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129
Summary of Findings for Lack of Defined Goals, Expectations, Purpose and Vision
The Year One research team observed the partnership within their first year
of operation; thus, they observed the partnership transition into their role as a
partnership. In order to ensure that this transition was effective, the partnership had
developed a transition team that had its own specifics goals and vision (see Table
4.6) that would facilitate UEAT in actualizing its long-term goals for Prep.
Table 4.6: UEAT Transition Goals
Transition Goals
• Address WASC recommendations and receive a six year accreditation
• Put 9th and 10th grade students on track to graduate on time by reducing
the excessive failure rate in core classes
• Create small learning communities to increase personalization of the
high school experience for all students
• Engage students, parents, teachers, administrators and the community in
shaping the culture and goals of the school
• Retain a highly effective faculty committed to the academic
achievement of all students
• Increase enrollment of resident students
Kim, a Year One researcher, notes that the transition team helped to
successfully establish small learning communities as well as addressed some of the
WASC suggestions as outlined in Prep’s WASC Report. She notes that the
partnership was able to accomplish this because the transition team was focused on
ensuring that the transition goals were consistently being taken into consideration
and ultimately shaped the work of the team.
The Year One research team’s findings are consistent with the literature.
According to Kezar (2007) and Liederman et al. (2002), it is essential for successful
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 138 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 129 Summary of Findings for Lack of Defined Goals, Expectations, Purpose and Vision The Year One research team observed the partnership within their first year of operation; thus, they observed the partnership transition into their role as a partnership. In order to ensure that this transition was effective, the partnership had developed a transition team that had its own specifics goals and vision (see Table 4.6) that would facilitate UEAT in actualizing its long-term goals for Prep. Table 4.6: UEAT Transition Goals Transition Goals • Address WASC recommendations and receive a six year accreditation • Put 9th and 10th grade students on track to graduate on time by reducing the excessive failure rate in core classes • Create small learning communities to increase personalization of the high school experience for all students • Engage students, parents, teachers, administrators and the community in shaping the culture and goals of the school • Retain a highly effective faculty committed to the academic achievement of all students • Increase enrollment of resident students Kim, a Year One researcher, notes that the transition team helped to successfully establish small learning communities as well as addressed some of the WASC suggestions as outlined in Prep’s WASC Report. She notes that the partnership was able to accomplish this because the transition team was focused on ensuring that the transition goals were consistently being taken into consideration and ultimately shaped the work of the team. The Year One research team’s findings are consistent with the literature. According to Kezar (2007) and Liederman et al. (2002), it is essential for successful |
