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educational partnerships to establish a common set of goals. Kezar (2007) notes that
educational partnerships need to have mutually developed long-term goals and a
commitment to shared values. UEAT established mutually developed long-term
goals for Prep High School, and they were clearly illustrated in the documents of the
MOU and the Business Plan. Yet the partnership itself has not assessed itself and
developed goals on how it will look in intervals of one, two or five years.
Through an analysis of the observations, interviews and artifacts, the research
team discovered that UEAT has clearly outlined goals, expectations, purpose and
vision for Prep High School. Although a strategic plan was created during the
second year, the network partners have not taken the steps necessary to make sure
that they are channeling their human capital in a way that will be conducive to
meeting their goals. Furthermore, the content of the board meetings does not
demonstrate evidence of the partnership making strategic moves and implementing
processes that would guide UEAT towards accomplishing its end of term goals for
Prep High School and for the partnership itself. Lastly, the partnership has not
developed its own set of goals as an organization, which, according to Liederman et
al. (2002) can lead to the fragmentation of the organization.
Undefined Roles and Responsibilities
The second most common theme was undefined roles and responsibilities
within the partnership. Several stakeholders within the partnership and within the
community noted that UEAT needed to have a greater focus on channeling their
human capital as a means of attaining their goals. Ms. Cosby, a parent who was
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 139 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 130 educational partnerships to establish a common set of goals. Kezar (2007) notes that educational partnerships need to have mutually developed long-term goals and a commitment to shared values. UEAT established mutually developed long-term goals for Prep High School, and they were clearly illustrated in the documents of the MOU and the Business Plan. Yet the partnership itself has not assessed itself and developed goals on how it will look in intervals of one, two or five years. Through an analysis of the observations, interviews and artifacts, the research team discovered that UEAT has clearly outlined goals, expectations, purpose and vision for Prep High School. Although a strategic plan was created during the second year, the network partners have not taken the steps necessary to make sure that they are channeling their human capital in a way that will be conducive to meeting their goals. Furthermore, the content of the board meetings does not demonstrate evidence of the partnership making strategic moves and implementing processes that would guide UEAT towards accomplishing its end of term goals for Prep High School and for the partnership itself. Lastly, the partnership has not developed its own set of goals as an organization, which, according to Liederman et al. (2002) can lead to the fragmentation of the organization. Undefined Roles and Responsibilities The second most common theme was undefined roles and responsibilities within the partnership. Several stakeholders within the partnership and within the community noted that UEAT needed to have a greater focus on channeling their human capital as a means of attaining their goals. Ms. Cosby, a parent who was |
