Page 38 |
Save page Remove page | Previous | 38 of 231 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
29
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.
Current research demonstrates methods for schools to enhance parental engagement
through parent organizations and the community-school partnership. However,
limited research is available regarding a cultural model for parental engagement in
the community-school-university partnership. Thus, this study will add to the body
of knowledge by identifying the methods in which the community-school-university
partnership can develop a new cultural model for parental engagement in the interest
of school transformation.
Significance of Study
Minority students are more likely to report widespread academic shortfalls
(Johnson, Arumi, & Ott, 2006) and can no longer afford to exist at the bottom of the
educational totem pole. Considerable attention needs to be paid on transforming the
state of urban education, specifically with low performing schools and the students,
parents and communities that are affected by their performance. For each student
that is not successful in the academic realm, it also creates national cause for
concern. According to a report conducted by McKinsey & Company (2006), the
United States lags significantly behind other advanced nations in educational
performance. This gap has economic implications with regards to student
preparedness to enter the workforce and attain meaningful paying jobs that allow for
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 38 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 29 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. Current research demonstrates methods for schools to enhance parental engagement through parent organizations and the community-school partnership. However, limited research is available regarding a cultural model for parental engagement in the community-school-university partnership. Thus, this study will add to the body of knowledge by identifying the methods in which the community-school-university partnership can develop a new cultural model for parental engagement in the interest of school transformation. Significance of Study Minority students are more likely to report widespread academic shortfalls (Johnson, Arumi, & Ott, 2006) and can no longer afford to exist at the bottom of the educational totem pole. Considerable attention needs to be paid on transforming the state of urban education, specifically with low performing schools and the students, parents and communities that are affected by their performance. For each student that is not successful in the academic realm, it also creates national cause for concern. According to a report conducted by McKinsey & Company (2006), the United States lags significantly behind other advanced nations in educational performance. This gap has economic implications with regards to student preparedness to enter the workforce and attain meaningful paying jobs that allow for |
