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49
Table 2.3: Synthesis of Concepts—Dewey (2007) and Epstein (2002)
Dewey’s Concepts (2007) Epstein’s Concepts (2002)
Engaging those most affected by inequality (in
the education system) requires that meaningful
and sustained relationships be established
between the public and experts. They need to
develop a sense of collective identity and
discover shared interests around which they
might act jointly.
Collaborating with the community
Decision making
In order to have a revitalized public, it is
necessary for individuals to change their role and
become well-informed citizens as a result of the
partnership. The experts must learn that it is
their responsibility to share knowledge with the
public, while simultaneously learning from them.
Parenting
Learning at home
In education reform, there needs to be access to
knowledge and its construction; there is a need to
“restore to the common man that [knowledge]
which…has been embezzled from the common
store”.
Communicating (Co-Construction)
By having a shared vision and goal, members are
able to “construct a story of who they are, what
they do and why they do it” (p. 41). In this
shared development, the groups begin to trust
one another and recognize their individual roles
in the partnership.
Volunteering (Co-Construction)
Support For Epstein’s Framework
Myers (1995) expands on Epstein’s conceptual framework by stating that
educators need to rethink teaching, school and the bridge to close the opportunity
gap. He asserts schools need to be viewed as learning communities or “places of
inquiry” (p.3), where reflection, analysis, knowing, deciding and action take place.
However, he also emphasizes that in order for the school to be a true learning
community, it must conform to three basic characteristics: 1) direct participation of
many more people than the students, teachers, school administrators and traditional
school support staff; 2) differentiation of the roles among all of the participants in 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 58 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 49 Table 2.3: Synthesis of Concepts—Dewey (2007) and Epstein (2002) Dewey’s Concepts (2007) Epstein’s Concepts (2002) Engaging those most affected by inequality (in the education system) requires that meaningful and sustained relationships be established between the public and experts. They need to develop a sense of collective identity and discover shared interests around which they might act jointly. Collaborating with the community Decision making In order to have a revitalized public, it is necessary for individuals to change their role and become well-informed citizens as a result of the partnership. The experts must learn that it is their responsibility to share knowledge with the public, while simultaneously learning from them. Parenting Learning at home In education reform, there needs to be access to knowledge and its construction; there is a need to “restore to the common man that [knowledge] which…has been embezzled from the common store”. Communicating (Co-Construction) By having a shared vision and goal, members are able to “construct a story of who they are, what they do and why they do it” (p. 41). In this shared development, the groups begin to trust one another and recognize their individual roles in the partnership. Volunteering (Co-Construction) Support For Epstein’s Framework Myers (1995) expands on Epstein’s conceptual framework by stating that educators need to rethink teaching, school and the bridge to close the opportunity gap. He asserts schools need to be viewed as learning communities or “places of inquiry” (p.3), where reflection, analysis, knowing, deciding and action take place. However, he also emphasizes that in order for the school to be a true learning community, it must conform to three basic characteristics: 1) direct participation of many more people than the students, teachers, school administrators and traditional school support staff; 2) differentiation of the roles among all of the participants in the |
