Page 90 |
Save page Remove page | Previous | 90 of 231 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
81
Framework for Question Two
The second research question asks, “How can the community-school-university
partnership influence the development of a new cultural model leading to
parental engagement in the interest of school transformation?” The framework for a
new cultural model of parental engagement is a hybrid of two theoretical
frameworks. Gallimore and Goldenberg’s (2002) framework for cultural models
within a school setting suggests that parents’ cultural and social capital need to be
taken into consideration in a school’s reculturization process. This assertion is
further supported by the work of Fine (1994) who elucidates that urban parents find
themselves navigating through “an unequal terrain of power relations between
[themselves and] urban educational institutions” (Carter, 2007, p. 46) because
schools fail to recognize the value of their cultural capital. Thus, the Gallimore and
Goldenberg (2002) framework indicates that a new cultural model of parental
engagement would require institutions to value parents’ cultural and social capital.
Hoover-Dempsey and Sandler (1997)’s model for parental involvement also
contains key components that are associated with a new cultural model of parental
engagement. According to their framework, organizations also need to take into
consideration: (1) parents’ motivational beliefs; (2) parents’ perceptions of
invitations for involvement from others; and (3) parents’ perceived life context.
Table 3.5 further deconstructs each of these components and its relationship to the
school. Table 3.6 presents the theoretical framework for each of the research
questions.
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 90 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 81 Framework for Question Two The second research question asks, “How can the community-school-university partnership influence the development of a new cultural model leading to parental engagement in the interest of school transformation?” The framework for a new cultural model of parental engagement is a hybrid of two theoretical frameworks. Gallimore and Goldenberg’s (2002) framework for cultural models within a school setting suggests that parents’ cultural and social capital need to be taken into consideration in a school’s reculturization process. This assertion is further supported by the work of Fine (1994) who elucidates that urban parents find themselves navigating through “an unequal terrain of power relations between [themselves and] urban educational institutions” (Carter, 2007, p. 46) because schools fail to recognize the value of their cultural capital. Thus, the Gallimore and Goldenberg (2002) framework indicates that a new cultural model of parental engagement would require institutions to value parents’ cultural and social capital. Hoover-Dempsey and Sandler (1997)’s model for parental involvement also contains key components that are associated with a new cultural model of parental engagement. According to their framework, organizations also need to take into consideration: (1) parents’ motivational beliefs; (2) parents’ perceptions of invitations for involvement from others; and (3) parents’ perceived life context. Table 3.5 further deconstructs each of these components and its relationship to the school. Table 3.6 presents the theoretical framework for each of the research questions. |
