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169
Summary of Parent Engagement Findings
Prior to the development of the partnership, parents were engaged in moving
the school towards a transformation process; they were reacting to a crisis situation
in terms of diminished test scores and the temporary loss of accreditation. During
the first year of the partnership, parents did not have formal recognition on the
Board, yet they were still engaged through their participation on the Transition
Team. During the second year of the partnership, parents had no formal
representation on the Board, they were not present at meetings in large numbers, nor
did they have roles specified within the school. During the third year of the
partnership, parents gained formal representation on the Board, yet their participation
in school committees remained limited. However, the Ford Foundation grant
demonstrates a movement towards a new cultural model for parental engagement in
the interest of school transformation because parents have formal invitations to work
with the partnership, they are given specific roles to complete within the school and
there is an explicit consideration for their cultural capital.
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 178 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 169 Summary of Parent Engagement Findings Prior to the development of the partnership, parents were engaged in moving the school towards a transformation process; they were reacting to a crisis situation in terms of diminished test scores and the temporary loss of accreditation. During the first year of the partnership, parents did not have formal recognition on the Board, yet they were still engaged through their participation on the Transition Team. During the second year of the partnership, parents had no formal representation on the Board, they were not present at meetings in large numbers, nor did they have roles specified within the school. During the third year of the partnership, parents gained formal representation on the Board, yet their participation in school committees remained limited. However, the Ford Foundation grant demonstrates a movement towards a new cultural model for parental engagement in the interest of school transformation because parents have formal invitations to work with the partnership, they are given specific roles to complete within the school and there is an explicit consideration for their cultural capital. |
