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182
Epstein, J.L., and Lee, S. (1995). National patterns of school and family connections
in the middle grades. In B. Ryan, G. Adams, T. Gullotta, R. Weissberg, and
R. Hampton (Eds.), The family-School connection: Theory, research, and
practice (pp. 108-154). Thousand Oaks, CA: Sage Publications.
Epstein, J. L. & Sanders, M. (2006). Prospects for change: Preparing educators for
school, family and community partnerships. Peabody Journal of Education,
81(2), 81-120.
Epstein, J. L., & Sheldon, S. B. (2006). Moving forward: Ideas for research on
school, family and community partnership. In SAGE handbook for research
in education: Engaging ideas and enriching inquiry (pp. 117-138). Thousand
Oaks, CA: Sage Publications.
Epstein, J. L. & Van Voorhis, F. L. (2001). More than minutes: Teachers’ roles in
designing homework. Educational Psychologist, 36(3), 181-194.
Epstein, J. L., Williams, K.J., & Jansorn, N.R. (April 2004). Does policy prompt
partnerships? Effects of NCLB on district leadership for family involvement.
Paper presented at the annual meeting of the American Educational Research
Association, New Orleans, LA.
Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S. (2004). Multiple dimensions
of family involvement and their relations to behavioral and learning
competencies for urban, low-income children. School Psychology Review,
33(4), 467-480.
Fedje, L., & Scoggins, J. (1994). Ma, pa, school folks and kids: Working a
patchwork to a complete "heart." In D. Montgomery (Ed.) Rural
partnerships: Working together. Proceedings of the Annual National
Conference of the American Council on Rural Special Education (ACRES).
Fine, Michelle (Ed.). (1994). Chartering urban school reform: Reflections on public
high schools in the midst of change. New York, NY: Teachers College
Press.
Franse, S., & Siegel, A. (1987). A Case for collaboratives: Turning around the Bronx
public schools. Urban Review, 19(2), 129-35.
Freeman, M. (Ed.). (1986). Called to act: Stories of child care advocacy in our
churches. New York, NY: Child Advocacy Office, National Council of
Churches.
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 191 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 182 Epstein, J.L., and Lee, S. (1995). National patterns of school and family connections in the middle grades. In B. Ryan, G. Adams, T. Gullotta, R. Weissberg, and R. Hampton (Eds.), The family-School connection: Theory, research, and practice (pp. 108-154). Thousand Oaks, CA: Sage Publications. Epstein, J. L. & Sanders, M. (2006). Prospects for change: Preparing educators for school, family and community partnerships. Peabody Journal of Education, 81(2), 81-120. Epstein, J. L., & Sheldon, S. B. (2006). Moving forward: Ideas for research on school, family and community partnership. In SAGE handbook for research in education: Engaging ideas and enriching inquiry (pp. 117-138). Thousand Oaks, CA: Sage Publications. Epstein, J. L. & Van Voorhis, F. L. (2001). More than minutes: Teachers’ roles in designing homework. Educational Psychologist, 36(3), 181-194. Epstein, J. L., Williams, K.J., & Jansorn, N.R. (April 2004). Does policy prompt partnerships? Effects of NCLB on district leadership for family involvement. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33(4), 467-480. Fedje, L., & Scoggins, J. (1994). Ma, pa, school folks and kids: Working a patchwork to a complete "heart." In D. Montgomery (Ed.) Rural partnerships: Working together. Proceedings of the Annual National Conference of the American Council on Rural Special Education (ACRES). Fine, Michelle (Ed.). (1994). Chartering urban school reform: Reflections on public high schools in the midst of change. New York, NY: Teachers College Press. Franse, S., & Siegel, A. (1987). A Case for collaboratives: Turning around the Bronx public schools. Urban Review, 19(2), 129-35. Freeman, M. (Ed.). (1986). Called to act: Stories of child care advocacy in our churches. New York, NY: Child Advocacy Office, National Council of Churches. |
