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45
microsystem would be the resources available in the community for students and
their parents, such as libraries and hospitals. According to Swanson (2009), urban
communities are often plagued with limited access to quality public facilities. If
these resources are not available to the community, it can have a negative impact on
residents’ ability to achieve, especially at the academic level. Another example of
the mesosystem would be the local university and its culture and interactions with
the community. It is necessary to note that the child does not have direct
involvement with this system, but it still has an impact on the child’s microsystem,
and thus, shapes the child’s development. The most external layer of the ecosystem
is the macrosystem, which is comprised of cultural values, social morays, norms and
laws. Examples of structures within the macrosystem include state and federal
government agencies and the decisions they make about urban education reform.
Once again, the child most likely does not have direct interaction with this system;
however, the macrosystem has an effect on the manner in which the other ecological
systems are able to perform their duties toward the child. For example, the federal
government and their development and implementation of No Child Left Behind
(NCLB) serves as an example of how the macrosystem can influence the behavior of
the exosystem and its interaction with the child’s mesosystem and microsystem. The
macrosystem provides a framework in which the underlying layers must operate;
however, the manner in which they interact with one another is malleable; members
of the exosystem, mesosystem and microsystem can choose to participate in
educational partnerships in an effort to meet the requirements put in place by 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 54 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 45 microsystem would be the resources available in the community for students and their parents, such as libraries and hospitals. According to Swanson (2009), urban communities are often plagued with limited access to quality public facilities. If these resources are not available to the community, it can have a negative impact on residents’ ability to achieve, especially at the academic level. Another example of the mesosystem would be the local university and its culture and interactions with the community. It is necessary to note that the child does not have direct involvement with this system, but it still has an impact on the child’s microsystem, and thus, shapes the child’s development. The most external layer of the ecosystem is the macrosystem, which is comprised of cultural values, social morays, norms and laws. Examples of structures within the macrosystem include state and federal government agencies and the decisions they make about urban education reform. Once again, the child most likely does not have direct interaction with this system; however, the macrosystem has an effect on the manner in which the other ecological systems are able to perform their duties toward the child. For example, the federal government and their development and implementation of No Child Left Behind (NCLB) serves as an example of how the macrosystem can influence the behavior of the exosystem and its interaction with the child’s mesosystem and microsystem. The macrosystem provides a framework in which the underlying layers must operate; however, the manner in which they interact with one another is malleable; members of the exosystem, mesosystem and microsystem can choose to participate in educational partnerships in an effort to meet the requirements put in place by the |
