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110
Thirteen interviews stated that the partnership had regressed in co-constructive
practices, but that the third year demonstrated improvement.
Year Three Co-Construction Findings
Although the second year’s data demonstrate a level of regression in co-constructive
practices, the partnership’s third year demonstrates the organization’s
rededication to co-construction. Mr. Diamond’s interview solidified this statement
when he discussed Dr. Key and Dr. Singh and their involvement in writing the Ford
Foundation grant during the partnership’s third year: “…everything that we’ve
written about […] it’s been done very collaboratively between the parties: Dr. Key,
[Singh] and the [other] chairs.” His statement was further supported by an
observation of an informal meeting in February 2011 between Dr. Singh and Mr. Al
representing the Bradley Foundation; Ms. Cosby, a parent; and Mr. Diamond, a
teacher, at a local eatery, in which each stakeholder brought forth their ideas and
concerns as they moved into the upcoming semester.
Furthermore, during an observation of a professional development in Year
Three, guided by Dr. Key representing Westside University, administrators were
challenged to reevaluate their methods for assessment, specifically in regards to
creating rubrics to evaluate student work at both the department and grade level. Ms.
Carriage, who is the new Executive Director for the partnership, was also in
attendance signifying UEAT’s re-connection to the school. It was evident that the
focus was on the direct needs of the school as well as acting on feedback from the
Instructional Leadership Team, made up of lead teachers and department chairs.
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 119 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 110 Thirteen interviews stated that the partnership had regressed in co-constructive practices, but that the third year demonstrated improvement. Year Three Co-Construction Findings Although the second year’s data demonstrate a level of regression in co-constructive practices, the partnership’s third year demonstrates the organization’s rededication to co-construction. Mr. Diamond’s interview solidified this statement when he discussed Dr. Key and Dr. Singh and their involvement in writing the Ford Foundation grant during the partnership’s third year: “…everything that we’ve written about […] it’s been done very collaboratively between the parties: Dr. Key, [Singh] and the [other] chairs.” His statement was further supported by an observation of an informal meeting in February 2011 between Dr. Singh and Mr. Al representing the Bradley Foundation; Ms. Cosby, a parent; and Mr. Diamond, a teacher, at a local eatery, in which each stakeholder brought forth their ideas and concerns as they moved into the upcoming semester. Furthermore, during an observation of a professional development in Year Three, guided by Dr. Key representing Westside University, administrators were challenged to reevaluate their methods for assessment, specifically in regards to creating rubrics to evaluate student work at both the department and grade level. Ms. Carriage, who is the new Executive Director for the partnership, was also in attendance signifying UEAT’s re-connection to the school. It was evident that the focus was on the direct needs of the school as well as acting on feedback from the Instructional Leadership Team, made up of lead teachers and department chairs. |
