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162
of the partnership, yet they had no formal representation on its Board. Several
interviewees from board members, university participants, Prep parents and staff
members, noted that it was an ongoing struggle during Year One and Year Two to
get parent representation on the Board. However, during Year One, parents still
played an integral role in the partnership due to their involvement as members of the
transition team elected by their constituents. According to Dr. Key’s interview,
parents were highly involved in guiding the work of the transition team. She noted
that the parent representation on the transition team was not solely limited to parents
who were a part of the Friends of Prep, but others who were not actively involved in
the parent organization. They were key in identifying concerns with the school as
well as developing a clear path on how to ameliorate those concerns.
The Year One research team’s findings regarding parental engagements were
consistent with the statements from the interviews. According to Gillenwaters, a
Year One researcher, the work of the Bradley Foundation helped parents develop
solidarity in their quest for educational reform. The Bradley Foundation also played
a critical role in helping teachers and parents build trust with one another, which
prepared parents to participate in the process of co-construction. Kim, a Year One
researcher, asserts the UEAT Fact Sheet identified efforts made within the
partnership to ensure that all stakeholder groups were being represented. Some of
these efforts included assisting parents with “addressing an updated means for their
participation in and support of their children’s school-based development,” creating a
“platform for parents to fully engage and participate with teachers in developing a
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 171 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 162 of the partnership, yet they had no formal representation on its Board. Several interviewees from board members, university participants, Prep parents and staff members, noted that it was an ongoing struggle during Year One and Year Two to get parent representation on the Board. However, during Year One, parents still played an integral role in the partnership due to their involvement as members of the transition team elected by their constituents. According to Dr. Key’s interview, parents were highly involved in guiding the work of the transition team. She noted that the parent representation on the transition team was not solely limited to parents who were a part of the Friends of Prep, but others who were not actively involved in the parent organization. They were key in identifying concerns with the school as well as developing a clear path on how to ameliorate those concerns. The Year One research team’s findings regarding parental engagements were consistent with the statements from the interviews. According to Gillenwaters, a Year One researcher, the work of the Bradley Foundation helped parents develop solidarity in their quest for educational reform. The Bradley Foundation also played a critical role in helping teachers and parents build trust with one another, which prepared parents to participate in the process of co-construction. Kim, a Year One researcher, asserts the UEAT Fact Sheet identified efforts made within the partnership to ensure that all stakeholder groups were being represented. Some of these efforts included assisting parents with “addressing an updated means for their participation in and support of their children’s school-based development,” creating a “platform for parents to fully engage and participate with teachers in developing a |
