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31 2) How can the community-school-university partnership influence the development of a new cultural model leading to parental engagement in the interest of school transformation? Limitations The limitations of the study include time, resources, access to key stakeholders, and the issues of trust. Collecting data within a six to eight week period of time may limit the amount of resources and data that are gathered. Access to key stakeholders may also present a challenge due to scheduling conflicts, changes in personnel, or limited time to meet with individuals. Issues of trust due to the lack of time to build a strong relationship with stakeholders and gain the trust of all partners can place constraints on the quality of data collected. Delimitations This study represents Year Two of a five-year study of a community-school-university partnership to research effective strategies in initiating and maintaining successful partnerships for the purpose of improving the quality of education in urban schools. This study will focus on one site and, therefore, the ability to generalize in relation to other sites may be diminished. Definition of Terms 1. Achievement Gap—A term that has come to be commonly used since the enactment of the No Child Left Behind (NCLB) to describe the disparity in performance that occurs typically between middle-class students (usually White and Asian) and students of color in high poverty, urban areas.
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 40 |
Contributing entity | University of Southern California |
Repository email | cisadmin@lib.usc.edu |
Full text | 31 2) How can the community-school-university partnership influence the development of a new cultural model leading to parental engagement in the interest of school transformation? Limitations The limitations of the study include time, resources, access to key stakeholders, and the issues of trust. Collecting data within a six to eight week period of time may limit the amount of resources and data that are gathered. Access to key stakeholders may also present a challenge due to scheduling conflicts, changes in personnel, or limited time to meet with individuals. Issues of trust due to the lack of time to build a strong relationship with stakeholders and gain the trust of all partners can place constraints on the quality of data collected. Delimitations This study represents Year Two of a five-year study of a community-school-university partnership to research effective strategies in initiating and maintaining successful partnerships for the purpose of improving the quality of education in urban schools. This study will focus on one site and, therefore, the ability to generalize in relation to other sites may be diminished. Definition of Terms 1. Achievement Gap—A term that has come to be commonly used since the enactment of the No Child Left Behind (NCLB) to describe the disparity in performance that occurs typically between middle-class students (usually White and Asian) and students of color in high poverty, urban areas. |