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71
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
As previously discussed in Chapter One, co-constructed relationships
between communities, schools and universities have the potential to reallocate power
as well as change the cultural model for stakeholders involved in the educational
partnership. While research illuminates the capability of partnerships to offer power
to traditionally disenfranchised stakeholders (Schein, 1990; Leiderman, 2002; Kezar,
2007), little is known about how the community-school-university partnership can
enhance parental engagement and efficacy in their child’s schooling process. This
study can contribute to a gap in the research by identifying the strategies used to
overcome barriers to sustaining co-constructed partnerships and its ability to enhance
parental engagement and efficacy. This chapter describes the research design,
sampling procedures, instrumentation, frameworks, data collection and data analysis
of the study.
Study Design and Research Questions
This study is aimed to answer the following research questions:
1. What evidence of ongoing processes, including co-construction, does a
community-school-university partnership demonstrate as it continues to work
toward school improvement beyond its first year of operation?
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 80 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 71 CHAPTER THREE RESEARCH METHODOLOGY Introduction As previously discussed in Chapter One, co-constructed relationships between communities, schools and universities have the potential to reallocate power as well as change the cultural model for stakeholders involved in the educational partnership. While research illuminates the capability of partnerships to offer power to traditionally disenfranchised stakeholders (Schein, 1990; Leiderman, 2002; Kezar, 2007), little is known about how the community-school-university partnership can enhance parental engagement and efficacy in their child’s schooling process. This study can contribute to a gap in the research by identifying the strategies used to overcome barriers to sustaining co-constructed partnerships and its ability to enhance parental engagement and efficacy. This chapter describes the research design, sampling procedures, instrumentation, frameworks, data collection and data analysis of the study. Study Design and Research Questions This study is aimed to answer the following research questions: 1. What evidence of ongoing processes, including co-construction, does a community-school-university partnership demonstrate as it continues to work toward school improvement beyond its first year of operation? |
