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21
According to Auerbach (2009), family and community engagement are increasingly
viewed as powerful tools for making schools more collaborative. The community
can also have an impact on the student’s academic achievement (Epstein, 1992)
based on the “interlocking histories of the major institutions that socialize and
educate children” (p. 1140-1141). Thus, the community serves as an overlapping
sphere of influence (Epstein, 1992). Although there are several components of the
community that can have a positive influence on a child’s development, there is a
growing body of literature demonstrating a link between church involvement and
academic achievement, specifically for African American students (Blau, 1981;
Brown & Gary, 1991; Freeman, 1986; Sanders, 1998). Research has demonstrated
that through the collaborative support of community-based organizations and
families, students can be supported to academically achieve in spite of
socioeconomic status and some limited forms of capital.
Ultimately, the children of parents who dwell in low socio-economic
communities, or who have limited educational capital, are not necessarily restricted
in their ability to achieve (Warren et al., 2009). Although educational partnerships
can be used to ameliorate the effects of the low academic achieving schools, it is
necessary to take into consideration the varied cultural models within the school
setting. Schools must identify and build upon the educational space developed by
the parents and community as a catalyst to further develop student achievement
(Cosio-Martinez, 2010).
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 30 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 21 According to Auerbach (2009), family and community engagement are increasingly viewed as powerful tools for making schools more collaborative. The community can also have an impact on the student’s academic achievement (Epstein, 1992) based on the “interlocking histories of the major institutions that socialize and educate children” (p. 1140-1141). Thus, the community serves as an overlapping sphere of influence (Epstein, 1992). Although there are several components of the community that can have a positive influence on a child’s development, there is a growing body of literature demonstrating a link between church involvement and academic achievement, specifically for African American students (Blau, 1981; Brown & Gary, 1991; Freeman, 1986; Sanders, 1998). Research has demonstrated that through the collaborative support of community-based organizations and families, students can be supported to academically achieve in spite of socioeconomic status and some limited forms of capital. Ultimately, the children of parents who dwell in low socio-economic communities, or who have limited educational capital, are not necessarily restricted in their ability to achieve (Warren et al., 2009). Although educational partnerships can be used to ameliorate the effects of the low academic achieving schools, it is necessary to take into consideration the varied cultural models within the school setting. Schools must identify and build upon the educational space developed by the parents and community as a catalyst to further develop student achievement (Cosio-Martinez, 2010). |
