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46
macrosystem. All of these different layers can be connected to the educational
partnership and its function within the child’s ecosystem (see Figure 2.1)
Figure 2.1: Brofenbrenner’s Ecological System and the Educational Partnership
Although he macrosystem is responsible for establishing policies or
guidelines for education reform and academic achievement expectations, the
partnership needs to engage the exosystem, mesosystem and microsystem to work
collaboratively within those guidelines. Thus, members of the child’s microsystem
(parents/community/school), mesosystem (university) and exosystem must be
interactive and instrumental in developing and implementing policy that will directly
affect the student’s progress and academic achievement. They should be engaged
participants of the partnership to better serve the needs of the student.
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 55 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 46 macrosystem. All of these different layers can be connected to the educational partnership and its function within the child’s ecosystem (see Figure 2.1) Figure 2.1: Brofenbrenner’s Ecological System and the Educational Partnership Although he macrosystem is responsible for establishing policies or guidelines for education reform and academic achievement expectations, the partnership needs to engage the exosystem, mesosystem and microsystem to work collaboratively within those guidelines. Thus, members of the child’s microsystem (parents/community/school), mesosystem (university) and exosystem must be interactive and instrumental in developing and implementing policy that will directly affect the student’s progress and academic achievement. They should be engaged participants of the partnership to better serve the needs of the student. |
