagood-payingcareerinthefuturebecausenothavinganeducationlimitsone’sopportunitiesandchoiceswhenitcomestofindingajob(Perna&Finney,2014).Astudent’shumanandsocialcapitalmightsufferasaresult,andthestudentcouldendupbeingcaughtinapoorsocio-economicstatewherethereisnowayoutbecauseeducationwasneverachieved.Thissuboptimaloutcomecanhavecorrespondingsocial,economic,andpsychologicaleffectsonthestudentoverthelong-term.Theteachershouldbeviewedasapillarnotjustintheclassroombutalsointhecommunity,andforthatreason,theteachershouldbewillingtomakehomevisitstobetterconnectwiththecommunityandestablishthetiesthatareneededtofostergoodandhealthyrelationships.Theserelationshipsarerequiredinordertoensurethateducationalattainmentispossible(Perna&Finney,2014).Itisaboutinvestinginoneanother,givingtimetooneanothersothatstudentscanrealizetheirpotentialandseethattheyhaveastrongsupportsysteminplacethatwillhelpthemtoovercomewhateverobstaclestheymaybefacing(Perna&Finney,2014).Theteachercanmakethishappenbybeingvisiblesupportforstudentsandbyconnectingtotheirfamiliessothatabondisestablished.Therelationshipoftrustisveryimportantineducationbecauseitsetsthetoneforstudentsandgivesthemawaytoopenandengagewiththematerialthattheymightotherwiseneverfullyengagewithinthefirstplace.Inotherwords,establishingameaningfulrapportwithparentscanhelpteachersprovidethemwiththeguidanceandfeedbacktheyneedtoactivelyparticipateintheirchildren’seducation.Theteacheroftodayshouldusescaffoldingtobuildonwhatthelearnershavelearnedinthepastasthisisthemostnaturalandeffectivewaytocontinueandpromotethelearningprocess.Yetstudentsneedtoknowthatwhattheyhavealreadyinsidethemintermsofknowledgeisasupportformovingforwardandobtainingnewknowledge.Thechallengethatonemightencounterwithimplementingthisapproachisthatnotallstudentsinaclassroomaregoingtobeatthesamelevelinternally.Somewillrequiremoreimaginativeplaythanothers,andsomewillbereadytoprocessmoreinformationmorequicklythanothers.Eachstudentmayrequireadegreeofindividualattentionorspecialinstruction—buthavingastudiostyleclassroom,forinstance,canhelptoovercomethischallenge.For,asRosaandMonteroshow,itwasVygotsky’sclaimthat“developmentoccursthroughequilibriumwiththeenvironment”(Moll,1990,p.71).ItwasalsothisclaimthatgothimintotroublewiththeSoviets,whobelievedthat“theindividualcapacityforautonomousaction[was]independentofenvironmentalinfluence”(Moll,1990,p.71).Vygotskycertainlymadethecasethat“psychologicalprocesseshaveaculturalorigin”(Moll,1990,p.79).Inotherwords,thereisnowaytodivorceorseparatethecognitivedevelopmentoftheindividualfromtheenvironment.Toarguethatsuchwaspossiblewastoignorethesocialcharacterofhumannatureandtoimaginethathumanbeingscouldsimplybeprogrammedlikecomputersandnotrelyuponinteractionwiththeenvironmentinanyway.Teachersshouldpermitstudentstointeractwithoneanotherinordertohelpeachothertolearnandprocessinformation.Inthismannertheyshareideasandgetoneanotheronthesamepagemorequickly,morenaturally,andmoreeffectively.Again,itispartofthenormalprocessofsocialization,which,asVygotskypointsoutinthezoneofproximaldevelopment,iswhatallowschildrentolearnanddevelop.ThissupportsEpsteinetal’s(2018)theoryoftheparent-teacher-communityrelationshipinhelpingstudentstoreachtheiracademicgoals:studentsneedcommunitylifeinordertogrowanddevelop.Learnerscandoagreatdealofdevelopingontheirownandratherrapidly,aslongastheyareprovidedthetimeandspacetoengagewithoneanotherandwiththematerialsontheirown.Theteachershouldalwaysbetheretoguideandsupportwhennecessary.Culturalmediationcancomeintoplayhere,asColepointsout;culturalmediationaltersthestructureofhumanpsychologicalfunctions(Moll,1990).Thus,informalschooling,thechallengeisthatittakesindividualsoutoftheirnaturalhabitatandplacestheminanartificialsetting,whichessentiallyrequiresthemtonavigatetwoworldssimultaneously.SummaryInsummation,themilitaryfamilyislikelytosufferfromaparent’sdeployment,especiallyaschildrenareconcerned.Children’sacademiclifewillfacedisturbances,andasEpstein(2011)indicates,thebestwaytoexaminethistypeofsituationisthroughthethree-foldrelationshipofparents,school,andcommunity.Thisliteraturereviewhasexaminedthosethreefieldsindetailtoshowhoweachoneplaysaroleintheadvancementofthestudent\'sconcernswhenhomelifeisdisruptedbyadeployment.Theresearchoffersavarietyofoptionsandopinionsonthematter.Someresearchersbelievethatalittleadversityisgoodforthechildandthatitcanteachthechildtodevelopgritandresilience(Tough,2013).Othersbelievethatadversityitselfisnoteducativebyitselfandthatforresiliencytobedeveloped,thechildneedsastrongsupportsystem,whetherthatbefrompeers,groups,orothersinhislife(Webster&Rivers,2018).Theimplicationisthatthereshouldbeabalancebetweenallowingthechildtofacethechallengeofparentaldeploymentandleavingthechildtofaceitonhisown(Theronetal.,2015).Shieldingthechildshouldnotbetheaim,butratherinvitingthecommunitytoprovidesupportforthechildwillhaveapositiveimpactintermsofhelpingthechildtorealizehehasasupportsystem.Someofthepossiblescenariosresearchershaveidentifiedincludetheroleoftheteacherinthestudent\'slifebeingenhancedthroughconnectivityoutsidetheclassroom(Epsteinetal.,2018).Anotheristheroleofthecommunitybeingenhancedbyfillinggapsinthelearner\'slifethatwouldbeotherwisefilledbyaparentwhoisdeployed(Alfano,Lau,Balderas,&Beidel,2016).Additionallythereistheroleoftheparentusingsomeofthetraininginpositivepsychologypickedupinthemilitaryandapplyingitinthechild\'slifetokeepthechildfocusedandupbeataboutoptionsforthechild\'sfuture(Alfanoetal.,2016).Mostoftheresearchtodatehasfocusedprimarilyonthechild,thenon-deployedparent,andthecommunitytoidentifysupportstrategiesforthechildrenwithadeployedmilitaryparent(Alfanoetal.,2016).Researchonmilitarydeploymenthavenoteffectivelyoradequatelyaddressedtheaspectoftheparent,eventhoughtheeffectsofdeploymentinthemilitaryaffectsnotjustthechildrenandthefamilymembersleftbehind,butalsotheservicememberonduty.Itisthedesireofeachparent,includingthemilitaryparentindeploymenttoundertaketheirparentalroles,includingbeinginvolvedintheeducationoftheirchildren(Turneretal.,2017).Therearevariousways,especiallyintheageoftechnology,forparentsfromregardlessoftheirlocationintheworldtogetintouchwiththeirchildren.Enhancingthechild\'spositiveself-imageissomethingthatteacherscanalsodoastheyworkwithparentstocoordinateapossiblestrategytohelpthechildthinkaboutlong-termideasforthefuture.Usingtechnologytohelpgivestudentsaccesstomorelearningoptions,suchasonlineschoolingorconnectivitywithdeployedparents,isanotherpossibility.Theparentswhoaredeployedarenotalwaysawareoftheseoptionsandneedtobebettereducatedaboutthem.Inthefinalanalysis,therefore,thedeploymentofparentseffectivelycreatesavoidinthefamilialsetting.Thisstudywillexploretheperceptionsofdeployedmilitaryparentsregardingactiveinvolvementintheirchild’seducation.Educationhappenstowithstandtheworstoftheresultingdisruptions.Inadditiontosheddingmorelightontheperceptionsofdeployedparentsconcerningtheirinfluenceontheacademicachievementoftheirchildren,thepresentstudyprovidesausefulassessmentoftheeffectsofmilitarydeploymentonparentalinvolvement.Thisisimportantgiventhattheabsenceofaparentalsenseoftheacademicperformanceofachildislikelytohaveanegativeeffectonparentalinvolvementinthelearningprocess.Indeed,asithasbeenpointedoutelsewhereinthistext,therelevanceofparentalinvolvementinachild\'sacademiclifecannotbeoverstated.Theoverallapproachofpositivepsychologyrunsthroughmuchoftheliteratureonthissubject,forkeepingapositiveattitudetowardsthechallengeofdiversityandusingamodellikePERMAcanhelptokeepallstakeholdersfocusedonwheretheyneedtobementallyandemotionallytoprovidethebestlevelofsupportforthechild.Themorepositiveparents,whetherdeployedornot,teachers,coaches,ministers,communitymembers,peers,andgroupscanbe,themorelikelythechildistodevelopasenseofgritanddeterminationandfaceacademicchallengesandovercomethem(Seligman,2018).Thenextchapterdiscussesthemethodologyusedforthisstudybydescribingthedesign,researchquestions,thesetting,andtheparticipants;theproceduresforcollectingdata;roleoftheresearcher;whatdatacollectioninstrumentsweredevelopedorutilized;howthedatawillbeanalyzeandhowtrustworthythestudymaybe.ThefollowingchapterwillalsoprovideethicalconsiderationsCHAPTERTHREE:METHODSOverviewThepurposeofthisqualitativetranscendentalphenomenologicalstudyistoexploretheperceptionsofdeployedmilitaryparentsregardingactiveinvolvementintheirchild’seducation.Thischapterwillpresenttheprocedures,researchdesign,anddataanalysisoftheproposedresearchstudy.Thischapterwillalsodiscusstheresearchdesign,researchquestions,setting,participants,procedures,theroleoftheresearcher,datacollectionmethodsandinstruments,dataanalysis,thetrustworthinessofthestudy,andethicalconsiderations.DesignThisstudywillutilizeaqualitativeresearchmethodology.Qualitativeresearchdesignisidealwhentheresearchseekstoanswer“how”and“why”researchquestions(McMillan,2012).Qualitativeresearchfacilitatestheexplorationofaproblemandallowstheresearchertoworktowardsahypothesis.Asthisstudyisconcernedwithexploringperceptions,qualitativemethodismostappropriate.Additionally,atranscendentalphenomenologicaldesign/approachisidealwhentheresearcherseekstoobtainanin-depthunderstandingofasubjectwhohasexperiencedaphenomenon,whichallowstheresearchertoarriveatasociallyconstructedmeaning(McMillan,2012;Yazan,2015).Thejustificationforthisdesigncanbefoundinthepositivistdoctrine,whichpositsthatresearchcannotbeobjectivelyconductedfromtheoutside,butratheronlyfromtheinside(Husserl,1999).Theobjectiveistosee,understand,explain,andmakeclear,therealityfacedbymilitaryparentswhoaredeployedandtheirexperiencesastheyattempttostayinvolvedintheirchild’seducation.Inordertoseewhattheparticipantseesandtounderstandwhatthesubjectunderstands,onehastostandwherethesubjectstandsandexperiencewhattheparticipantexperiences;theresearcher,inasense,mustbecomethesubject—notliterally—butratherfiguratively(Husserl,1999).Astheresearcherplacesthemselvesintheshoesofthesubject,theresearcherisabletoseetheparticipant’sownexperiencemoreclearlyandobjectively(Husserl,1999).Thus,thetranscendentalapproachisthemostvalidwayofconductingqualitativeresearch,accordingtothephenomenologicaldiscourse.Phenomenologyisanaturalfitwithqualitativeresearchwhenthefocusisonindividualperceptionsthattheresearcherisabletoexperiencedirectly.Creswell(2007)statedthatthe“basicpurposeofphenomenologyistoreduceindividualexperienceswithaphenomenontoadescriptionoftheuniversalessence”(p.58).Fromthisperspective,themainfocusofthephenomenologicalapproachistohaveanappropriatemethodforseeingmoreclearlyhowtheparticularrelatestothegeneral;itisaboutcomingtoanunderstandingoftheuniversalsbywayofthepersonalandtheparticular.Theuniversalessencethatdescribesthegeneralcommonexperienceofhumanbeingscanbedistilledthroughadeepexaminationofthelivedexperienceofone’ssubject,whichinturncanbestbedonebywayofthephenomenologicalresearchdesign(Creswell,2007).Forthisstudy,themoretheresearcherisabletoimmersehimselfintotheworldofthemilitarydeployedparent,themorelikelyhewillbeabletogatheralltherelevantdatathatdeterminestheparametersoftheparticipant’sexperience.Attemptingtodiscerntheseparametersfromabroad,theresearchermustseecloselyandbeclose-by,aswellasbeexposedtothesameexperiencesthatarebeingresearched.Thus,theresearcherisabletogainasenseofwhattheparticipantsarefeelingbecausetheresearcherhasfeltthesamethings.Moustakas(1990)notedthatinordertoresearchtheessenceofthingsfairly,theresearchdesignmustcenteronasimpleinquiryorquestion.Thephenomenologicaldesignfacilitatesthisinquirybyplantingasenseofinquiryintheexperienceoftheparticipants.Atthesametime,asenseoftheinquiryhastobemaintainedbyadheringtotheresearchquestion.Throughphenomenology,thequestionservesastheguidinghand,whiletheresearcherimmerseshimselfintotheworldoftheparticipants(Moustakas,1990).Tokeepfrombecominglostincountlesssensationsandintheworldofthesubject,theresearchermaintainstetheredtotheactofresearchbywayoftheresearchquestion;everythingbecomesorientedtowardsansweringthatquestionintheend.Silverman(2016)hasshownthepurposeofsuchresearchistoprovidepreciseinformationonaspecificsituationtohelpothersunderstandwhatistakingplace,withoutrelyingonstatisticaldata.Thephenomenologicalapproachallowstheresearchertouncoveruniversalthemesthatcanfacilitatefutureresearchandtobetterunderstandtheexperienceoftheparticipantsasitisseen,felt,andexpressedthroughtheirowneyesandwords(Silverman,2016).Thesethemescanalsobeusedtohelppromotegreaterunderstandingamongstakeholders.Asthesituationunderquestionisspecificandfocused,thetranscendentalphenomenologicalapproachfitsbestasitprovidesafocusedexampleofthephenomenon.Thus,thisstudywillprovidemilitaryparentswhoaredeployedtheopportunitytoexpressanddescribetheirexperiencesintheirchildren’seducation(Lesteretal.,2012).Thisqualitativedesignisintendedtoprovidetheframeworkinwhichseveraldatacollectionmethodscanbeapplied,includingtheuseofsemi-structuredinterviews.Inaddition,questionnaire,focusgroupsanddocumentanalysiswillalsobeusedtodevelopinformedanswerstothestudy’scentralandsubresearchquestions.ResearchQuestions:Thefocusofthisstudycentersaroundoneresearchquestion.Thecentralresearchquestionis:Whataretheperceptionsofdeployedmilitaryparentsregardingactiveinvolvementintheirchild’seducation?Tointerpretfuturetheperceptionofmilitarydeployedparents,theresearcherwillusethefollowingthreesub-questions:1.Howdomilitaryparentsdescribetheirinvolvementintheirchildren’seducationwhiledeployed?2.Whataremilitaryparents’perceptionsoftheimpactoftheirdeploymentontheirchildren’seducation?3.Whatchallengesdomilitaryparentswhoaredeployedfacewhiletryingtostayinvolvedintheirchildren’seducation?SettingThesettingforthisstudyisU.S.Armyinstallation,FortRapture(pseudonym),whichislocatedinthenortheasternpartoftheUnitedStates.Theinstallationhasacurrentestimatedpopulationof71,000,ofwhichalmost42,000areactive-dutysoldiers.Therestarefamilymembers,employeesoftheArmyandAirForceExchangeService,volunteers,andotheremployees(Powers,2018).Thepercentageofthe42,000activedutyservicemembersatFortRapturethataredeployableatanygivenpointintimeisclassified,buttheyallhaveaccesstothefamilysupportservicesthatareprovidedbytheU.S.militaryfordeployedparents.Thereare27elementaryschools,eightmiddleschools,fourhighschools,andfourspecialcampusesonFortRapture.Thisselectionsiteissuitablebecausethiswillbetheparticipants’permanentdutystationwhennotdeployed.Theorganizationhereisofhierarchicalstructureandprovidessafetyandorderfortheparticipants.Aselectlocationandtimewillbechosenforconductinginterviewsandfocusgroupaftersecuringpermissionfromparticipants.ParticipantsThepopulationofthisresearchstudyisU.S.militaryparentsofschooled-aged(Pre-K-12)childrenwhoresideintheUnitedStatesandarecurrentlyinschool.AccordingtoCreswell(2003),“longinterviewswithupto10people”(p.65)isappropriateforaphenomenologicalstudy.Assuch,asamplesizebetween10to12respondentswillbeutilizedforthepurposeofthisresearch.Acombinationofcriterion-based,snowballsamplingmethodsandpurposefulsamplingwillbeusedtorecruitstudyparticipants.Criterion-basedsamplingwillbeusedtoidentifyprospectiveparticipantsbasedonspecificcriteria.Snowballsamplingwillbeusedtorecruitadditionalparticipantsbasedonreferralbyindividualswhoenrollinthestudy.Inordertobecomeastudyparticipant,potentialprospectmustcurrentlybedeployedorpreviouslydeployedwithinthepasttwoyears;anytimelongerandtheirmemoriesmaybegintofade(Gardner,2001).Additionally,theywillberequiredtohavepre-K-12school-agedchildrenthatarecurrentlyinschooloutsideofthehome.Othercriteria’sincludeawilinesstoparticipateinaninterviewandonlinefocusgroup;consenttotheuseofaudiorecordingoftheinterviewandfocusgroup,andwilinesstosharejournals,letters,andemailcorrespondencewithteacherspertainingtotheirchildrenwhiledeployed.AccordingtoKuper,Lingard,andLevinson(2008),purposefulsamplingmethodsareusefulforthisresearch,asonlyspecificindividualswiththephenomenonunderstudyareappropriateparticipantsforthisresearch.RecruitmentwillbeginbycontactingtheFortRapturepublicaffairsofficesregardingthepoliciesandproceduresfortheplacementofrecruitmentflyeronbulletinboardsacrosstheinstallation(AppendixB).ThesameflyerwillalsobepostedonFacebookandotheronlinenetworkssuchasLinkedInandInstagram.ProspectiveparticipantswillbeprovidedanInformedConsentletterthatexplainsthepurposeofthestudyandparticipationrequirements(AppendixC).Additionally,participantswillbeaskedtoreferotherpotentialparticipantsifthedesiredsamplesizeisnotreached.Arecruitmentletterwillbeemailormaildirectlytoeachreferral(AppendixD).ProceduresThefirststepintheprocedureforconductingthisresearchistoobtainIRBapprovalfromLibertyUniversity(seeAppendixA).OnceIRBapprovalisgranted,thenextstepwillbetoactivelyrecruitparticipants,usingthemethodspreviouslydiscussed.Priortoparticipatingininterviews,participantswillberequiredtoreviewandsignaninformedconsentform(AppendixC)thatdetailsthenatureofthestudy,purpose,risks,andwithdrawalrights.Thenextstepistocollectdata.Fourmethodswillbeusedtocollectdata:Questionnaire,interviews,focusgroups,anddocumentanalysis.OnceIhavereceiveparticipant’sconsenttoparticipateinthestudy,aquestionnairewillbesenttogatherpreliminarydemographicdata,suchasage,race,militaryaffiliationandyearsofservice(seeAppendixE).Additionally,thequestionnairewillconsistofthreeopen-endedquestionsthatwillallowparticipantstoprepareandreflectontheirthoughtsandfeelingabouttheresearchquestion.Oncequestionnairesarereturn,Iwillthencontacteachparticipanttoscheduleaninterview(seeAppendixF),whichwillbeconductedinapredesignatedlocationchosenbytheinterviewee.Eachinterviewwilllastforapproximately45-60minutes.Eachinterviewwillbeconductedusingsemi-structuredinterviewquestions.Incaseofanyarisingissues,followupquestionswillbeusedforclarification.Duringtheinterview,Iwilltakenotesinordertodocumentappearance,gestures,andunspokencommunicationthatcouldhelpinunderstandingthemeaningoftheparticipants’responses(Creswell&Poth,2018).Eachinterviewsessionwillbeaudiorecorded,professionaltranscribedandsenttoparticipantsformember-checkingpurposestovalidateorclarifyresponses,ifneeded(Creswell&Poth,2018).Additionally,priortoattendingtheinterviewsession,intervieweeswillbeasktocarrywiththem,anydocumentsoranartifactthatrepresentorsignifiestheirexperiencesasadeployedmilitaryparent.Requesteddocumentswillbelimitedtoparticipants’journals,letters,andemailcorrespondencewithteacherspertainingtotheirchildrenwhiledeployed(shouldtheyexist).Conversely,artifactswillnotbelimitedinscope.Duringtheinterview,participantswillhaveanopportunitytoexplaintheirdocumentsorartifact,whichwillhelptoprovideinsightintotheinteractionsbetweenparents,teachers,andwillhelptosupportorchallengewhattheparticipantremembersorrecallsduringthefocusgroup.Thelastdatacollectionmethodisfocusgroups(seeAppendixG).Selectedparticipantswillbegatheredinononlineforumfor45-60minutesusingavideoconferencingsoftware(i.e.,Zoom).Theresearcherwillrecord,downloadandprofessionallytranscribetheonlinesession.Aftertranscription,participantswillbegivenanopportunitytoparticipateinmembercheckinginordertoverifytheaccuracyoftheirresponses(Marshall&Rossman,2014).Inallfourmethodsusedfordatacollection,noidentifyingelementswillbecollected,andonlypseudonymswillbeusedtoprotecttheidentityofparticipants.Beforeconductingeachinterviewandthefocusgroup,Iwillintroducemyself,greetandwelcometheinterviewee(s)andstatethepurposeofthestudy.TheResearcher’sRoleAsthehumaninstrumentinthisstudy,theresearcher’sroleisvitaltowardsensuringthatthequalityofdatacollectedandthecollectionprocedureisethical(Creswell&Poth,2018).Myrelationshiptotheparticipants,therefore,shouldbeexplainedsoastobecompletelytransparentandtobracketoutbias(Allen,2015).Onewaytoreducetheriskofbiasistousethebracketingtechniquebystatingupfronttheresearcher\'sexpectationsandthenacceptingthedatathatisproducedbytheresearch(Smith&McSweeney,2017,p.292).Therefore,itshouldbestatedthatIamaUnitedStatesArmyofficerandaninstructorwiththeUnitedStatesArmyRecruitingandRetentionCollege.Ihaveover13yearsofmilitaryserviceinvariouspositionsandassignments.IcouldbeconsideredamemberofthepopulationthatIamstudyingbasedonmyexperiencesandknowledgeoftheissues.Ibelievethatbybetterallowingthedeployedparent\'sperspectivetobeunderstood,improvedsolutionscanbedevised.Myassumptionisthatdeployedparentsperceivethemselvesashavingminimalimpactinthelifeoftheirchildandthattheyviewtheirdeployment,job,anddistanceasthemainobstaclesinassistingintheirchild\'seducativeprocess.Itisexpectedthatparticipantswillbeashonestaspossibleintheirresponsestoquestionnaire,interviewandfocusgroupquestions;however,thisassumptiondoescomewithlimits.Thememoryoftheeventsmaydifferfromtheactualevent,makingaparticipant\'sresponsesunreliable.Thestudyreviewsonesideofthestoryandoneperspective.However,eachindividual\'sencounterwillbeunique.DataCollectionThedatacollectionmethodsusedforthisstudyarequestionnaire,semi-structuredinterviews,focusgroups,anddocumentanalysis.Thissectionwilldescribetheproceduresforthesefourmethodsindetail.QuestionnaireThequestionnaireisthefirstdatacollectionmethodandisdesignedtoobtaindemographicinformationaswellastocapturetheperceptionsandexperiencesofparticipantsusingopen-endedquestions(Dalati&Gomez,2018).Questionnairesarehelpfulasadatacollectioninstrumentespeciallywhenusedalongsideotherinstruments,suchasdocumentanalysis,whichwillbethecasewiththisstudy(Giordano,Piras,Boschini&Falasconi,2018).Thisquestionnairewillfocusonwhatitislikefortheparticipanttobeaparentwhilebeingdeployedoverseasinthemilitary.Thequestionnairewillaskparticipantstoprovideawrittenreflectionontheirexperiences,thoughts,andfamilysituationswithregardtobeingadeployedparentinthemilitary.ThisquestionnairewillbeemployedthroughSurveyMonkeyafterparticipantshavesignedaconsentform.Itwillbeusedtogatherbasicdemographicinformation,militaryaffiliationandtoobtainanswerstoopenendedquestionsregardingtheparticipant’sexperiencesasdeployedparent.InterviewsTheinterviewmethodisparticularlywellsuitedforqualitativeresearchbecauseitallowsthesubjecttoprovideanswersorganically(Turner,2010).Theinterviewprotocoliscomprisedofasetofquestionsthattheresearchercanaskparticipantsinastructuredorsemi-structuredmanner;ithelpstoprobetheexperiencesoftheparticipantstofindanswerstotheresearchquestions,whichhavetobedevelopedaheadoftime.Onewaytodevelopaneffectiveinterviewprotocolistopilottheinterviewquestionsfirst(Neuman,2008).Thisway,onecanensurethequestionsasked,helptoobtaintherequireddata.Pilotingaprotocolinvolvestestingtheinterviewquestionsonanindividualbeforeemployingtheminthestudy.Theinterviewprotocolwillbepilotedwithtwoindividualswhohaveexperiencewiththephenomenon,butwillnotbeincludedinthestudy.Basedoninformationgatheredfromthepilot,theresearcherwillthenreviseinterviewquestionsorquestioningprocessestodevelopmorein-depthorrichresponsesbytheparticipants.Table2StandardizedOpen-EndedInterviewQuestionsQuestionsOpeningQuestions1.Pleaseintroduceyourself,describeyourselfandyourfamily2.Howlonghaveyoubeenservinginthemilitary?3.Inthepasttwoyears,howmanytimesandforhowlongwhereyoudeployed?4.Whatistheageandgenderofyourschoolagechildorchildren?5.PleaseexplainyourexperienceinthemilitarythusfarQuestionsrelatingtoparticipantsperceptions6.Whatisyourdefinitionofparentalinvolvement,particularlyasitrelatestoeducation?7.Inwhatway(ifany)doesyourdefinitionofparentalinvolvementchangewhiledeployed?8.Howwouldyoucompareandcontrastyourroleinyourchild’seducationwhennotdeployedandwhiledeployed?9.Whatchangeshaveyouexperiencedinyourchild’sbehavior,focus,andattitudetowardslearningwhiledeployed?10.Whataresomewaysormethodsusedtoparticipateinyourchild’seducationwhiledeployed,andhowdotheydifferfrommethodusedwhennotdeployed?11.Howhasyourdeploymentimpactedyourspouse,particularlyasitrelatestohis/herabilitytobeinvolvedinyourchild’seducation?12.Reflectonthefirsttimeyouspokewithyourchildabouttheireducationwhenyouweredeployed.Whatwasthatexperiencelike?13.Reflectonyourchild’seducation.Whatisyourperceptionofyourchild’ssenseofhowhisorherlearningisimpactedbyyourdeployment?Questionsrelatingtoparticipants’perceptionsofchallenges14.Describeatime(whiledeployed)whenyouencounteredabarrierorchallengethatpreventedyoufrombeinginvolvedintheireducation?15.Describeatimewhenyoufeltthatyoucouldbemoreinvolvedinyourchildren’seducationwhiledeployed.Wereyouabletocomeupwithasolution?Ifso,pleasedescribe.16.Howdoesbeingdeployedaltersyourinteractionswithyourchild’steachersandothereducators?17.Whatstageofdeployment(pre-deployment,deployment,post-deployment)doyoubelievecreatesthemostchallengesinattemptingtostayinvolveinyourchild’seducation?Pleaseexplain18.Whatadvicewouldyougiveamilitaryparentwhoisdeployedormaydeployinthefuture?Theinterviewprotocolwillbeconstructedasfollows:Questions1through5areknowledgequestionsusedtoobtaininformationabouttheparticipant.Questions6through13aredesignedtoelicittheperspectiveoftheintervieweeonthetopicoftheresearchquestions.Questions14through18areusedtogaininsightintotheparticipants’perceptionsoftheproblem,i.e.,thechallengesfacedbydeployedparentsastheyattempttoassistintheeducationoftheirchildren.AsRosenthal(2016)noted,gettingtheinterviewee’sperspectiveisessentialinqualitativeresearch.Thewaytodothatistoaskdirect,open-endedquestionsthatrelatetotheresearchquestion.DocumentAnalysisDocumentanalysiswillbelimitedtodocumentsusedandinpossessionoftheparticipants(Petersetal.,2015).Thespecificdocumentsthatwillbeusedfordocumentanalysiswillbeparticipants’journals,lettersandemailcorrespondencewithspousesorteacherspertainingtotheirchildren.In-lieuofsuchdocuments,participantswillalsobegiventheoptiontochooseanartifactthatrepresentstheirexperienceasamilitarydeployedparent.Suchoptionswillincludephotographs,writtenrecollectionsofconversationswithspousesduringdeployment,videosthattheparticipantwatchedorbooksthattheparticipantreadthatarerelevanttoresearchtopic.Documentswillbeobtained,withpermissionfromtheparticipantsandwillbeanalyzedusingacontentanalysismethodology.Itisexpectedthatthesewillprovidefurtherinsightintotheexperiencesofdeployedmilitarymemberswithregardtotheirchild’seducationorattheveryleast,whattheirthoughtswereatthetimeandwhattheywerefocusingonasadeployedparent.Thisinformationwillbehelpfulinguidingthefocusgroupdiscussion.Participants,whoarenotabletoproducedocumentsthatfitspreviouslystatedcategories,willhavetheoptiontoprovideartifacts,solongasitrelatestotheirtimespentasadeployedparent.Artifacts,nomatterwhattheirkind,arehelpfulforrevealinginformationaboutpeople,placesandtimesandallowforadeeperunderstandingofaphenomenonthatcannotbeobtainedsolelythroughinterviewanalysis(Merriam&Grenier,2019;Shankar,Hakken&Osterlund,2017).Thesedocumentswillalsohelptoshowtherecurringthemesinthemessagessentbytheparentsandthefrequencyofthesethemesinthevariouscorrespondences.Inaddition,incasethecorrespondenceoriginatedfromtheteachers,itwillbeimportantforthesedocuments,astheywillshowtheconcernsandtheneedsforparentparticipationfromtheperspectiveoftheteacher.Byinteractingwiththesedocuments,itisvitaltotheresearcher’sperspective,becauseithelpstobringtheresearcherintothecontextandreal-lifestatusofamilitaryparent.Thewordingofthecontentcontainedinthesedocumentswillhelptocontextualizetheparent’sfrustrations,ifany,emotions,ifany,andtheirdesiresandgoalswithinthevariousdocuments.FocusGroupAfocusgroupisavitalqualitativedatacollectionmethodasitprovidestheresearchertheopportunitytoposeaseriesofquestionsthathelptogaininsightaboutmilitaryparents\'perceptionsasitrelatestotheirinvolvementintheeducationoftheirchildrenwhiledeployed.Becauseafocusgroupisarepresentationofthetargetpopulation,itprovidesinsightsthatareconsistentwiththoseofthebroaderpopulation(ONiembaetal.,2018).Thefocusgroupaddstothequalityofthedatacollected,astheresearcherisabletoobtainclearideasandfeelingsthatmightnotbetypicalinaninterviewsetting(Carey&Asbury,2016).Moreover,afocusgroupallowsthemoderator(who,inthiscase,isalsotheprincipalresearcher)toobservetherawdynamicamongthegroupmembersastheyexpresstheiropinions.Table4StandardizedOpen-EndedFocusGroupQuestionsQuestionsOpeningQuestions:1.Willeachindividualpleasestateyourname,yourmilitarybranchandlengthofservice?QuestionsRelatingtoChallengesParentsexperiencewhileDeployed:2.Asaparent,howwouldyoudescribeyouroverallexperienceofbeingseparatedfromyourfamilywhiledeployed?3.Whatwouldyouidentifyasthemostdifficultaspectofbeingamilitarydeployedparent?4.Fromaparentalstandpoint,whataresomeexamplesofchallengesyouencounteredwhiledeployed,andhowhaveyouovercomethem?QuestionsRelatingtoParticipantsinvolvement:5.Howhasyourdeploymentaffectedyourchild’sperformanceinschool?6.Howoftenandinwhatwaydoyouinteractwithyourchild’steachersoreducator,whattypesoffeedbackhaveyoureceived?Eachofthesequestionsareorientedtowardsopeningupanewperspectiveonthematter,whichisessentialtogaininsightasHoffdingandMartiny(2016)show.Thequestionsaregearedtowardsgettingthefocusgrouptodiscusstogethertheseissuesandtopullinformationfromoneanotherasagroup.Theycanengageingroupthinkingtoarriveatnewideasthatwillhelpanswertheresearchquestions.DataAnalysisDataanalysiswillbeconductedusingMoustakas’(1994)seven-stepprocessforphenomenologicalreduction.Theinterviewsandfocusgroupswillberecordedandtranscribed.Bydisassemblingthedatathroughphenomenologicalreductionandthenusingimaginativevariationandintuitiontoconstructthemeaning,thedatacanbeinterpretedwithlessnoiseinterferenceandmoreobjectivescrutiny(Neuendorf,2016).Interpretingthedatawillincludeconductingimaginativevariation,whichmaybeusedtoidentifykeythemes,correlatethekeythemestotheliterature,andconstructthemwithintheconceptualframework(Gandy,2015).ThemeswillbeenteredintoExcelforeasiercompartmentalizing.Moustakas’(1994)seven-stepprocessforphenomenologicalreductionwillalsobeused.Priortoinitiatingthisprocess,theresearchermustbeableto“bracket”ideas.Thepurposehereistoremoveasmuchindividualbiasfromtheresearchaspossible;thus,theresearchshouldstateanypreconceivedideasinthisstep(Creswell,2018).ThebasicframeworkfortheMoustakas(1994)modelistofollowastrategythatstartswithimmersionandendswithcreativesynthesis.Immersionisthestagewhereintheresearcherimmerseshimselfintheworldofthesubjectandintheexperiencesoftheparticipants.Incubationisthestagewhereintheresearchertakestimetoallowhimselfspaceforunderstandingwhathehascollectedfromtheimmersionstage.Illuminationoccurswhentheresearcheractivelyengagesthematerialinordertodeepenandexpandhisknowledgeandunderstandingofthesubject.Explicationisthestagewhereintheresearcherreflectsontheexperienceandallowspatternstoemerge.Creativesynthesisisthestagewhereintheresearcheridentifiesthepatternsthatemergefromthereflectionprocessanddescribesthepatternsinawaythatshowshowrelationshipsbetweenvariablesareformedwithintheoverallphenomenonofexperience.ThisentireprocessiswhatMoustakas(1994)referstoasEpoche:phenomenologicalreductionplusimaginativevariationresultsinthederivationoftheessence.Thestepsofthisprocessaredescribedinthefigurebelow.Figure1.TheoreticalFrameworks,Methods,andProcedures(adaptedfromY?ld?r?m&Yüksel2015).HorizontalizingHorizontalingisHorizontalizingistheprocessoflistingallrelevantstatementsandgroupingaccordingtoqualitiestheypossess(Moustakas,1994).ReductionandElimination—i.e.,theprocessoferadicatingthenoise(alsoknownaseideticreduction)—iswheretheexperiencesarereducedtotheirinvariantconstituents.Clusteringoflikeinvariantconstituentsintothemes,akacreatingclustersofmeaningsiswherethebasiccoredatapointsarecategorizedthematically.Multipledatasourcesareusedforthepurposesofcomparingandvalidatingtheinvariantconstituents.Creatingindividualtexturaldescriptionsforeachparticipantisthefinalstepinthisprocess.ImaginationVariationConstructingindividualstructuraldescriptionsistheprocesswhereimaginativevariationisoperationalized,andeideticreductionisusedagaintodistilltheessenceofmeaningfortheindividualparticipantsandtohelpdistillthemeaningsthatarecommunicated(Katsirikou&Lin,2017).Creatingthecompositeiswherereassemblingthedatacanbeconducted.Assynthesisoccurs,meaningandtheorycanbegintotakeshapeinaholisticmanner(RuleandJohn,2015).EssenceTheessenceisdistilledwhenthetextureandstructurearesynthesizedintoonewholeorganicproduct.Theessenceclarifiesandmakesplaintheholisticmeaning.Itisproducedbytakingintoconsiderationthevariouspartsofthedataandtheassociatedcontext.Thisconsiderationprovidesunderstanding,supportedbycriticalthought,intermsofidentifyingthefundamentalmeaningofwhatisbeinganalyzed(Katsirikou&Lin,2017).CommentbyDr.SharonMichael-Chadwell:Citesourceandelaboratemoreonthis.Remember,paragraphsshouldcontain3-6sentences.ConstantComparisonMethodThestudywilluseaconstantcomparisonmethodofdatareceivedfromtheparticipant\'sinterviewsandfocusgroups.Thisisamethodoftriangulationthatallowsforevidencetobeexaminedfrommultiplesourcesandcompared.Evidenceisfirstcollectedfrominterviewsandthenfromfocusgroups,andthedataisanalyzedinisolationandthenincomparisonwitheachtoseeifthereisanyinformationthatcanbeunderstoodfromcomparisonofsources.Forexample,ifaparticipantremembersaparticulardifficultyduringdeploymentbutnosuchdifficultyisdescribedbythefocusgroup,thiscouldraisequestionsforfurtherexploration.Itisimportanttocomparethedatacollectedfromtheinterviewsandfocusgroupsforunderstandingthecommonalitiesanddifferencesinexperiencesofeachdeployedparentsin-termsoftheirinvolvementintheeducativeprocess.Inaddition,theresearcherwillemployaconstantcomparisonmethodofdatawithpreviousresearchworksinordertoincreasethereliabilityoftheresearchwork,inaccordancewiththerecommendationsofMoustakas(1994).Thisisdonetofurtherstrengthenthetriangulation.CommentbyDr.SharonMichael-Chadwell:Iwouldliketoseeyouelaboratemoreontheprocessesassociatedwiththismethod.CommentbyDr.SharonMichael-Chadwell:Soisthismethodanothernamefortriangulation?TrustworthinessVariabilityandreliabilityaretwoimportantconceptswhenitcomestoestablishinganumberofkeyfactorsinqualitativestudies.Analyzingappropriatelythethemesthatemergeisessentialtoattainingtrustworthiness(Nowell,Norris,White,&Moules,2017).Therelevantfactors,whichareaddressedindividuallybelow,includecredibility,dependability,confirmability,andtransferability.CredibilityMembercheckingisthebestwaytoensurethecredibilityofqualitativeresearch(Marshall&Rossman,2014).Thistechniqueallowsinterpretiveanddescriptivevaliditytobeapartofthestudy;itcallsfortheparticipantstochecktheresearcher\'sreportinordertocheckfortheauthenticityofthework(Creswell&Poth,2018).Themembers’feedbackservesasacheckoftheviabilityoftheinterpretation(Creswell&Poth,2018).Followingtheconstantcomparisonanalysis,participantswillbeaskedtoreviewthefindingsofthestudypriortocompletingtoenhancecredibility.DependabilityandConfirmabilityDatatriangulationhelpstoensuredependability(Yin,2014).Atriangulationofdatasourceswillbeusedtoensurethedataisrich.Datasourceswillincludequestionnaires,interviews,documentanalysis,andfocusgroupdata.Theresearcherwillhaveanotherresearcherthathasnoconnectiontotheprojecttoexaminetheprocessandproductinordertogaintheirviewofthecredibilityofthefindingsandinterpretations(Creswell&Poth,2018).Thisprocessincreasesthereliabilityofthestudybecauseanexternalauditorwilllookatthestudywithfresheyesnotslantedbyinvolvementintheresearchorrelationshipsformedwiththeparticipants.TransferabilityAsitrelatestothisstudy,transferabilityreferstowhetherornotthefindingsofthisstudywillbeusedtoassistotherstudiesthataresimilarinnature(Marshall&Rossman,2014).Theresearcherwilldescribeindetailtheperceptionsofmilitarydeployedparentswithregardstotheirinvolvementintheeducativeprocessoftheirchildren.Athickdescriptiontechniquewillbeused,togivingrich,concretedetailsabouthowdatawascollected,describingthesetting,thesocialcontexts,andanythingelsethatcouldhelpareaderunderstandtheexperience,whichAnney(2014)showsismosthelpfulinensuringtransferability.EthicalConsiderationsIRBapprovalwillbeobtainedpriortodatacollection.Participants\'anonymitywillbemaintainedatalltimes.Inthiscase,pseudonymswillbeutilizedondatadocumentstoprotecttheparticipant’sidentity.Informationobtainedbytheresearcherwillbeobtainedonlyforthepurposeofresearchandparticipationwillbevoluntary.Bysigningtheconsentform,participantswillprovetheirvoluntaryparticipationintheresearchandparticipantswillbeinformedthattheycanrefusetoparticipateorwithdrawatanytimewithoutconsequence.Consentformswillbestoredinalockedofficeonlyaccessibletotheresearcher.Uponcompletionoftheresearchproject,alldatawillbetransferredtoanexternalharddriveandstoredinalockedfilecabinetforfiveyears.Afterfiveyear,alldataandassociateddocumentswillbepermanentlydestroyedordeleted.SummaryThisqualitativeresearchdesignusesquestionnaire,interviews,documentanalysis,andfocusgroupsastheprimarymeansofcollectingdata.Thetranscendentalphenomenologicalapproachwillbeutilized,astheresearcherseekstoobtainanin-depthunderstandingofdeployedmilitarymemberswhowereinvolvedintheirchild’seducationwhiledeployed.Datawillbeanalyzedusingthephenomenologicalreductionapproach.Theinterviewandfocusgroupquestionswillbeusedtogainperspectivesoastoanswertheresearchquestions.Thetrustworthinessofdatawillbeensuredbyusingmemberchecking,externalauditing,andadetaileddescriptiontechnique.Inaddition,theresearchwillseektoadheretoallethicalissuesbyobtaininginformedconsentandensuringparticipants’anonymity.CHAPTERFOUR:FINDINGSOverviewThepurposeofChapterFouristopresenttheresultsofthedataanalysis.Thischapterisreservedforfindingsspecifically;methodologicalinformationshouldbediscussedinChapterThree,andaninterpretationanddiscussionofresultsshouldbereservedforChapterFive.Thechaptershouldbeginwithabriefoverviewofthechapter\'scontent.TheOverviewshouldalsoincludeaconciserestatementofthestudypurpose.Thedata,intheformofthemes(narrative),charts,graphs,tables,ormodels,shouldthenbepresented.Datashouldbedisplayedintheorderinwhichtheresearchquestionswerestatedoraccordingtothemesgenerated,thoughtheresearchquestionsshouldstillbeansweredbeforeconcludingthechapter.TheOverviewmustclearlyandconciselydescribethecontentsandorganizationofthechapter.Note:Thischapterisnotpartoftheplan,prospectus,orproposal.ParticipantsWhiletheoverallsampleshouldbedescribedorpresentedintabularforminChapterThree(e.g.,samplesize,age,ethnicitiesrepresented,gender,etc.)itistypicalinqualitativedissertationstoprovideadetaileddescriptionorportraitofeachindividualwhoparticipatedinthestudy(usingpseudonyms).Pseudonymsshouldberealisticandreflectiveofthecultureofyourparticipants,butnotinsuchawaythattheiranonymitycouldbecompromised.YoucanorganizetheseparticipantdescriptionsusingLevel2APAheadings.GeorgeSallyEtc.ResultsThissectionmustbeorganizedthematicallyandaccordingtoresearchquestions,usingtwoAPALevel2sub-headings.ThemeDevelopment(orsomesuchname)underitsownheading,mustreflectthestepsfordataanalysisdescribedbythecandidateinChapterThree.Themedevelopmentmustbesupportedusingappropriatenarrativeanddatafromeachdatacollectionmethod,especiallythroughtheuseofparticipantquotes.Donotsimplylistaseriesofparticipantquotesdetachedfromanynarrative.Unexpectedcodesand/orthemesthatdonotcorrelatetospecificresearchquestionsarealsopresented.Datafromeachcollectionmethodareclearlyandmeaningfullyintegratedintothemedevelopment.Codes,ifdeveloped,arepresentedinmeaningfultablesorappendicesdemonstratinghowtheywereorganizedtoinformthemes.ResearchQuestionResponses(orsomesuchname),underitsownheading,mustsupplynarrativeanswerstoeachoftheresearchquestionsusingdatacollected,butprimarilythethemesdevelopedintheprevioussection.Selectparticipantquotesareappropriatetosupporttheresponsestotheresearchquestions.SummaryProvideachaptersummary.TheSummaryincludesasuccinctconclusiontothechapter.CHAPTERFIVE:CONCLUSIONOverviewBegintheOverviewsectionwithabriefrestatementofthepurposeofthestudy.TheOverviewmustclearlyandconciselydescribethecontentsandorganizationofthechapter.ChapterFiveisuniqueinthatyouareexpectedtouseyourowninterpretationsandideas.ChapterFiveconsistsofsixsections:(a)anoverviewofthechapter,(b)asummaryofthefindings,(c)adiscussionofthefindingsandtheimplicationsinlightoftherelevantliteratureandtheory,(d)animplicationssection(methodologicalandpractical),(e)anoutlineofthestudydelimitationsandlimitations,and(f)recommendationsforfutureresearch.Note:Thischapterisnotpartoftheplan,prospectus,orproposal.SummaryofFindingsProvideaconcisesummaryofthestudyfindings,brieflyansweringeachresearchquestion.DonotmerelycutandpastefromtheChapterFourResultssection.DiscussionThepurposeofthissectionistodiscussthestudyfindingsinrelationtotheempiricalandtheoreticalliteraturereviewedinChapterTwo.TheempiricalandtheoreticalliteraturediscussionsmustbewrittenundertheirownAPALevel2headings.Howdoesyourstudyconfirmorcorroboratepreviousresearch?Howdoesyourstudydivergefromorextendonpreviousresearch?Whatnovelcontributiondoesyourstudyaddtothefield?Howdoesyourstudyextendorshednewlightontheoryinformingthetopic?ImplicationsThepurposeofthissectionistoaddressthetheoretical,empirical,andpracticalimplicationsofthestudy.Thetheoretical,empirical,andpracticalimplicationsmustbewrittenundertheirownAPALevel2headings.Dependingonthetopic,itmaybeappropriatetoincludespecificrecommendationsforvariousstakeholders,suchaspolicymakers,administrators,teachers,parents,etc.DelimitationsandLimitationsDelimitationsarepurposefuldecisionstheresearchermakestolimitordefinetheboundariesofthestudy(e.g.,onlyincludingparticipantsovertheageof18,selectinganethnographicoveraphenomenologicalstudy,etc.).Describetherationalebehinddecisionsmadetolimitordefinethescopeandfocusofthestudy.Limitationsarepotentialweaknessesofthestudythatcannotbecontrolled.Theymayberelatedtothedesign,theanalysis,orthesample(e.g.,gender,age,ethnicity,geographicallocation,etc.).RecommendationsforFutureResearchInconsiderationofthestudyfindings,limitations,andthedelimitationsplacedonthestudy,providemultiplerecommendationsanddirectionsforfutureresearch.Includeanargumentforwhattopicsandpopulationsshouldbestudied,alongwithspecifictypesofdesignsthatshouldbeemployed.SummaryProvideasummaryofthestudy.FromyourImplicationssection,reiteratewhatyouconsidertobetheoneortwomostimportant“take-aways”fromtheresultsofyourresearch(youmayconsiderincludingananecdotalillustration)REFERENCESAlfano,C.A.,Lau,S.,Balderas,J.,Bunnell,B.E.,&Beidel,D.C.(2016).Theimpactofmilitarydeploymentonchildren:Placingdevelopmentalriskincontext. ClinicalPsychologyReview, 43,17-29.Allen,D.C.(2015).Research,whenyouknowwhatyou’redoing:Areviewofessentialsofqualitativeinquiry. TheQualitativeReport, 20(4),451-453.Amineh,R.J.,&Asl,H.D.(2015).Reviewofconstructivismandsocialconstructivism. JournalofSocialSciences,Literature,andLanguages, 1(1),9-16.Anney,V.N.(2014).Ensuringthequalityofthefindingsofqualitativeresearch:Lookingattrustworthinesscriteria. JournalofEmergingTrendsinEducationalResearchandPolicyStudies(JETERAPS), 5(2),272-281.Appel,H.,Gerlach,A.L.,&Crusius,J.(2016).TheinterplaybetweenFacebookuse,socialcomparison,envy,anddepression. CurrentOpinioninPsychology, 9,44-49.Bandura,A.(2018).Towardapsychologyofhumanagency:Pathwaysandreflections. PerspectivesonPsychologicalScience, 13(2),130-136.Bello?Utu,C.F.,&DeSocio,J.E.(2015).Militarydeploymentandreintegration:Asystematicreviewofchildcoping. JournalofChildandAdolescentPsychiatricNursing, 28(1),23-34.Benner,A.D.,Boyle,A.E.,&Sadler,S.(2016).Parentalinvolvementandadolescents’educationalsuccess:Therolesofpriorachievementandsocioeconomicstatus. Journalofyouthandadolescence, 45(6),1053-1064.Bennett,J.(2018).Combatingsexualassaultwiththemilitaryethic:Exploringculture,militaryinstitutions,andnorms-basedpreventivepolicy. ArmedForces&Society, 44(4),707-730.Bolles,E.,&Patrizio,K.(2016).Leadershiptenetsofmilitaryveteransworkingasschooladministrators. JournalofLeadershipEducation, 15(3),98-116.Bondy,E.,Ross,D.D.,Gallingane,C.,&Hambacher,E.(2007).Creatingenvironmentsofsuccessandresilience:Culturallyresponsiveclassroommanagementandmore. UrbanEducation, 42(4),326-348.Brownfield,D.,&Thompson,K.(1991).Attachmenttopeersanddelinquentbehavior. CanadianJournalofCriminology, 33,45.Burton,N.W.,Pakenham,K.I.,&Brown,W.J.(2010).Feasibilityandeffectivenessofpsychosocialresiliencetraining:ApilotstudyoftheREADYprogram. Psychology,Health,andMedicine, 15(3),266-277.Carey,M.A.,&Asbury,J.E.(2016). Focusgroupresearch.Routledge.Castro,M.,Expósito-Casas,E.,López-Martín,E.,Lizasoain,L.,Navarro-Asencio,E.,&Gaviria,J.L.(2015).Parentalinvolvementonstudentacademicachievement:Ameta-analysis. Educationalresearchreview, 14,33-46.Chang,R.(2017).GenevraWalters:Howtechcanclosetheachievementgap:Studentswhostruggleneedmoretechnology,notless. THEJournal(TechnologicalHorizonsinEducation), 44(1),12.Cheng,C.C.&Huang,K.H.(2018).Educationreformandteacheragency.ProblemsofEducationinthe21stCentury,76(3),286-287.Chester,J.,&Montgomery,K.(2008).Noescape:Marketingtokidsinthedigitalage. MultinationalMonitor, 29(1),11.Conforte,A.M.,Bakalar,J.L.,Shank,L.M.,Quinlan,J.,Stephens,M.B.,Sbrocco,T.,&Tanofsky-Kraff,M.(2017).Assessingmilitarycommunitysupport:Relationsamongperceivedmilitarycommunitysupport,childpsychosocialadjustment,andparentpsychosocialadjustment.MilitaryMedicine, 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).Lessonslearnedandfuturerecommendationsforconductingresearchwithmilitarychildrenandfamilies.In ABattlePlanforSupportingMilitaryFamilies (pp.265-287).Springer,Cham.Creswell,J.(2003).ResearchDesign:Qualitative,Quantitative,andMixedMethodsApproaches. California:SagePublication.Creswell,J.W.(2007).QualitativeInquiryandResearchDesign:ChoosingamongFiveApproaches.CA:Sage.Creswell,J.W.,&Poth,C.N.(2018).Qualitativeinquiry&researchdesign:Choosingamongfiveapproaches(4thed.).ThousandOaks,California:SagePublications.Dahlman,H.(2013,September/October).Thejourneytowardcross-culturalcompetenceisnever-ending.Momentum,44(3),27-31.DePedro,K.T.,Astor,R.A.,Gilreath,T.D.,Benbenishty,R.,&Berkowitz,R.(2018).Schoolclimate,deployment,andmentalhealthamongstudentsinmilitary-connectedschools. Youth&Society, 50(1),93-115.DeVoe,E.R.(2017). Supportingmilitaryfamilieswithyoungchildrenthroughoutthedeploymentlifecycle.Boston:TrusteesofBostonUniversity.DeVoe,E.R.,Paris,R.,Emmert-Aronson,B.,Ross,A.,&Acker,M.(2017).Arandomizedclinicaltrialofapost-deploymentparentinginterventionforservicemembersandtheirfamilieswithveryyoungchildren. PsychologicalTrauma:Theory,Research,Practice,andPolicy, 9(S1),25.Doge,P.&Keller,H.(2014,July-September).Similarityofmothers\'andpreschoolteachers\'evaluationsofsocializationgoalsinacross-culturalperspective.JournalofResearchinChildhoodEducation,28(3),377-381.Epstein,J.L.,Sanders,M.G.,Sheldon,S.B.,Simon,B.S.,Salinas,K.C.,Jansorn,N.R.,...&Hutchins,D.J.(2018). School,family,andcommunitypartnerships:Yourhandbookforaction.City:CorwinPress.Ellison,T.L.&Evans,J.N.(2016,Fall).Minecraft,teachers,par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dothefollowing:1.Completeaquestionnairethatincludespreliminarydemographicdata,suchasage,race,militaryaffiliationandyearsofservice.Thequestionnairewillalsoconsistofthreeopen-endedquestionsandshouldtakeapproximately30minutestocomplete2.Participateinaface-to-faceoronlineinterviewwiththeresearcher.Interviewswillbeconductedinapredesignatedlocation(chosenbyyou).Eachinterviewwilllastforapproximately45-60minutes.Interviewwillbeaudio-recorded,butpseudonymswillbeusedtomaintainconfidentiality.3.Participateinanonlinefocusgroupthroughwhichseveralpreparedquestionswillbeanswered.Participantswillbegatheredinononlineforumfor45-60minutesusingavideoconferencingsoftwaresuchasZOOM.Theonlinesessionwillberecordedfortranscription.Pseudonymswillbeusedtomaintainconfidentiality.4.Providerelevantdocumentforanalysis:Youwillbeasktoprovide(ifavailable)documentssuchasjournals,lettersandemailcorrespondencewithteacherspertainingtoyourchildren.Thesedocumentswillbeanalysistogainfurtherinsightintotheissuesthatdeployedparentsface.Pseudonymswillbeusedtomaintainconfidentiality.Risks:Therisksinvolvedinthisstudyareminimalandarenomorethanwhatparticipantsencounterineverydaylife.Ifyouexperiencediscomfortwhiletakingpartinthisstudy,youmaychoosetostopparticipatingatanytime.Benefits:Thedirectbenefitsparticipantsshouldexpecttoreceivefromtakingpartinthisstudywillbeunderstandingtheperceptionsofotherdeployedmilitaryparentsregardingactiveinvolvementintheirchild’seducation.Thoughyourparticipationmayhavepotentialbenefitstoeducationandmilitarycommunityasawhole,youmanynotreceiveanydirectbenefitsfromyourparticipation.Compensation:Participantswillnotbecompensatedforparticipatinginthisstudy.Confidentiality:Therecordsofthisstudywillbekeptprivate.InanysortofreportImightpublish,Iwillnotincludeanyinformationthatwillmakeitpossibletoidentifyasubject.Researchrecordswillbestoredsecurely,andonlytheresearcherwillhaveaccesstotherecords.ImaysharethedataIcollectfromyouforuseinfutureresearchstudiesorwithotherresearchers;ifIsharethedatathatIcollectaboutyou,Iwillremoveanyinformationthatcouldidentifyyou,ifapplicable,beforeIsharethedata.·Procedureswillbetakentoprotecttheprivacyoftheallparticipantsincludingtheuseofassignedpseudonymsandinterviewsconductedinlocationswhereotherswillnoteasilyoverheartheconversation.·Datawillbestoredonapassword-protectedcomputerandalldocumentswillbekeptinalockedfilecabinet.Datamaybeusedinfuturepresentations.·Theresearcherwilltranscribeinterviews.Recordingswillbestoredonapasswordlockedcomputerforthreeyearsandthenerased.Onlytheresearcherwillhaveaccesstotheserecordings.·Icannotassureparticipantsthatothermembersoftheonlinefocusgroupwillnotsharewhatwasdiscussedwithpersonsoutsideofthegroup.VoluntaryNatureoftheStudy:Participationinthisstudyisvoluntary.YourdecisionwhetherornottoparticipatewillnotaffectyourcurrentorfuturerelationswithLibertyUniversityoryourpositionsinthemilitary.Ifyoudecidetoparticipate,youarefreetonotansweranyquestionorwithdrawatanytimewithoutaffectingthoserelationships.HowtoWithdrawfromtheStudy:Ifyouchoosetowithdrawfromthestudy,pleasecontacttheresearcherattheemailaddress/phonenumberincludedinthenextparagraph.Shouldyouchoosetowithdraw,datacollectedfromyou,apartfromfocusgroupdata,willbedestroyedimmediatelyandwillnotbeincludedinthisstudy.Focusgroupdatawillnotbedestroyed,butyourcontributionstothefocusgroupwillnotbeincludedinthestudyifyouchoosetowithdraw.ContactsandQuestions:TheresearcherconductingthisstudyisJohnG.Bennett.Youmayaskanyquestionsyouhavenow.Ifyouhavequestionslater,youareencouragedtocontacthimat(860)213-4464orebennett17@liberty.edu.Ifyouwouldliketoaddressquestionsorconcernstosomeoneotherthantheresearcher,youareencouragedtocontacttheresearcher’sfacultychair,Dr.JamesEllerat(440)[email protected]:Ihavereadandunderstoodtheaboveinformation.Ihaveaskedquestionsandhavereceivedanswers.Iconsenttoparticipateinthestudy.Theresearcherhasmypermissiontoaudio-recordmeaspartofmyparticipationinthisstudy.SignatureofParticipantDateSignatureofInvestigatorDateAPPENDIXD:RECRUITMENTLETTERFall2019DearServiceMember,AsagraduatestudentintheSchoolofEducationatLibertyUniversity,IamconductingresearchaspartoftherequirementsforadoctoraldegreeinEducationalLeadership.Iamwritingtoinviteyoutoparticipateinmyresearchstudyabouttheperceptionsofmilitaryparentswhoaredeployedregardingtheiractiveinvolvementintheirchild’seducation.You\'reeligibletobeinthisstudybecauseyouhavebeenidentifiedhashavingsomeexperiencewiththisparticularissue.Ifyoudecidetoparticipateinthisstudy,youwillpartakeinaface-to-faceoronlinerecordedinterview,takepartinanonlinefocusgroupandbeasktoproviderelevantdocuments(ifavailable)foranalysis.Youshouldbeabletocompleteyourparticipationinapproximatelytwotothreeweeks,withittakingfourtofivehoursoftimetocompleteallprocedures.Yournameand/orotheridentifyinginformationwillberequestedaspartofyourparticipation,buttheinformationwillremainconfidential.Toparticipate,pleaserespondtomyemailwithyourdesiretobeapossibleparticipant.Followingyourresponsetoparticipate,Iwillthencontactyouforaninterviewandprovidetheconsentformforyoutosign.Theconsentdocumentcontainsadditionalinformationaboutmyresearch.Sincerely,JohnG.BennettDoctoralCandidateLibertyUniversityAPPENDIXE:QUESTIONNAIREThepurposeofthisqualitativetranscendentalphenomenologicalstudyistoexploretheperceptionsofdeployedmilitaryparentsregardingactiveinvolvementintheirchild’seducation.Thisquestionnaireisdesignedtoobtaindemographicinformationaswellastocaptureyourperceptionsandexperiencesofbeingaparentwhiledeployedoverseasinthemilitary.1.Name:____________________________________________________________2.Age:_____________3.Ethnicity:______________________4.BranchofService:_____________________________________________5.Rank:__________________________________________________6.Ageofspouse:____________________________________________7.Spousecurrentprofession:_______________________________________8.Highestdegreeearned____________________________________________________9.Howmanyschoolagechildrencurrentlyinyourhousehold:_______________________10.Howmanytimeshaveyoubeendeployed:_____________________________________?11.Ifcurrentlydeployed,whatisthedurationofyourdeployment:______________________12.Ifnotcurrentlydeployed:Whenwasyourlastdeploymentandhowlong________________13.Reflectonyourexperiencesofbeingaparentwhiledeployedinthemilitary.Pleaseprovideabriefwrittenresponseforeachquestion.a.Whatwordbestdescribesyourinitialthoughtaboutdeploymentasitrelatestoyourabilitytobeinvolveinyourchild’seducation.Pleaseexplainb.Whatsupport(familial,financial,experience)haveaidedinmaintainingasenseofinvolvementinyourchild’seducationc.Whatisthenumberonechallenge(asidefromdistance)thathindersyourabilitytoparticipateinchild’seducation?APPENDIXF:INTERVIEWGUIDESemi-Structured,Open-EndedInterviewQuestionsCentralResearchQuestion:Whataretheperceptionsofdeployedmilitaryparentsregardingactiveinvolvementintheirchild’seducation?OpeningQuestions19.Pleaseintroduceyourself,describeyourselfandyourfamily20.Howlonghaveyoubeenservinginthemilitary21.Inthepasttwoyears,howmanytimesandforhowlongwhereyoudeployed22.Whatistheageandgenderofyourschoolagechildorchildren23.PleaseexplainyourexperienceinthemilitarythusfarQuestionsrelatingtoparticipantsperceptions24.Whatisyourdefinitionofparentalinvolvement,particularlyasitrelatestoeducation25.Inwhatway(ifany)doesyourdefinitionofparentalinvolvementchangewhiledeployed26.Howwouldyoucompareandcontrastyourroleinyourchild’seducationwhennotdeployedandwhiledeployed27.Whatchangeshaveyouexperiencedinyourchild’sbehavior,focus,andattitudetowardslearningwhiledeployed?28.Whataresomewaysormethodsusedtoparticipateinyourchild’seducationwhiledeployed,andhowdotheydifferfrommethodusedwhennotdeployed29.Howhasyourdeploymentimpactedyourspouse,particularlyasitrelatestohis/herabilitytobeinvolvedinyourchild’seducation30.Reflectonthefirsttimeyouspokewithyourchildabouttheireducationwhenyouweredeployed.Whatwasthatexperiencelike?31.Reflectonyourchild’seducation.Whatisyourperceptionofyourchild’ssenseofhowhisorherlearningisimpactedbyyourdeployment?Questionsrelatingtoparticipants’perceptionsofchallenges32.Describeatime(whiledeployed)whenyouencounteredabarrierorchallengethatpreventedyoufrombeinginvolvedintheireducation?33.Describeatimewhenyoufeltthatyoucouldbemoreinvolvedinyourchildren’seducationwhiledeployed.Wereyouabletocomeupwithasolution?Ifso,pleasedescribe.34.Howdoesbeingdeployedaltersyourinteractionswithyourchild’steachersandothereducators35.Whatstageofdeployment(pre-deployment,deployment,post-deployment)doyoubelievecreatesthemostchallengesinattemptingtostayinvolveinyourchild’seducation,pleaseexplain36.WhatadvicewouldyougiveamilitaryparentwhoisdeployedormaydeployinthefutureAPPENDIXG:FOCUSGROUPQUESTIONGUIDESemi-Structured,Open-EndedFocusGroupQuestionsCentralResearchQuestion:Whataretheperceptionsofdeployedmilitaryparentsregardingactiveinvolvementintheirchild’seducation?OpeningQuestions:7.Willeachindividualpleasestateyourname,yourmilitarybranchandlengthofserviceQuestionsRelatingtoChallengesParentsexperiencewhileDeployed:8.Asaparent,howwouldyoudescribeyouroverallexperienceofbeingseparatedfromyourfamilywhiledeployed9.Whatwouldyouidentifyasthemostdifficultaspectofbeingamilitarydeployedparent10.Fromaparentalstandpoint,whataresomeexamplesofchallengesyouencounteredwhiledeployed,andhowhaveyouovercomethemQuestionsRelatingtoParticipantsinvolvement:11.Howhasyourdeploymentaffectedyourchild’sperformanceinschool12.Howoftenandinwhatwaydoyouinteractwithyourchild’steachersoreducator,whattypesoffeedbackhaveyoureceived

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