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3 gaps between class and education would bridge themselves. As a result, federal legislation was implemented to desegregate schools, assist families affected by poverty and create models for educational accountability (Wirt & Kirst, 2002). Although the federal government began to play a more centralized role in educational policy, the implementation of those policies was the responsibility of the state and local education agencies. However, according to Hochschild and Scovronick (2003) cities are limited in their power to help these low-performing institutions due to a lack of resources and capital; they need human capital in the form of highly qualified teachers and administrators, they need financial capital to offer competitive pay for “hard to staff teaching” positions, they need social capital to increase the level of support given to school workers, and they need community capital to navigate each school community’s unique ecosystem. Barton and Coley (2009) expand the school level factors that make the achievement gap persistent; they state that African American and Latino students are exposed to a “non rigorous” curriculum in high school, and that African Americans and Latinos have limited presence in advanced/gifted classes. Also, they note how teacher experience and turnover contributes to perpetuating the achievement gap; schools with a high concentration of minority students traditionally experience a high rate of teacher turnover coupled with a low rate of teacher experience. According to their research, In 2007, 52 percent of Black and 44 percent of Hispanic eighth graders had a teacher who left before the school year […and] a full two-thirds of eighth
Object Description
Title | Co-constructing community, school and university partnerships for urban school transformation: Year two |
Author | Woodyard, Savina M. |
Author email | SavinaW@aol.com; savinaw@gmail.com |
Degree | Doctor of Education |
Document type | Dissertation |
Degree program | Education (Leadership) |
School | Rossier School of Education |
Date defended/completed | 2011-03-22 |
Date submitted | 2011 |
Restricted until | Unrestricted |
Date published | 2011-04-19 |
Advisor (committee chair) | Rousseau, Sylvia G. |
Advisor (committee member) |
Stowe, Kathy Huisong Marsh, David D. |
Abstract | Community-school-university partnerships represent a new model of urban education reform that incorporates the overlapping spheres of influence in the transformation process. Co-constructed relationships between communities, schools and universities have the potential reshape organizational hierarchy and enable all partners to develop a new cultural model capable of transforming K-12 urban schools. This study the second and third year of one co-constructed community-school-university partnership that attempted to transform the cultural model of one urban high school.; The aim of this study is to identify and analyze the extent to which a community-school-university partnership is able to sustain elements of co-construction and other ongoing processes that are beneficial to the partnership. Also, the study will identify the persistent barriers to co-constructions and effective strategies to overcome those barriers within a community-school-university partnership. This study expands on the research conducted during the first year of the partnership’s operation and will offer insight as to the sustainability of the co-constructed processes between the community-school-university partnership. This study will also identify the methods in which the community-school-university partnership can develop a new cultural model for parental engagement in the interest of school transformation. |
Keyword | partnership; co-construction; urban school; transformation; parental engagement |
Geographic subject (state) | California |
Geographic subject (country) | USA |
Coverage date | 2000/2010 |
Language | English |
Part of collection | University of Southern California dissertations and theses |
Publisher (of the original version) | University of Southern California |
Place of publication (of the original version) | Los Angeles, California |
Publisher (of the digital version) | University of Southern California. Libraries |
Provenance | Electronically uploaded by the author |
Type | texts |
Legacy record ID | usctheses-m3759 |
Contributing entity | University of Southern California |
Rights | Woodyard, Savina M. |
Repository name | Libraries, University of Southern California |
Repository address | Los Angeles, California |
Repository email | cisadmin@lib.usc.edu |
Filename | etd-Woodyard-4509 |
Archival file | uscthesesreloadpub_Volume62/etd-Woodyard-4509.pdf |
Description
Title | Page 12 |
Contributing entity | University of Southern California |
Repository email | cisadmin@lib.usc.edu |
Full text | 3 gaps between class and education would bridge themselves. As a result, federal legislation was implemented to desegregate schools, assist families affected by poverty and create models for educational accountability (Wirt & Kirst, 2002). Although the federal government began to play a more centralized role in educational policy, the implementation of those policies was the responsibility of the state and local education agencies. However, according to Hochschild and Scovronick (2003) cities are limited in their power to help these low-performing institutions due to a lack of resources and capital; they need human capital in the form of highly qualified teachers and administrators, they need financial capital to offer competitive pay for “hard to staff teaching” positions, they need social capital to increase the level of support given to school workers, and they need community capital to navigate each school community’s unique ecosystem. Barton and Coley (2009) expand the school level factors that make the achievement gap persistent; they state that African American and Latino students are exposed to a “non rigorous” curriculum in high school, and that African Americans and Latinos have limited presence in advanced/gifted classes. Also, they note how teacher experience and turnover contributes to perpetuating the achievement gap; schools with a high concentration of minority students traditionally experience a high rate of teacher turnover coupled with a low rate of teacher experience. According to their research, In 2007, 52 percent of Black and 44 percent of Hispanic eighth graders had a teacher who left before the school year […and] a full two-thirds of eighth |