William H. Jeynes’s research while affiliated with California State University, Long Beach and other places

This article shares the results of a meta-analysis on the association between parent-teacher interaction using technology-based communication and parental-involvement, and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 31 quantitative studies and well over 20,000 students. The results indicated that statistically significant effects did not emerge, except to some degree at the elementary school level. The significance of these results is discussed.

This paper shares the results of a meta-analysis on the parental-relational component of parental-involvement and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 76 quantitative studies. The results indicated that statistically significant effects emerged across students of different backgrounds, including differences by age groups, race, gender, and nationality. The results were also substantial in the highest quality studies. The significance of these results is discussed.

Over the past several decades, there has been a growing appreciation by educators and leaders that family factors are even more important than school variables in terms of influencing academic outcomes of youth. If educational leaders are to be more efficacious, they need a more interdisciplinary educational purview. This article distinguishes between what are alterable family variables and those that are unalterable. It asserts that educational leaders can make a real difference in guiding parents into productive ways of expressing parental involvement, parental style, having high but reasonable expectations of children, and providing social capital. If the recommendations of this article are implemented, students can realize their potential more than ever before.

This paper shares the results of a meta-analysis on the parental-expectations component of parental –involvement and its relationship with the student outcomes of urban students. Special attention is paid to parental expectations, because in many past studies, parental expectations has been the most salient component of parental involvement. This meta-analysis includes 54 quantitative studies that examined the relationship between the parental expectations component of parental involvement and the academic achievement of students. The results indicated that statistically significant effects emerged across students of different age groups, races, genders, and nationalities. The results were also substantial in the highest quality studies.

The meta-analysis, that included 75 studies, examined the relationship between illegal drug consumption, on the one hand, and student academic and behavioral outcomes, on the other, for the middle school to college grade levels. The meta-analysis first (research question #1) addressed whether there is a statistically significant relationship between illegal drug consumption and student academic and behavioral outcomes. A second question assessed whether there was a statistically significant relationship between the consumption of specific kinds of illegal drugs and student academic and behavioral outcomes (research question #2). The third analysis distinguished between the effects for educational- and behavioral-outcomes to see whether the consumption of illegal drugs was associated with one more than the other (research question #3). Fourth, there were analyses to determine whether the effects that emerged under the first two research questions differed by the age of the student (research question #4). The fifth analysis (research question #5) assessed whether the effects that emerged under the first two research questions differed by the race of the student. The results indicated widespread statistically significant effects for all the drugs under study. The extent of the effects were considerably greater for college students than they were for middle school students.

A meta-analysis, including 13 studies, was undertaken on the relationship between the exercise of student prayer and academic and behavioral outcomes in urban schools. Analyses both with and without sophisticated controls (e.g., socioeconomic status, race, and gender) were used. Additional analyses were done to determine whether the effects of prayer differed by the quality of the study. The results indicated that the exercise of prayer is associated with better levels of student outcomes. Moreover, the effects of prayer were greater for high-quality studies. The significance of these results is discussed.

The chapter includes a great deal of meta-analytic research examining the relationship between family factors, such as family structure and parental involvement, and student behavioral outcomes. This chapter examines the role of the family so thoroughly because of an interesting relationship that appears to exist between mass shootings and each shooter’s family situation. That is, if one examines CNN’s list the 27 deadliest shootings in modern American history, from 1949 to present, 26 were committed by a male from a fatherless- or dysfunctional- home. This reality appears to substantiate the statement by former Democratic Senator Joseph Lieberman’s that, “It begins with the home.” The meta-analyses in this chapter include the examination of family structure, parental involvement, and father involvement, and key components of each of these variables, to better understand how various family dynamics can play a major role in understanding these school shootings.

This chapter traces the history of school shootings from the first known case of students being shot in the late eighteenth century to the surge in school shootings, which started in the 1960s, and increased in the mid-1990s and again in the 2010s. Understanding the history of school shootings is vital if one is to develop a coordinated and comprehensive set of solutions. This chapter examines school shootings from all over the world, pointing to the fact that these acts of aggression are a global problem. Nevertheless, there is also a proper emphasis on the United States, because this is where most of the school shootings have taken place. The chapter particularly highlights the most lethal shootings. To more fully understand the rise of these acts of violence, some examination of mass shootings even beyond the scope of the school are included.

The number of school shootings has skyrocketed recently not only in the United States but also in many other countries. This was one of the reasons why William Jeynes set out to write this illuminating book, in which he provides policy makers, school leaders, teachers and other interested individuals with valuable insights, research data and facts to reflect upon. It is to the great merit of William Jeynes that he proofed character education as well as parental engagement to be highly effective tools to improve schools in the 21st century. Schools need to focus more on character and parental engagement and less on testing. This book is an incredibly valuable contribution and deserves to be taken very seriously. Roland Bernhard, Professor of History and Civics Education, University of Vienna School shootings have arguably become one of the most pressing concerns facing the American education system. While officials have proposed different solutions to the problem, few have attempted to address the multiple factors contributing to school shootings. In Reducing School Shootings, William Jeynes offers a much-needed comprehensive approach to addressing the problem that is grounded in many years of scholarly analysis and evidence. Scholars and policymakers interested in substantive solutions that go beyond single policy prescriptions for alleviating school shootings will learn a great deal from this book. Daniel Hamlin, Professor of Education Policy, University of Oklahoma Dr. Jeynes bravely uncovers the complex psycho-social dynamics that have long contributed to the global-wide incidence of school Shootings. The evidence is presented objectively and pinpoints the contributions of family dysfunction, mental illness, addiction, and the overall desensitization of violence wrought in the vacuum of postmodern culture. The commonalities and context for school shootings were delivered succinctly but Dr. Jeynes warns against an oversimplification of the problem and provides comprehensive strategies for preventative and legislative change that will lead to a more hopeful future. Dr. Robert Grand, Executive Director, The Family Afterward Resource Center, Metro Los Angeles, California