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42
in which their learning takes place. In order to ensure that the partnership is focusing
on school transformation, with students at the center, stakeholders will need to co-construct
a new set of goals and a new action plan to guide their work (Ascher, 1989;
Epstein & Sanders, 2006).
An examination of the partnership’s effectiveness must include a
determination of how well the partnership integrates itself into the student’s
ecological system. It is important to recognize the school as an integral part of the
child’s ecosystem (Dewey, 2007; Brofenbrenner, 1994), since it serves as an agent of
socialization and becomes a part of the student’s social environment; however, other
aspects of influence in the ecosystem need to be considered such as the parents,
community members and their resources. The degree to which the partnership
affects these influences within the ecosystem is critical to understanding the
effectiveness of the partnership. Thus, educational partnerships need to consider the
different layers of the child’s ecological system as they become potential members,
thereby adhering to the previously discussed “interdependence” and “individual
excellence” concepts of the organizational partnership.
It is essential to focus on the concepts on “interdependence” and “individual
excellence” specifically within the educational partnership because it challenges
participants to become involved in different roles and establish meaningful
relationships with one another (Barton, 2004). Thus, stakeholders, such as the
parent, are not irrelevant to the school and its operations, but instead are a necessary
entity that is critical to the life of the students and thus to the vitality of the
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 51 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 42 in which their learning takes place. In order to ensure that the partnership is focusing on school transformation, with students at the center, stakeholders will need to co-construct a new set of goals and a new action plan to guide their work (Ascher, 1989; Epstein & Sanders, 2006). An examination of the partnership’s effectiveness must include a determination of how well the partnership integrates itself into the student’s ecological system. It is important to recognize the school as an integral part of the child’s ecosystem (Dewey, 2007; Brofenbrenner, 1994), since it serves as an agent of socialization and becomes a part of the student’s social environment; however, other aspects of influence in the ecosystem need to be considered such as the parents, community members and their resources. The degree to which the partnership affects these influences within the ecosystem is critical to understanding the effectiveness of the partnership. Thus, educational partnerships need to consider the different layers of the child’s ecological system as they become potential members, thereby adhering to the previously discussed “interdependence” and “individual excellence” concepts of the organizational partnership. It is essential to focus on the concepts on “interdependence” and “individual excellence” specifically within the educational partnership because it challenges participants to become involved in different roles and establish meaningful relationships with one another (Barton, 2004). Thus, stakeholders, such as the parent, are not irrelevant to the school and its operations, but instead are a necessary entity that is critical to the life of the students and thus to the vitality of the |
