Page 187 |
Save page Remove page | Previous | 187 of 231 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
178
o Educational partnerships have the potential to become more meaningful to
the school transformation process because of the multiple resources they
contain; they have the potential to address the needs of schools in an age
where resources are decreasing from public education.
o When parents and teachers unite, they are a powerful force. However, when
relationships become formalized with legalities and policies, parents’ and
teachers’ self-initiated relationships diminish. Thus, formal and legal
restrictions limit alliances that existed prior to the partnership.
o Until the network partners are more committed to the process of co-construction
and dialogue amongst one another, they will continue to operate
within their own separate cultures. If they are fully committed to the process
of co-construction, it will affect the way that the individual partners’
organizations operate.
o Since they did not focus on cultivating the culture of the partnership, they
minimized the intensity of the impact of the partnership on the school and
community.
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 187 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 178 o Educational partnerships have the potential to become more meaningful to the school transformation process because of the multiple resources they contain; they have the potential to address the needs of schools in an age where resources are decreasing from public education. o When parents and teachers unite, they are a powerful force. However, when relationships become formalized with legalities and policies, parents’ and teachers’ self-initiated relationships diminish. Thus, formal and legal restrictions limit alliances that existed prior to the partnership. o Until the network partners are more committed to the process of co-construction and dialogue amongst one another, they will continue to operate within their own separate cultures. If they are fully committed to the process of co-construction, it will affect the way that the individual partners’ organizations operate. o Since they did not focus on cultivating the culture of the partnership, they minimized the intensity of the impact of the partnership on the school and community. |
