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43
partnership (Kezar, 2007; Leiderman et al., 2002; Rose, 2008). By participating in
the partnership, the parent can acquire new skills, assume new roles and expand his
or her social capital (Martinez-Cosio, 2010). Also, parents can teach the partnership
about their cultural values and their connection to student academic achievement,
specific areas of growth they feel need to be addressed and their opinions regarding
the relationship between the school and community (Warren et al., 2009; Burton,
2004; Reed et al., 2000). Each party depends on the partnership structure in order to
share these assets. Similarly, the partnership can learn from the parents about the
students it aims to serve; partnerships can build on the capital, skills, knowledge and
resources parents bring to their child’s cognitive and social development (Barton et
al., 2004; Sanders, 1996; Warren et al., 2009; Crosnoe, 2004; Mehan, 1992). By
building upon “individual excellence” and “interdependence,” the different members
of the child’s ecological system are integrated within the partnership.
Brofenbrenner’s Ecological Model
Within Brofenbrenner’s (1990) model, the student comes into contact with
several ecological layers. The microsystem is the layer that is closest to the child
and contains structures in which the child has direct contact. Within the
microsystem, there are various structures, such as the family, school, neighborhood
and supplemental care environments, each of which contains individuals that have
degrees of influence on the child. The relationships between the child and each
structure are bi-directional, meaning that the impact can move towards or away from
the child. Thus, the behaviors of the school, parents, or community can have a direct
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 52 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 43 partnership (Kezar, 2007; Leiderman et al., 2002; Rose, 2008). By participating in the partnership, the parent can acquire new skills, assume new roles and expand his or her social capital (Martinez-Cosio, 2010). Also, parents can teach the partnership about their cultural values and their connection to student academic achievement, specific areas of growth they feel need to be addressed and their opinions regarding the relationship between the school and community (Warren et al., 2009; Burton, 2004; Reed et al., 2000). Each party depends on the partnership structure in order to share these assets. Similarly, the partnership can learn from the parents about the students it aims to serve; partnerships can build on the capital, skills, knowledge and resources parents bring to their child’s cognitive and social development (Barton et al., 2004; Sanders, 1996; Warren et al., 2009; Crosnoe, 2004; Mehan, 1992). By building upon “individual excellence” and “interdependence,” the different members of the child’s ecological system are integrated within the partnership. Brofenbrenner’s Ecological Model Within Brofenbrenner’s (1990) model, the student comes into contact with several ecological layers. The microsystem is the layer that is closest to the child and contains structures in which the child has direct contact. Within the microsystem, there are various structures, such as the family, school, neighborhood and supplemental care environments, each of which contains individuals that have degrees of influence on the child. The relationships between the child and each structure are bi-directional, meaning that the impact can move towards or away from the child. Thus, the behaviors of the school, parents, or community can have a direct |
