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171
Significance of Study
Minority students are more likely to report widespread academic shortfalls
(Johnson, Arumi, & Ott, 2006), but they can no longer afford to exist at the bottom
of the educational totem pole. Considerable attention needs to be paid to
transforming the state of urban education, specifically with low performing schools
and the students, parents and communities that are affected by their performance.
Each student that is not successful in the academic realm creates cause for national
concern. According to a report conducted by McKinsey & Company (2006), the
United States lags significantly behind other advanced nations in educational
performance. This gap has economic implications with regards to student
preparedness to enter the workforce and attain meaningful paying jobs that allow for
economic self-sufficiency. If successful in transforming to increase student
academic achievement, the community-school-university partnership can positively
alter the aforementioned statistic; it may be able to create a new cultural model for
school transformation. Furthermore, this new cultural model can impact the
relationship between parents, communities, schools and universities by re-shaping
their interactions with one another and the schooling process. On a local level, this
study can impact the relationships between parents, communities and schools that
have a history of mistrust; it can allow each stakeholder in the partnership to
recognize their role in maintaining the processes essential for co-construction and
dialogical relationships. Also, the study can impact how institutions view parents as
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 180 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 171 Significance of Study Minority students are more likely to report widespread academic shortfalls (Johnson, Arumi, & Ott, 2006), but they can no longer afford to exist at the bottom of the educational totem pole. Considerable attention needs to be paid to transforming the state of urban education, specifically with low performing schools and the students, parents and communities that are affected by their performance. Each student that is not successful in the academic realm creates cause for national concern. According to a report conducted by McKinsey & Company (2006), the United States lags significantly behind other advanced nations in educational performance. This gap has economic implications with regards to student preparedness to enter the workforce and attain meaningful paying jobs that allow for economic self-sufficiency. If successful in transforming to increase student academic achievement, the community-school-university partnership can positively alter the aforementioned statistic; it may be able to create a new cultural model for school transformation. Furthermore, this new cultural model can impact the relationship between parents, communities, schools and universities by re-shaping their interactions with one another and the schooling process. On a local level, this study can impact the relationships between parents, communities and schools that have a history of mistrust; it can allow each stakeholder in the partnership to recognize their role in maintaining the processes essential for co-construction and dialogical relationships. Also, the study can impact how institutions view parents as |
