Page 77 |
Save page Remove page | Previous | 77 of 231 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
68
1997), there is a small body of research connecting teacher-parent interactions as a
basis for parental involvement with the school. Epstein (1986, 1991), Epstein and
Van Voorhis (2001) and Hoover-Dempsey et al. (1995) highlight the power of
specific teacher invitations as a motivator for parental involvement. As the
partnership models the process of dialogic relationships to co-construct models of
schooling, they can help parents reconceptualize their invitations for involvement. It
can also help teachers reframe their invitations for parental involvement. Examples
of such invitations include encouraging parent visits to the classroom, which makes
the classroom (and school environment) a place where parents feel welcome.
Each of the aforementioned “invitation constructs” plays a significant role in
developing parent perceptions of invitations for involvement with the school.
However, parents’ perceptions of their own lives are also an essential element
influencing participation.
Parents’ Perceived Life Context
Gettinger & Ocean (1998) claim that parents report lack of time and energy
(e.g. inflexible work schedules) as barriers to their involvement. Other research,
however, has suggested that employment status is not significantly related to
involvement (Smock & McCormick, 1995). According to Balli et al. (1998), there is
mixed evidence about the role of time and energy in parents’ involvement,
depending on the population. Thus, families that experience barriers to involvement
may have variable levels of resources that they can utilize to overcome those
barriers.
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 77 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 68 1997), there is a small body of research connecting teacher-parent interactions as a basis for parental involvement with the school. Epstein (1986, 1991), Epstein and Van Voorhis (2001) and Hoover-Dempsey et al. (1995) highlight the power of specific teacher invitations as a motivator for parental involvement. As the partnership models the process of dialogic relationships to co-construct models of schooling, they can help parents reconceptualize their invitations for involvement. It can also help teachers reframe their invitations for parental involvement. Examples of such invitations include encouraging parent visits to the classroom, which makes the classroom (and school environment) a place where parents feel welcome. Each of the aforementioned “invitation constructs” plays a significant role in developing parent perceptions of invitations for involvement with the school. However, parents’ perceptions of their own lives are also an essential element influencing participation. Parents’ Perceived Life Context Gettinger & Ocean (1998) claim that parents report lack of time and energy (e.g. inflexible work schedules) as barriers to their involvement. Other research, however, has suggested that employment status is not significantly related to involvement (Smock & McCormick, 1995). According to Balli et al. (1998), there is mixed evidence about the role of time and energy in parents’ involvement, depending on the population. Thus, families that experience barriers to involvement may have variable levels of resources that they can utilize to overcome those barriers. |
