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148
beyond its first year of operation. Through an investigation and analysis of the
findings, the research team discovered that the same barriers identified by the Year
One Study persist. Although the same barriers exist, they appear to have increased
in their severity, as evidenced by the frequencies of the codes. The barriers
accounted for 63% of the total codes analyzed by the research team. The data reveal
the most commonly coded barrier was an absence of systems and structures for
communication, which accounted for 32% of the barriers. This theme can be further
divided in the following categories: lack of defined goals, expectations, purpose, and
vision; undefined roles and responsibilities; underexposure of the UEAT Partnership;
lack of methods for disseminating information; inconsistency with people, resources,
and programs; and a lack of transparency. The data reveal the second most
commonly coded barrier was a lack of trust, which accounted for 18% of the
barriers. According to Kezar (2007) and Liederman et al. (2002), lack of trust and
lack of defined goals can contribute to the fragmentation of a partnership and can
serve as a barrier to co-constructive practices. However, there are certain strategies
that can help that partnership overcome these barriers.
Findings and Analysis: Research Question One, Sub Question (b)
In addition to identifying the on-going processes within the partnership, the
research group investigated the effective strategies in place that demonstrate the
ability to overcome the persistent barriers in community-school-university
partnerships seeking to improve student achievement in an urban school. Through
an investigation and analysis of the findings, the research team discovered that the
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 157 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 148 beyond its first year of operation. Through an investigation and analysis of the findings, the research team discovered that the same barriers identified by the Year One Study persist. Although the same barriers exist, they appear to have increased in their severity, as evidenced by the frequencies of the codes. The barriers accounted for 63% of the total codes analyzed by the research team. The data reveal the most commonly coded barrier was an absence of systems and structures for communication, which accounted for 32% of the barriers. This theme can be further divided in the following categories: lack of defined goals, expectations, purpose, and vision; undefined roles and responsibilities; underexposure of the UEAT Partnership; lack of methods for disseminating information; inconsistency with people, resources, and programs; and a lack of transparency. The data reveal the second most commonly coded barrier was a lack of trust, which accounted for 18% of the barriers. According to Kezar (2007) and Liederman et al. (2002), lack of trust and lack of defined goals can contribute to the fragmentation of a partnership and can serve as a barrier to co-constructive practices. However, there are certain strategies that can help that partnership overcome these barriers. Findings and Analysis: Research Question One, Sub Question (b) In addition to identifying the on-going processes within the partnership, the research group investigated the effective strategies in place that demonstrate the ability to overcome the persistent barriers in community-school-university partnerships seeking to improve student achievement in an urban school. Through an investigation and analysis of the findings, the research team discovered that the |
