Page 130 |
Save page Remove page | Previous | 130 of 231 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
121
dialogic relationships amongst the network partners. The Year One figure
demonstrates that the network partners were involved in dialogic relationships with
one another. Parents and classified staff were also involved in this dialogic
relationship through their work on the Transition Teams. The Year Two figure
demonstrates that all of the network partners drifted away from being involved in
dialogue with each other. It also illustrates that the Prep parents became integrated
into the dialogue of the partnership as Board members, but were essentially silenced
in this formal role. In the structure of the Transition Team, their voices were integral
to all decisions. The formal acknowledgement did not bring about greater
engagement or strengthen their roles in decision-making. However, the elected
members were not representative of the spectrum of the Prep parent population.
Furthermore, the graphic demonstrates how, during Year Two, the classified staff
became non-participants of dialogue. A deeper analysis of parent engagement will
be discussed in response to research question number two.
Figure 4.3: Transformation of Dialogic Relationships From Year One to Year Two
Parents Classified Classified Parents
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 130 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 121 dialogic relationships amongst the network partners. The Year One figure demonstrates that the network partners were involved in dialogic relationships with one another. Parents and classified staff were also involved in this dialogic relationship through their work on the Transition Teams. The Year Two figure demonstrates that all of the network partners drifted away from being involved in dialogue with each other. It also illustrates that the Prep parents became integrated into the dialogue of the partnership as Board members, but were essentially silenced in this formal role. In the structure of the Transition Team, their voices were integral to all decisions. The formal acknowledgement did not bring about greater engagement or strengthen their roles in decision-making. However, the elected members were not representative of the spectrum of the Prep parent population. Furthermore, the graphic demonstrates how, during Year Two, the classified staff became non-participants of dialogue. A deeper analysis of parent engagement will be discussed in response to research question number two. Figure 4.3: Transformation of Dialogic Relationships From Year One to Year Two Parents Classified Classified Parents |
