Educ 703 historical topic analysis assignment instructionsove

1. EDUC 703
Historical Topic Analysis Assignment Instructions
Overview
The purpose of the Historical Topic Analysis Assignment is to
evaluate historical events, topics, and trends and their related
causes and effects, especially in the field of education. The
topic will also be addressed from a Biblical worldview
perspective integrating current course materials and peer -
reviewed journal articles. Candidates are encouraged to explore
from a historical perspective a topic they anticipate might relate
to their future capstone or dissertation project. Candidates
research and conduct the analysis. They demonstrate knowledge
of educational ideas of the past, consider the relevance of the
topic, analyze the topic in light of their own educational beliefs,
and critically analyze related actions and beliefs.
Instructions
This paper is based on the topic, guiding question, and
preliminary thesis statement you submitted in previous
assignments and should be in APA format (see the APA Format
Quick Guide).
Length: This paper is to be at least 1,300 words in length from
the introductory paragraph to the conclusion. This does not
count the title page, abstract, or reference pages.
Citations and References: Cite at least five sources throughout
the paper and list them on the reference page. Of the five
sources, one of them is required to be the course textbook. You
may incorporate articles from your Annotated Bibliography
Assignment and other course assignments as appropriate. Other
sources may include course videos, academic journal articles,
books, and textbooks from other courses.
Structure: You have a great deal of latitude in how the paper is
structured, but it should follow a logical progression of thought

2. and the guidelines below. See the Historical Topic Analysis
Grading Rubric for required elements.
1. Title Page
· Pagination: In APA, all pages are numbered. The title page
should be page 1.
· Title: The title should not be the name of the assignment (i.e.,
Historical Topic Analysis). It should be a phrase drawn fr om the
thesis statement in the introductory paragraph. It should provide
the reader a hint of the topic and the main idea supported
throughout the paper and may be phrased in a clever, unique
fashion. The first letter of all words should be capitalized
except for articles (e.g. a, an, the), conjunctions (e.g., and, but),
and short prepositions (e.g., of, about), unless they appear as
the first word, which is always capitalized. Center and boldface
your title and position it near the middle of the page or sl ightly
above the middle.
· Other Information on Title Page: All other information on the
title page should comply with current APA requirements.
2. Abstract: The heading of the abstract should be centered and
boldfaced.
· Place the abstract at the top of a page by itself after the title
page.
· Do not indent the first line.
· The abstract is a brief, comprehensive summary of the
contents of the paper. It should present the main ideas and main
conclusions/implications. Including the main ideas and
conclusions in the abstract is much more important than a
simple outline of the structure or headings.
3. Introduction: Do not use the word “Introduction” as a
heading for this section.
· The purpose of the introductory paragraph is different from
that of the abstract. Do not simply copy the abstract.

3. · In this section, introduce your thesis statement that will be
developed throughout the paper. It is the main idea you are
presenting. Save other supporting ideas for the body of the
manuscript. Do not overload the introductory paragraph with
too many concepts that distract from the key point of the thesis
statement.
· It is best to place the thesis statement at the end of the
introductory paragraph. It is typically one or two sentences that
serve as a transition into the rest of the paper. Some writers
choose to place it as the first sentence of the introduction.
Either option is acceptable as long as the introduction is well
written and has a logical progression of thought.
4. Summary and Context: Centered in bold with all major words
capitalized, enter the first Level 1 heading of your paper. (Level
2 headings are unnecessary for this short of a paper.) Use the
words “Summary and Context.”
· This brief section describes and/or summarizes the topic you
have chosen so the reader understands the setting in which the
topic developed. This is a succinct presentation of events or
circumstances that may have influenced the topic.
· Include transitions that build a logical progression from the
thesis statement in the introductory paragraph into the topic and
its historical context.
5. Critical Analysis: This Level 1 heading should be formatted
the same as the previous one. Use the words “Critical
Analysis.” This section should reflect various perspectives
about the topic, including a Biblical worldview lens.
6. Conclusion: Use the same Level 1 formatting as you have
done with your other headings above and enter the word
“Conclusion”is centered, bold font. Although your conclusion
should include concepts from the thesis statement in the
introduction and should have some alignment with the title of
the paper, you should not simply restate the thesis statement.
Wrap up the paper by emphasizing your main idea and draw a

4. clear conclusion. Typically, a good conclusion does not
introduce new information. The conclusion is where you are to
discuss implications about what you have already shared and
relate ideas to current educational issues.
7. References: Starting at the top of the next page after the end
of the manuscript, center in bold font the heading “References.”
· Double-space everything throughout your paper, including the
reference page. Do not insert additional extra lines/spaces.
· Using a hanging indent, which means that the first line of
every reference is left-justified with all other lines of the
reference indented.
· Follow the format below for books. Only initials are used for
the author’s first and middle names. See the APA manual for
examples of multiple authors, editors, etc.
Authorlastname, A. B. (2019). Book title in italics with only the
first word and proper nouns, like Christian, capitalized: If there
is a subtitle, the first word is capitalized. Publisher.
· Follow the format below for journalarticles. Both the journal
title and the volume number are italicized. There is no space
between the volume and issue numbers. (Sometimes, the source
provides no issue number. If that is the case, simply place a
comma after the italicized volume number.) Page numbers are
last without “p.” or “pg.” before them.
Authorlastname, A. B. (2019). Article title in regular font with
only the first word and proper nouns, like European,
capitalized: Subtitles may or may not be used. Journal Titles
Capitalize All Major Words Except for the Articles,
Conjunctions, and Short Prepositions, 15(2), 41-50.
· Regarding APA format for citing the Bible, see Religious
Work References on the APA website. The Bible should be in
addition to other required references.Miscellaneous Tips
First Person Pronouns: Per the APA manual, first-person
pronouns are permitted. However, they should rarely be used

5. and are intended only for conveying an incident about your life
story (e.g., “I was born into poverty”) or explaining the actions
you took as a researcher (e.g., “I conducted focus groups with
participants.”) A good writer makes strong declarative
statements in third-person plural (e.g., teachers, parents,
leaders, etc.) in terms of “ought”and “should” rather than
overusing redundant statements such as “I believe that,” “I
think that,” “to me,” “for me,” etc. Almost always, sentences
are strengthened by simply omitting references to self.
It is considered poor writing to refer to yourself in third-person
(e.g., “this author”). It also may confuse the reader because
there are typically multiple authors being discussed within a
manuscript.
Academic Integrity: This paper will be screened by plagiarism-
checking software, which reports to the professor the degree to
which your paper is similar to other works. The following tips
will help you avoid issues with plagiarism:
· Direct Quotes: No more than 10% of your paper should be
made up of direct quotes. Therefore, do more summarizing and
paraphrasing than quoting. Short quotes should be in quotation
marks and longer quotes of 40-words or more should be
indented. If you do not set off direct quotes in this manner
and/or do not cite them, it is plagiarism.
· Ideas and Facts: If the idea or fact is not your own, you must
cite its source. When not directly quoting, summarize, or
analyze the idea in your own words.
Note: Your assignment will be checked for originality via an
online plagiarism tool.
Page 1 of 3
1. Centre the title, References, at the top of the page.
2. Double-space the list.

6. 3. Start the first line of each reference at the left margin; indent
each subsequent line five spaces (a hanging indent).
4. Put your list in alphabetical order. Alphabetize the list by the
first word in the reference. In most cases, the first word will be
the author’s last name. Where the author is unknown,
alphabetize by the first word in the title, ignoring the words a,
an, the.
5. For each author, give the last name followed by a comma and
the first (and middle, if listed) initials followed by periods.
6. Italicize the titles of these works: books, audiovisual
material, internet documents and newspapers, and the title and
volume number of journals and magazines.
7. Do not italicize titles of most parts of works, such as: articles
from newspapers, magazines, or journals / essays, poems, short
stories or chapter titles from a book / chapters or sections of an
Internet document.
8. In titles of non-periodicals (books, videotapes, websites,
reports, poems, essays, chapters, etc), capitalize only the first
letter of the first word of a title and subtitle, and all proper
nouns (names of people, places, organizations, nationalities).
9. If a web source (not from the library) is not a stable archived
version, or you are unsure whether it is stable, include a
statement of the accessed date before the link.
Running head: PARENTAL ACADEMIC EXPECTATIONS 1
PARENTAL ACADEMIC EXPECTATIONS 8Parental
Academic Expectations, Parental Involvement, and
Socioeconomic Status: Applying Maslow’s Hierarchy of Needs
for a Greater Understanding

7. Author Note
Mary Jane
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Mary Jane
Email: [email protected]
Abstract
Academic achievement is a global concern with local issues.
One of the greatest indicators for academic achievement is
academic parental involvement, which develops high academic
expectations. Due to federal, state, and local demands, schools
are mandated to develop parental involvement programs to help
bridge the gap from school to home and improve overall
academic experiences and achievements. However, parents are
faced with limited resources and numerous obstacles, which
impede parental involvement and hampers high parental
expectations. Numerous programs have been developed to
minimize these obstacles. Still, parents have limited resources,
and as those resources become less, parents must focus on basic
needs. Maslow’s Hierarchy of Needs explains the decisions
parents make regarding academic parental involvements and
academic expectations.
Keywords: academic parental involvement, academic
expectations, Maslow’s Hierarchy of Needs
Parental Academic Expectations, Parental Involvement, and
Socioeconomic Status: Applying Maslow’s Hierarchy of Needs
for a Greater Understanding
Academic success is the general goal for teachers and schools;
however, each year schools find themselves facing students who
struggle for unknown reasons. School districts and individual
schools use a report card, which typically reports academic
achievement within various demographic categories: general
education, special education, English learner, gender, ethnicity,
and free or reduced lunch. Schools use these groupings as a

8. way to identify where academic success is achieved or
underachieved throughout various academic measures: reading,
writing, math, etc. According to the National Assessment of
Educational Progress (2018), the Nation’s Report Card indicates
that less than 50% of students across the United States scored at
or above proficient in all areas of academics: civics, geography,
mathematics, reading, science, technology, U.S. history and
writing. The No Child Left Behind Act required schools to be
measured through standardized academic achievement, and the
Race to the Top program reinforces excellent teaching through
additional funding and support. With the emphasis on education
management and measurement, it has become evident that a
critical component schools face is parental involvement and
high academic expectations.
Academic achievement varies significantly by numerous
demographics, including one’s socioeconomic status. While all
men are created equal, income distribution and educational
quality are far from equal. Schools in the United States are
funded by federal, state, and local taxes, which means that if a
school is located within an affluent community, it is more
funded than those in poorer areas, which could provide a
discrepancy in the resources and quality of services. In
addition, students who attend less funded schools tend to live in
homes with a lower socioeconomic status. As a result, these
families struggle with the daily obligations of financial woes
and resource management. According to the U.S. Census
Bureau, in 2016, there were 40 million people in the United
States living in poverty and eighteen percent of all children in
the United States living in poverty. As a result, these families
experience much more than financial hardship; they also suffer
from the consequences of limited resources. To make matters
worse, there are more families in poverty, who are supported by
a female householder without a male present, than there are
families in poverty supported by a married couple (US Census,
2018). This means that in addition to having limited financial
resources, the majority of these families are functioning with

9. only one adult parent in the household.
To meet basic needs, this one parent must typically provide the
income of two working parents on a full-time basis, which
means time spent at home or other leisure activities is limited.
The single parent is responsible for working at least one job,
paying for living expenses, grocery shopping, preparing meals,
doing laundry, providing transportation and attending to a
child’s education. With all the basic demands that daily life
requires, there’s little time or energy that’s spent beyond
survival. Since children’s education doesn’t fall within the
survival category, many children who live in poverty go with
less parental involvement or even parental academic
expectations, which results in less academic achievement.
Considering the tug of war parents face in balancing everyone’s
needs, Maslow’s Hierarchy of Needs model may explain some
of the variances with parental academic expectations. This
makes one wonder how does a family’s income in the United
States influence parental academic expectations? Background
Countries around the world have established laws and
regulations to enhance parental involvement, which increases
academic expectations. According to Hornby (2011), a few of
these national programs are: The United States’ No Child Left
Behind policy, which encouraged schools to develop parent-
school partnerships, The United Kingdom’s the Children’s Plan,
which emphasizes the role and importance parents play in
academic achievement, and the Schooling Strategy in New
Zealand, which identifies improving parent-school relationships
as a top-three priority. According to the United States
Department of Education (1996), school districts receive direct
funding and are mandated to develop and maintain parent
partnerships, which bridge the gap from school to home. At this
time, 17 states require school districts to develop and facilitate
parental involvement policies. In addition, 7 states have
required schools to incorporate parent programs and
partnerships within their School Improvement Plan.
Schools in the United States receive funds from Title I funds,

10. which are federal funds that are in part meant to be used for
developing and implementing school-parent partnerships and
programs (Title I, 1996). In addition to these funds, many
states provide financial support and mandate school -parent
partnerships to be included in school improvement plans and
still, parental expectations and parental involvement continue to
be a challenge for school districts. To understand why these
challenges, continue to exist, it’s important to examine the
barriers that parents face. Hornby and Lafaele (2011)
developed a model to understand the gaps between perceived
parental involvement and the barriers parents face. Thi s model
identifies barriers to parental involvement in education and
categorizes them into four components: individual parent and
family factors, child factors, parent-teacher factors, and societal
factors. Individual parent and family factors consist of parents’
individual thoughts and perceptions about parental involvement,
parents’ present life circumstances and situations, parents’
views of requests or offers for participation and parents’
socioeconomic status, cultural identification and gender
identification. Child-specific factors were elements directly
related to the specific child: grade level, academic success or
struggles, and were child factors such as age, learning talents,
difficulties and disabilities, and behavior concerns. Parent-
teacher factors related to perceived differences between parents
and teachers regarding priorities, perceptions, values, and were
parent-teacher factors such as the differing agendas, attitudes
and communication gaps. Societal factors included cultural
norms within the community such as background, cultures,
financial and partisan, which could be perceived as barriers.
The combination of the barriers creates a complex concern for
teachers and schools to increase parental involvement in the
school, which is a well-documented need for academic
achievement.
Hornby and Blackwell (2018) reviewed the original model to
understand current barriers to parental involvement in the
classroom. Their motivation was to see if the original barriers

11. applied, and if there has been an improvement, lessening the
gaps. They identified that the original gaps continue to exist;
however, schools have taken a more active approach to
engaging parents and encouraging parental participation. To
help schools overcome these obstacles, eight forms of parental
involvement have been identified: communication (school -to-
parent and teacher-to-parent); liaison (translators and
interpreters and parent-teacher associations); education (school
and classroom expectations for student learning); support
(resources to bridge the gaps and include parents in educational
decisions); information (newsletters, emails, updates, and
classroom communication); collaboration (parent and
administration committees); resources (translated materials,
school supplies, access to organizations, etc.); and, policy
(regulations to improve and enhance parent participation as a
part of school development and improvement).
Understanding the historical applications of the model, its
weaknesses, and implications help with a holistic perspective of
school-parent policies, procedures, and programs. These
barriers impact academic involvement, which has a direct
impact on academic expectations and academic achievement;
conversely, increased parental involvement and parental
expectations benefit academic achievement. Hornby (2011)
reported that parental involvement benefits children, teachers,
and parents. Children were identified to be more successful in
the school and have better attitudes toward the educational
environment. Teachers reported that improved parent
participation led to better parent-teacher relationships, teacher
satisfaction, and school culture. The positive results have
applied across gender, ethnicity, and grade-level differences.
In addition, Wang and Sheikh-Khalil examined the effect parent
involvement had on adolescent achievement (2013). As
predicted, parental participation was identified to positively
impact academic achievement.
Since parental expectations increase with developing a
relationship and investing time with schools, it has become an

12. integral focus throughout studies and program implementations.
As a result, schools are expected to develop parent-school
partnerships and programs and close the gap between home and
school with the intent of increasing academic achievement.
Bowen, Hopson et al., (2012) conducted a longitudinal study
and discovered that, “Parental expectations for behavior as
students enter middle school was a predictor of academic
outcomes three years later.” Another study consisting of 10,681
families with children in grades k-12 identified that, “Parental
expectations were positively related….to positive school
outcomes” (Froiland & Davison, 2013, p. 6). Loughlin-Presnal
and Bierman (2017) reported, “parent academic expectations
emerged as a primary mediator of children's outcomes on
measures of emergent literacy skills and teacher-rated self-
directed learning” (p. 68). While benefits increased from
parental involvement and increased academic expectations, the
reverse is also true.
Limited parental academic participation or decreased
expectations have many causes and are directly tied to academic
underachievement. Many researchers have identified various
causes for poor academic achievement within schools; however,
according to Loughlin-Presnal & Bierman (2017), “A number of
prior studies have shown that parent academic expectations
serve as a protective factor for child school outcomes in the
face of adverse circumstances” (p. 69). Conversely, parents
who have lower academic expectations lessen the “protective
factor” for the child’s academic results, especially in at-risk
groups. However, Robinson et al, (2014) provided a counter
approach to parental involvement in education.
While it seems natural that academic parental involvement
increases academic achievement, the collective data from the
National Education Longitudinal Study and the Child
Development Supplement to the Panel Study of Income
Dynamics, which are both representative of national data
collected and analyzed to determine contributions to academic
achievement, indicate that academic parental involvement in

13. some cases, improves educational achievement; however, when
examining social classes and race differences, the results are
not always positive. For example, “Black, Hispanic, Asian,
socioeconomically disadvantaged and white parents” are all
very similar in communicating the importance of education and
encouraging academic growth (p. 2). However, these same
groups show differences in the involvement within the schools,
which may occur due to limited resources, limited access to the
school due to transportation, logistics, and competing
responsibilities.
Regardless of the barriers, the level of academic achievement is
barely influenced by parental involvement in the school;
however, academic parental involvement within the home or a
setting other than the school had the greatest positive effect.
This may be in part due to parents’ overwhelming
responsibilities and limited resources, especially parents within
a lower socioeconomic demographic. Goss (2017) provided a
culturally aware approach to examining barriers parents face
while trying to participate in a child’s educational process. He
found that Hispanic and African-American parents struggled
more with school processes, and they perceive the school as a
governmental agency with power, resulting in a power struggle
between parent and school (representative). Parents received
more acceptance when children were in elementary schools;
however, as the grade level increased, so did the level of
difficulty. Parents felt that school representatives and teachers
perceived parents to have a hidden agenda and had to justify an
interest in participating in the school or classroom. Numerous
samples were provided that demonstrated perceived resistance
from schools, especially if the parents inquired about school
policies, procedures, specific student information, or the
process to advocate on a student’s behalf. Some parents felt that
schools intentionally blocked information and refused to return
calls or emails, keeping parents in the dark. While schools
provided opportunities for parental engagement, they were
limited in scope to topics that were considered school -approved

14. such as parenting. Occasionally, schools provided workshops ,
but they were generally inconvenient and unhelpful. In addition,
Wang, Deng, and Yang (2016) identified strong relationships
between family economic status and parental involvement.
Since parental involvement has been shown to shield academic
challenges, it is particularly needed for families who struggle
economically. These families and students already have
numerous obstacles to overcome, and this protection provides a
buffer for students. Parental involvement can include
volunteering at the school, attending pre-scheduled meetings
like back-to-school nights or parent-teacher conferences, and
participating in the management of the school through
committees. Parental involvement benefits students through
academic achievement, literacy development, grades, and long-
term academic progression. This study recognizes the effects of
self-efficacy and parents’ efforts due to perceived abilities.
Specifically, low-income parents may perceive educators as
experts and feel inadequate to support their children and
schools. The perception of limited resources, insufficient
knowledge, and communication struggles plays a role in
parents’ comfort with academic participation. Whatever the
barrier, real or perceived, intentional or accidental, academic
parental participation and high academic expectations vary
based upon demographics.
Learning Theory Association
Schunk (2016) provided an overall understanding of Maslow’s
Hierarchy of Needs model. Maslow developed his model to
understand the various needs humans have and their holistic
motives. For example, if someone steals food, it doesn’t mean
they enjoy stealing; instead, their need for food overpowers
their need for societal belonging. Maslow’s model indicates that
there are five hierarchical needs: physiological, safety,
belongingness, esteem, and self-actualization. These needs
progress through human development and can be met
simultaneously. However, lower-level needs such as

15. physiological and safety must be met before an individual can
progress through the high level of needs. The first four needs,
physiological, safety, and belongingness are considered
deprivational. That is, if one of these needs are not met,
individuals will strive to accomplish them. Last, but not least,
self-actualization is a much higher need that one can desire
once the deprivational needs are met, and the person is in a state
where he/she desires greater self-fulfillment. In addition, the
first four needs are relatively identifiable; however, self-
actualization can vary based on a person’s personal desires:
parenthood, career ambitions, spiritual awareness, etc.
Prince and Howard (2002) dissected Maslow’s Hierarchy of
Needs and clarified how impoverished children from lower
socioeconomic families receive a less adequate education,
suffer from insufficient care, and are more likely to develop
preventable medical conditions. These foretelling elements are
not only predictors of academic achievement, but also indicate
the customary care children receive. Poor children attend school
with empty bellies, insecure housing, unsafe family
arrangements, inadequate nutrition, and deprived wellbeing. As
a result, they are not in a psychological condition to accept
learning and be motivated to attend to the learning environment.
For these children, many cannot even surpass the basic need of
physiological demands, and their limited access to healthcare
puts them at great risk for illness, disease and regular care,
frequently resulting in conditions that could have been
prevented with routine medical supervision. Their feelings of
safety and security are hampered by their home environment or
community; from violence to gangs, children in poverty struggle
with feelings of a constant and secure home. Since these basic
elements cannot be met, their sense of belonging and love is
limited and must be reserved when other basic needs aren’t
maintained.Key Terms
Wang and Sheikh-Khalil (2013) developed a model to
categorize the various types of academic parental involvement.
The first type of academic parental involvement is parents

16. participating in the school which could incorporate parent-
teacher meetings, attending to extra-curricular or school-
sponsored events, and volunteering. Another type of academic
parental support is supporting academics in the home. This can
be seen by parents developing a specific process for studies and
overseeing school grades and assignments. Parental academic
support can also be facilitating school-based academic
socialization opportunities, which can look like parent to child
conversations regarding the value of school and establishing,
maintaining, and communicating high expectations for academic
achievement. This would also include positive reinforcements,
such as verbal praise and supporting long-term employment
desires. In addition to understanding parental involvement, it’s
important to determine characteristics of academic
expectations.Alexander et al., (1994) defined parental academic
expectations as, “realistic beliefs or judgments that parents have
about their children's future achievement as reflected in course
grades, highest level of schooling attained, or college
attendance” (p. 283). Gaps in the Research
There is limited research and challenges associated with
correlating the complex relationship between parental
involvement and socioeconomic status (SES) . Stull (2013)
examined the effect a family’s income, which is identified as
socioeconomic status (SES) had upon parent expectations and
academic achievement. To determine the strength of the
relationship between the two, the study attempted to isolate the
parental expectation from other indirect factors. This is
important because minimal research has been done to identify
the specific relationship. However, this study was able to
recognize that as a family’s income rises, the parental
expectations rise with it. One study considered external factors
associated with SES. For example, as SES decreases, and
parental involvement decreases, academic progress also
decreases. One example of this is that pre-school children from
lower SES household tend to have less sophisticated vocabulary
than children from higher SES household. One study found that

17. the parent’s SES secondarily correlated to academic
achievement through the parent’s academic expectations.
Another study identified that as parental income rises, a larger
portion of that population expected their children to a graduate
from college.
Understanding that a parent’s SES is indirectly related to
achievement creates the necessity for schools and government
agencies to identify resources and provide additional
interventions to buffer the educational gap and raise the bar.
Some solutions provided include providing professional
development for teachers in the area of cultural awareness and
sensitivity, limiting the language gap through translation and
interpretation services, and providing written school
communication in the parents’ native language (Ozurk, 2013).
Biblical Worldview
Just as there are various levels of participation and expectations
for academic achievement, there are different degrees of
religious or spiritual beliefs. Sire (2009) presents seven
universal questions to help differentiate nine unique
perspectives. His questions include, “What is prime reality?
What is the nature of external reality? What is a human being?
What happens to a person at death? Why is it possible to know
anything at all? How do we know what is right or wrong? What
is the meaning of human history? What personal, life-orienting,
core commitments are consistent with this worldview?” Using
these core questions, we can see that Christians believe that
Theism states that we are creations of God and are able to think
because He has given us that ability, which separates us from
all other living beings. In exchange, we are to follow in his
word, fulfilling mankind’s purpose, and die, knowing that if we
have accepted Him, our eternal salvation will be free of human
suffering.
Another common belief system is Naturalism, which views
human existence through a scientific explanation. Using the
cosmos, we are able to use reasoning and develop methods of
science to understand the operations of the world. Upon the

18. death of our bodies, which are made of chemical and physical
properties, we return to the ground and no longer exist. Even
more extreme is Nihilism, which describes human beings as
machines, which do not have self-determination nor destiny; the
future is pre-determined, and we cannot change or influence
anything significant. Still, others have an Eastern belief
system, a belief of many Gods (Hinduism), atman and
reincarnation (Buddhism), and Allah, which denies the
existence or acceptance of other gods.
1 Samuel 3: 13 (NIV) says, “For I told him that I would judge
his family forever because of the sin he knew about; his sons
blasphemed God, and he failed to restrain them.” Christian
parents demonstrate their love for their children by protecting
them and teaching them right and wrong, which includes praise
and restraint. Parents have an obligation to correct and prevent
the direction, beliefs, attitudes, and actions of their children.
If parents do not take an active role in actively guiding beliefs,
values, and behaviors, children are left to make a path for
themselves and receive guidance, potentially misdirected, from
others. In addition to spiritual guidance, parents should provide
academic guidance and hold their children in the highest regard,
expecting greatness and not limiting their potential.Conclusion
There have been many programs established to bridge the gap,
but the intervention should occur at the early years of
education. As children grow older, parents become less
involved in school, so establishing a relationship between
parents and schools should be part of a normal routine during
the lowest grade levels (pre-kindergarten, kindergarten, first
grade, etc.). One of the ways schools can develop these
relationships is to require parents to participate in classroom
activities on a regular basis. For example, parents might need
to invest one hour per month in the classroom or ten hours per
school year. While this is not always feasible, parents who are
unable to participate could contribute in other ways.
According to Ðurišić and Bunijevac (2017) there are six models
of parental involvement, which are: Protective Model, keeping

19. parents and teachers separate, and parent involvement is
considered unnecessary; Expert Model, the teacher is considered
the expert and parents are recipients of knowledge;
Transmission Model, teachers are still considered experts , but
parental input is valuable; Curriculum-Enrichment Model,
incorporates parents into the curriculum and instruction, which
may cause chaos; Consumer Model, parents are the decision
makers, and teachers concede; and Partnership Model, a
recognition that teachers are experts for education; and parents
are experts for their own children. Each model has its pros and
cons, but schools should consider these models when
developing future parental involvement programs.
Academic expectations vary from individual to individual and
from demographic to demographic. Some cultures place a
significant value on education compared to others. There are
also some who associate education with the government and feel
threatened by potential relations with immigration enforcement,
Children and Family Services, or other perceived “big brother”
organization. There are many reasons why parents may have
low academic expectations for their children. They, themselves,
may be undereducated. They may lack the resources to suppor t
academic growth. They may not value education due to
cultural, socio-economic, or familial reasons. Parents may also
struggle with balancing family and work obligations and cannot
dedicate the time and energy needed to invest in academic
achievement.
While parents may choose to participate and have high
expectations, schools must continue to improve. As part of an
organization that receives local, state, and federal funds,
schools must maintain accountability. Administration, teachers,
and parents need to work together to develop successful
programs that support students’ needs, minimize the barriers for
all, and enhance academic achievement, so all can be
successful.

20. References
Alexander, K., Entwisle, D., & Bedinger, S. (1994). When
Expectations Work: Race and
Socioeconomic Differences in School Performance. Social
Psychology Quarterly, 57(4),
283-299. Retrieved from
http://www.jstor.org/stable/2787156
Bowen, G. L., Hopson, L. M., Rose, R. A., & Glennie, E. J.
(2012). Students Perceived Parental
School Behavior Expectations and Their Academic
Performance: A Longitudinal
Analysis. Family Relations, 61(2), 175-191.
doi:10.1111/j.1741-3729.2011.00695.x
Ðurišić, M., & Bunijevac, M. (2017). Parental involvement as
an important factor for successful education. CEPS Journal :
Center for Educational Policy Studies Journal, 7(3), 137-153.
Retrieved from
http://ezproxy.liberty.edu/login?url=https://search-proquest-
com.ezproxy.liberty.edu/docview/1952387265?accountid=12085
Froiland, J. M., & Davison, M. L. (2013). Parental expectations
and school relationships as
contributors to adolescents’ positive outcomes. Social
Psychology of Education, 17(1), 1-
17. doi:10.1007/s11218-013-9237-3
Goss, A. C. (2017). Power to Engage, Power to Resist: A
Structuration Analysis of Barriers to Parental Involvement.
Education and Urban Society, 001312451774736.
doi:10.1177/0013124517747363
Hornby, G. (2011). Parental involvement in childhood education
building effective school-family partnerships. New York:
Springer. doi:https://doiorg.ezproxy.liberty.edu/10.1007/978-1-
4419-8379-4
Hornby, G., & Blackwell, I. (2018). Barriers to parental
involvement in education: An update. Educational Review,
70(1), 109-119. doi:10.1080/00131911.2018.1388612

21. Hornby, G., & Lafaele, R. (2011). Barriers to parental
involvement in education: An explanatory model. Educational
Review, 63(1), 37-52. doi:10.1080/00131911.2010.488049
Loughlin-Presnal, J. E., & Bierman, K. L. (2017). Promoting
parent academic expectations
predicts improved school outcomes for low-income
children entering
kindergarten. Journal of School Psychology,62, 67-80.
doi:10.1016/j.jsp.2017.03.007
NAEP Nations Report Card - National Assessment of
Educational Progress - …
EDUC 703
Historical Topic Analysis Grading Rubric
Criteria
Levels of Achievement
Content 80%
Advanced
Proficient
Developing
Not Present
Points Earned
Coherence: Introduction, Thesis Statement, Conclusion
20%
28-30 points
Title, abstract, introduction, thesis statement, and conclusion
are well-constructed, are coherently aligned, and are supported
throughout the body of the paper.
25-27 points
A thesis statement is introduced, aligns with the title and body
of the paper, and is affirmed in the conclusion.
1-24 points

22. The thesis statement is poorly introduced and concluded, is
vaguely stated, and/or does not align with the title and/or body
of the paper.
0 points
Not present
Body of the Manuscript
60%
83-90 points
The topic is clearly summarized and historically contextualized.
Various perspectives provide a critical analysis, including a
Biblical worldview lens.
76-82 points
The topic is summarized. It is analyzed through a single
perspective.
1-75 points
The summary fails to convey the significance of the topic
and/or does not provide historical context. Opposing
perspectives are not addressed.
0 points
Not present
Structure: 20%
Advanced
Proficient
Developing
Not Present
Points Earned
APA, Mechanics, & Length
20%
28-30 points
Paper is free of mechanical and APA errors. 100% of the length
requirement is met.

23. 25-27 points
Few mechanical and/or APA errors exist. Length of the paper is
met by 90% to 99%.
1-24 points
Several mechanical and/or APA errors exist. Length of the
paper is met by less than 90%.
0 points
Not present
Total Points
/150
Instructor’s Comments:
1
INSERT ABBREVIATED TITLE OF 50 CHARACTERS OR
LESS
1
Replace This Title: Ensure It Aligns with Your Thesis
Statement
Claudia S. Sample
School of Education, Liberty University
Author Note
Claudia S. Sample
I have no known conflict of interest to disclose.

24. Correspondence concerning this article should be addressed to
Claudia S. Sample
Email: [email protected]
Abstract
Do not indent the abstract. Per APA, this is a brief,
comprehensive summary of the contents of the manuscript. It
may range in length from 150 to 250 words in length.
Keywords: main words, primary, necessary, search terms
Insert the Same Title Here as Is on Your Title Page
Begin typing your introduction here. The purpose of the
introductory paragraph is to introduce your thesis statement.
Typically, the thesis statement is the last sentence of this one-
paragraph introduction and serves as a transition into the rest of
the paper. The thesis statement is the main idea of the paper —
the main point you are making.
Summary and Context
See assignment directions regarding what to enter here. Cite
your sources. If you mention an author’s name in the body of
the paragraph, which is not required, insert the publication year
after the first time you mention the author’s name in your
paragraph. If you do not incorporate an author’s name into your
paragraph, include it parenthetically prior to the publication
year as in this example: (Garcia, 2020).
Direct quotes should be rare and are not required. Generally,
they should make up 10% or less of any manuscript. Citations
are not just for direct quotes but are also for ideas—to indicate
to the reader where you found the idea. Here is one way to cite
a direct quote: Gutek (2018) was correct in his observation that
“Freire was a doer as well as a thinker” (p. 463). Note that there
is no period before the citation; it appears after it. Here is a
second way to cite a direct quote: As at least one historian has
noted, “Freire’s liberation pedagogy heavily influenced critic al

25. theory” (Gutek, 2018, p. 463). Page or paragraph numbers are
required for all citations of direct quotes.
Each paragraph should have a clear topic sentence. All topic
sentences should support the thesis statement of the paper.
Paragraphs serve to support the topic sentence of the paragraph.
Ensure there is a logical progression in your writing and that
you use appropriate transitions from one idea to the next.
There should be no extra lines or spaces throughout the body of
the manuscript. Sometimes Microsoft Word automatically
inserts lines after headings, paragraphs, or sections. If you do
not know how to remove these, simply do an internet search of
your question: “How do I remove extra lines in Microsoft
Word?”
Critical Analysis
See assignment directions regarding what to enter in this
section. Notice that the headings are all Level 1 headings and
are all centered and bolded per APA format. In such a short
paper, you should not need Level 2 headings.
Here is one way to cite the Bible: John 3:16 states, “For God so
loved the world” (New International Version, 1978/2011). Here
is another way: The pastor opened the Bible and read, “For God
so loved the world” (New International Version, 1978/2011,
John 3:16). The translation is required only for the first direct
quote of Scripture in the manuscript. However, if the
subsequent Scripture quotes are from a different translation, the
translation must be included every time it switches in the
manuscript.
Conclusion
A good conclusion does not simply restate the thesis statement
from the introductory paragraph, but it most definitely reiterates
it by reminding the reader that the points that have already been
made sufficiently support what was hinted at in the title,
presented in the abstract, and introduced in the first paragraph.
New support for the thesis should not be introduced in the

26. conclusion. However, you may draw conclusions, identify
trends, and discuss implications for current issues.
References
Notice how the examples below have a hanging indention.
Everything in APA is to be double spaced, including the
abstract, lengthy quotations, and the reference list. Nothing is
single spaced.
Authorlastname, A. B. (2019). Book title in italics with only the
first word and proper nouns, like Christian, capitalized: If there
is a subtitle, the first word is capitalized. Publisher.
Authorlastname, A. B. (2019). Article title in regular font with
only the first word and proper nouns and proper adjectives, like
European, capitalized: Subtitles may or may not be used.
Journal Titles and Volume Numbers Are Italicized, 15(2), 41-
50. https://doi.org/10.1016/j.midw.2013.07.007