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105
Findings and Analysis: Research Question One
The first research question asked:
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?
Co-Construction Findings
Findings from interviews, artifacts and observations offered the research
team an opportunity to analyze the extent to which the partnership demonstrated the
process of co-construction. According to Freire (1970), when partnerships adhere to
the hierarchal, top down communication approach, they fall into the trap of
depositing ideas into an organization. On the other hand, Kezar (2007) notes that
using the co-constructive model within educational partnerships facilitates the
participation of all stakeholders in developing the guiding principals and decisions of
the organization.
Year One Co-Construction Findings
The artifacts created by the partnership clearly illustrated that the partnership
was designed to implement a culture of co-construction for all stakeholders. For
example, the Prep High School Strategic Plan, a document created by community
members, parents, teachers, administrators and representatives from the Bradley
Foundation, City Connections and Westside University, clearly states that “the
students, staff, parents and community are a community of learners and leaders who
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 114 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 105 Findings and Analysis: Research Question One The first research question asked: 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? Co-Construction Findings Findings from interviews, artifacts and observations offered the research team an opportunity to analyze the extent to which the partnership demonstrated the process of co-construction. According to Freire (1970), when partnerships adhere to the hierarchal, top down communication approach, they fall into the trap of depositing ideas into an organization. On the other hand, Kezar (2007) notes that using the co-constructive model within educational partnerships facilitates the participation of all stakeholders in developing the guiding principals and decisions of the organization. Year One Co-Construction Findings The artifacts created by the partnership clearly illustrated that the partnership was designed to implement a culture of co-construction for all stakeholders. For example, the Prep High School Strategic Plan, a document created by community members, parents, teachers, administrators and representatives from the Bradley Foundation, City Connections and Westside University, clearly states that “the students, staff, parents and community are a community of learners and leaders who |
