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85
Site Visits
The School District requires that all researchers with the intent of conducting
a study in one of its schools receive written authorization from the district before any
data are collected. The appropriate forms were submitted and approved before data
collection began. Upon receiving approval from the district, the administrator of the
high school and the directors of the CBOs were contacted to arrange the dates for site
visits. At that time, a copy of the proposed study was submitted to the appropriate
personnel in order to clearly communicate the goals and objectives of the study.
Upon receiving approval from the organizational leaders, site visits were scheduled
to take place over a 6-8 week time period between November 2010 and January
2011.
Document Review
Artifacts are highly visible indicators of culture that can include the physical
environment of the organization, its mission and vision, the methods used for
communication, and the behaviors of its members. Documents are also important
not only because of what can be learned directly from them but as “stimulus for
paths of inquiry” that can be gleaned through observation and interviews (Patton,
2002). Documents and artifacts were used to triangulate data (Patton, 2002). The
research team compared the public documents with the observations of the
interactions among the stakeholders. This study reviewed artifacts and documents
associated with the partnership, the partnership’s business plan, the Memorandum of
Understanding between the partnership and the school district, and the Facts Sheet
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 94 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 85 Site Visits The School District requires that all researchers with the intent of conducting a study in one of its schools receive written authorization from the district before any data are collected. The appropriate forms were submitted and approved before data collection began. Upon receiving approval from the district, the administrator of the high school and the directors of the CBOs were contacted to arrange the dates for site visits. At that time, a copy of the proposed study was submitted to the appropriate personnel in order to clearly communicate the goals and objectives of the study. Upon receiving approval from the organizational leaders, site visits were scheduled to take place over a 6-8 week time period between November 2010 and January 2011. Document Review Artifacts are highly visible indicators of culture that can include the physical environment of the organization, its mission and vision, the methods used for communication, and the behaviors of its members. Documents are also important not only because of what can be learned directly from them but as “stimulus for paths of inquiry” that can be gleaned through observation and interviews (Patton, 2002). Documents and artifacts were used to triangulate data (Patton, 2002). The research team compared the public documents with the observations of the interactions among the stakeholders. This study reviewed artifacts and documents associated with the partnership, the partnership’s business plan, the Memorandum of Understanding between the partnership and the school district, and the Facts Sheet |
