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108
Leblue’s statement reveals a concern that the City Connections was drifting
away from the process of co-construction with the network partners. Five of the 29
interviews conducted agreed that City Connections’ intentions were grounded in an
effort for school improvement, but the perception even among these five persons was
that they were acting as the chief decision makers about the direction of the
partnership.
Perceptions of the City Connections and its involvement in the co-constructive
process during the partnership’s second year were articulated in another
setting. During an interview in February of 2011, Dr. Singh and Mr. Al from the
Grizzly United disputed that the City Connections participated in the co-constructive
process during Year Two. However, they admitted that the organization was
improving in its efforts to be co-constructive during the third year. Ms. Green, a
staff member of the City Connections, admitted that within the twelve months
[during the partnership’s second year] the co-constructive process had not been
active from her vantage point. However, Ms. Bryant, the principal of Prep High
School, noted in an interview that the City Connections provided valuable technical
assistance to the school in formatting and reproducing materials for their
accreditation process. Additionally, Dr. Key noted that the City Connections gave
support to the school by assisting students with the college admissions process, and
they continued to give the school safety in the “Safe Passage Program” which
allowed students to travel safely to and from school. They also issued mini-grants to
teachers for innovative work and supported the AVID program. Yet, these efforts
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 117 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 108 Leblue’s statement reveals a concern that the City Connections was drifting away from the process of co-construction with the network partners. Five of the 29 interviews conducted agreed that City Connections’ intentions were grounded in an effort for school improvement, but the perception even among these five persons was that they were acting as the chief decision makers about the direction of the partnership. Perceptions of the City Connections and its involvement in the co-constructive process during the partnership’s second year were articulated in another setting. During an interview in February of 2011, Dr. Singh and Mr. Al from the Grizzly United disputed that the City Connections participated in the co-constructive process during Year Two. However, they admitted that the organization was improving in its efforts to be co-constructive during the third year. Ms. Green, a staff member of the City Connections, admitted that within the twelve months [during the partnership’s second year] the co-constructive process had not been active from her vantage point. However, Ms. Bryant, the principal of Prep High School, noted in an interview that the City Connections provided valuable technical assistance to the school in formatting and reproducing materials for their accreditation process. Additionally, Dr. Key noted that the City Connections gave support to the school by assisting students with the college admissions process, and they continued to give the school safety in the “Safe Passage Program” which allowed students to travel safely to and from school. They also issued mini-grants to teachers for innovative work and supported the AVID program. Yet, these efforts |
