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72
a. What are the barriers that persist in co-construction and sustaining a
community-school-university partnership created to improve an urban
school?
b. What effective strategies are in place that demonstrates the ability to
overcome the persistent barriers in community-school-university
partnerships seeking to improve student achievement in an urban
school?
2. How can the community-school-university partnership influence the
development of a new cultural model of parental engagement with schools,
leading to parental efficacy in the interest of their students?
Methods
The research questions were examined through a qualitative case study of a
partnership involving a university, school and community-based organizations
(CBOs) in an urban community. The unit of analysis was a community-school-university
partnership.
The use of qualitative methods allowed for critical issues to be examined,
paying close attention to detail, context and quality of implementation (Patton,
1987). A case study was an effective approach to evaluating the community-school-
university partnership and its potential impact on an urban high school,
based on criteria identified in the literature. Creswell (2007) elucidates that case
study research involves the study of an issue within a bounded system during a
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 81 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 72 a. What are the barriers that persist in co-construction and sustaining a community-school-university partnership created to improve an urban school? b. What effective strategies are in place that demonstrates the ability to overcome the persistent barriers in community-school-university partnerships seeking to improve student achievement in an urban school? 2. How can the community-school-university partnership influence the development of a new cultural model of parental engagement with schools, leading to parental efficacy in the interest of their students? Methods The research questions were examined through a qualitative case study of a partnership involving a university, school and community-based organizations (CBOs) in an urban community. The unit of analysis was a community-school-university partnership. The use of qualitative methods allowed for critical issues to be examined, paying close attention to detail, context and quality of implementation (Patton, 1987). A case study was an effective approach to evaluating the community-school- university partnership and its potential impact on an urban high school, based on criteria identified in the literature. Creswell (2007) elucidates that case study research involves the study of an issue within a bounded system during a |
