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112
The professional development observation and Dr. Key’s interview
demonstrate evidence that the network partners are returning to a process of co-construction
with one another during UEAT’s third year. Also, a review of the Ford
Foundation proposal is a co-constructed product that will bring together parents,
teachers, administrators and all of the network partners to pilot the problem-based
learning with two of the school’s small learning communities as pilots for school-wide
implementation. This work is designed to create a new cultural model for the
role of parents and the community in creating a meaningful learning context for
urban youth. In this document, the role of the university in providing professional
development, the role of the City Connections in brokering partnerships with
businesses and community agencies, and the role of the Bradley Foundation in
building parents’ knowledge to be key decision makers will coalesce in a new
cultural model of contextualized learning for the students of Prep. Teachers will
work collaboratively with administrators in a move toward a peer review process of
teacher performance, which breaks new ground in teacher evaluation.
In this model, the cultural and social capital of parents and community will
be valued to establish deeper connections between the school and the community as
a context for student learning. The plan observes Bronfenbrenner’s ecological model
that demonstrates the need for connecting the school to other members of the
ecosystems in the student’s life, i.e. parents, the family, the church, the community,
and institutions like the university, libraries, and political bodies, in order to create
meaningful contexts for learning
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 121 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 112 The professional development observation and Dr. Key’s interview demonstrate evidence that the network partners are returning to a process of co-construction with one another during UEAT’s third year. Also, a review of the Ford Foundation proposal is a co-constructed product that will bring together parents, teachers, administrators and all of the network partners to pilot the problem-based learning with two of the school’s small learning communities as pilots for school-wide implementation. This work is designed to create a new cultural model for the role of parents and the community in creating a meaningful learning context for urban youth. In this document, the role of the university in providing professional development, the role of the City Connections in brokering partnerships with businesses and community agencies, and the role of the Bradley Foundation in building parents’ knowledge to be key decision makers will coalesce in a new cultural model of contextualized learning for the students of Prep. Teachers will work collaboratively with administrators in a move toward a peer review process of teacher performance, which breaks new ground in teacher evaluation. In this model, the cultural and social capital of parents and community will be valued to establish deeper connections between the school and the community as a context for student learning. The plan observes Bronfenbrenner’s ecological model that demonstrates the need for connecting the school to other members of the ecosystems in the student’s life, i.e. parents, the family, the church, the community, and institutions like the university, libraries, and political bodies, in order to create meaningful contexts for learning |
