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41
While the authors may not use the same terminology, similar concepts are
expressed within their respective works. Ultimately, the stakeholders are taking on
formal roles in the organization to ensure that everyone’s needs are being met.
Failure to adopt the abovementioned practices makes the organizational
partnership susceptible to fragmentation and dissolution because an individual
organization opts to live in a “fantasy” and not recognize the importance of each
member’s roles. Although there are similarities in the limitations of organizational
partnerships in the business and educational realm, it is necessary to examine the
pedagogy and critical frameworks that guide a well-implemented educational
partnership, specifically between the community, school and university.
Key Elements Within the Educational Partnership
Theoretical Frameworks Guiding Community-School-University Partnerships
Although the previous sections identified some of the tenets needed to ensure
the effective functioning of an educational partnership, it is important to deconstruct
the theoretical frameworks that guide the community-school-university partnership.
First, it is necessary to include a focus on the student, as the student is one of the
primary beneficiaries of the community-school-university partnership and its
resources (Sanders, 2006; Epstein & Sanders, 2006). According to Ascher (1989),
“The general aim [of the educational partnership] is usually to improve student
academic achievement […] and provide minorities in high school with college
access” (p.187). However, given the history of schooling for minority students, it is
impossible to improve student achievement without transforming the school culture
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 50 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 41 While the authors may not use the same terminology, similar concepts are expressed within their respective works. Ultimately, the stakeholders are taking on formal roles in the organization to ensure that everyone’s needs are being met. Failure to adopt the abovementioned practices makes the organizational partnership susceptible to fragmentation and dissolution because an individual organization opts to live in a “fantasy” and not recognize the importance of each member’s roles. Although there are similarities in the limitations of organizational partnerships in the business and educational realm, it is necessary to examine the pedagogy and critical frameworks that guide a well-implemented educational partnership, specifically between the community, school and university. Key Elements Within the Educational Partnership Theoretical Frameworks Guiding Community-School-University Partnerships Although the previous sections identified some of the tenets needed to ensure the effective functioning of an educational partnership, it is important to deconstruct the theoretical frameworks that guide the community-school-university partnership. First, it is necessary to include a focus on the student, as the student is one of the primary beneficiaries of the community-school-university partnership and its resources (Sanders, 2006; Epstein & Sanders, 2006). According to Ascher (1989), “The general aim [of the educational partnership] is usually to improve student academic achievement […] and provide minorities in high school with college access” (p.187). However, given the history of schooling for minority students, it is impossible to improve student achievement without transforming the school culture |
