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How can the community-school-university partnership influence the
development of a new cultural model leading to parental engagement in the interest
of school transformation?
In order to effectively evaluate this research question, in relation to the
UEAT partnership, it is imperative to complete the following tasks: (1) review the
theoretical framework of a new cultural model of parental engagement as outlined by
the literature; (2) elucidate the history of parental involvement at Prep prior to the
development of UEAT; (3) assess the state of parental engagement during the first
year of the partnership; and (4) evaluate the level of parental engagement in the
partnership during its second year and beyond in comparison to the literature based
cultural framework and in comparison to Year One (and before) parental
engagement. By completing this level of analysis, it will reveal the extent in which
the partnership was able to facilitate, beyond its first year of operation, the
development of a new cultural model of parental engagement contributing to the
transformation of the school.
The theoretical framework established in Chapter Three for a new cultural
model of parental engagement served as a basis for analyzing the data regarding the
extent to which the partnership has influenced the development of a new cultural
model toward transforming the school. This framework is supported by
Brofenbrenner’s (1990) ecological system’s model, which states the importance for a
child’s ecosystem to be integrated with their educational setting. The research team
evaluated whether or not (1) parents’ cultural and social capital were valued
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 168 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 159 How can the community-school-university partnership influence the development of a new cultural model leading to parental engagement in the interest of school transformation? In order to effectively evaluate this research question, in relation to the UEAT partnership, it is imperative to complete the following tasks: (1) review the theoretical framework of a new cultural model of parental engagement as outlined by the literature; (2) elucidate the history of parental involvement at Prep prior to the development of UEAT; (3) assess the state of parental engagement during the first year of the partnership; and (4) evaluate the level of parental engagement in the partnership during its second year and beyond in comparison to the literature based cultural framework and in comparison to Year One (and before) parental engagement. By completing this level of analysis, it will reveal the extent in which the partnership was able to facilitate, beyond its first year of operation, the development of a new cultural model of parental engagement contributing to the transformation of the school. The theoretical framework established in Chapter Three for a new cultural model of parental engagement served as a basis for analyzing the data regarding the extent to which the partnership has influenced the development of a new cultural model toward transforming the school. This framework is supported by Brofenbrenner’s (1990) ecological system’s model, which states the importance for a child’s ecosystem to be integrated with their educational setting. The research team evaluated whether or not (1) parents’ cultural and social capital were valued |
