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67
impact on people’s goal selection, effort, persistence and ultimate goal
accomplishment. Walker et al. (2005) claims:
Applied to parental involvement in children’s education, self efficacy theory
suggests that parents’ involvement is influenced, in part, by the outcomes
they expect will follow their actions and their appraisal of their personal
capabilities […] Further, positive self-efficacy also enables more active
conceptualization of one’s parental contributions to the child’s learning (e.g.,
“The school and I have something to contribute to my child’s success”) (p.
93).
Thus, parents can be apprehensive about their performance within a school
setting and whether or not they will be effective.
Parents’ Perceptions of Invitations for Involvement
Hoover-Dempsey and Sandler’s (1997) model demonstrates that parents’
perceptions of invitations for involvement derive from three different sources: the
school, the child and the teacher. General school invitations include broad school
activities that convey to the parent that their participation is welcome and useful in
supporting student success (Hoover-Dempsey & Sandler, 1997; Walker et al., 2005).
General invitations for parental involvement can also come from the child in
the form of child attributes (e.g. age, child behavior, difficulty or success with
schoolwork, or the child’s valuing parental help; Dauber & Epstein, 1993). Thus,
general child invitations are likely to influence parents’ decisions to be involved,
because they convey a parent need for active involvement (Gronlick et al., 1997;
Gronlick & Slowiaczek, 1994).
Although a rich body of research demonstrates that children’s general
attributes and actions create a context for parent-child interactions (Grolnick et al.,
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 76 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 67 impact on people’s goal selection, effort, persistence and ultimate goal accomplishment. Walker et al. (2005) claims: Applied to parental involvement in children’s education, self efficacy theory suggests that parents’ involvement is influenced, in part, by the outcomes they expect will follow their actions and their appraisal of their personal capabilities […] Further, positive self-efficacy also enables more active conceptualization of one’s parental contributions to the child’s learning (e.g., “The school and I have something to contribute to my child’s success”) (p. 93). Thus, parents can be apprehensive about their performance within a school setting and whether or not they will be effective. Parents’ Perceptions of Invitations for Involvement Hoover-Dempsey and Sandler’s (1997) model demonstrates that parents’ perceptions of invitations for involvement derive from three different sources: the school, the child and the teacher. General school invitations include broad school activities that convey to the parent that their participation is welcome and useful in supporting student success (Hoover-Dempsey & Sandler, 1997; Walker et al., 2005). General invitations for parental involvement can also come from the child in the form of child attributes (e.g. age, child behavior, difficulty or success with schoolwork, or the child’s valuing parental help; Dauber & Epstein, 1993). Thus, general child invitations are likely to influence parents’ decisions to be involved, because they convey a parent need for active involvement (Gronlick et al., 1997; Gronlick & Slowiaczek, 1994). Although a rich body of research demonstrates that children’s general attributes and actions create a context for parent-child interactions (Grolnick et al., |
