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95
The purpose of codebook was to create a common database that was made
available to all members of the team. The codes that were created for capturing the
data included the data’s relationship to a combination of factors:
o the process by which the partnership has sustained its co-constructive
element (i.e. continued dialogical relationship);
o barriers deterring from the co-construction process and strategies to
effectively circumvent those barriers; and
o identifiable attributes of a new cultural model emerging for parental
engagement and increased parental efficacy as stakeholders in the
partnership
Analysis for Interviews, Observations and Artifacts
The research team will use the following rubrics to analyze the consistencies
and/or changes between Year One and Year Two data.
Table 3.9: Processes and Co-Construction and Dialogue
Advanced Remained the Same Regressed
Additional evidence of co-construction
beyond what
was found in Year One
study from a minimum of
three sources: a minimum
of three observations or
artifacts demonstrate new
or additional evidence.
Same evidences of co-construction
as Year
One from the majority
of interviewees (fewer
than three cite new
evidence); fewer than
three evidences seen in
the artifacts and
observations
Interviewees are citing
fewer evidences of co-construction
– fewer than
three evidences of same
evidence as Year One in
the interviews,
observations, and artifacts.
Table 3.10: Barriers to Co-Construction and Dialogical Relationships
Persist Mitigated Eliminated New
Same evidences
of the barriers
to co-construction
as
Year One study
A few of the evidences
of the barriers to co-construction
have been
lessened in degree from
Year One Study
All evidences of the
barriers to co-construction
from
Year One of the
study have been
eliminated
Evidences
suggest new
barriers to co-construction
in
addition to Year
One study
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 104 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 95 The purpose of codebook was to create a common database that was made available to all members of the team. The codes that were created for capturing the data included the data’s relationship to a combination of factors: o the process by which the partnership has sustained its co-constructive element (i.e. continued dialogical relationship); o barriers deterring from the co-construction process and strategies to effectively circumvent those barriers; and o identifiable attributes of a new cultural model emerging for parental engagement and increased parental efficacy as stakeholders in the partnership Analysis for Interviews, Observations and Artifacts The research team will use the following rubrics to analyze the consistencies and/or changes between Year One and Year Two data. Table 3.9: Processes and Co-Construction and Dialogue Advanced Remained the Same Regressed Additional evidence of co-construction beyond what was found in Year One study from a minimum of three sources: a minimum of three observations or artifacts demonstrate new or additional evidence. Same evidences of co-construction as Year One from the majority of interviewees (fewer than three cite new evidence); fewer than three evidences seen in the artifacts and observations Interviewees are citing fewer evidences of co-construction – fewer than three evidences of same evidence as Year One in the interviews, observations, and artifacts. Table 3.10: Barriers to Co-Construction and Dialogical Relationships Persist Mitigated Eliminated New Same evidences of the barriers to co-construction as Year One study A few of the evidences of the barriers to co-construction have been lessened in degree from Year One Study All evidences of the barriers to co-construction from Year One of the study have been eliminated Evidences suggest new barriers to co-construction in addition to Year One study |
