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186
Leitch, M. L., & Tangri, S. S. (1988). Barriers to home-school collaboration.
Educational Horizons, 66(2), 70-74.
Lin, N. (1999a). Building a network theory of social capital. Connections, 22(1), 28-
51.
Lortie, D. (1975). School teacher: A sociological study. Chicago, IL: University of
Chicago Press.
Martinez-Cosio, M. (2010). Parents' roles in mediating and buffering the
implementation of an urban school reform. Education and Urban Society,
42(3), 283-306.
Marzano, R., Waters, T., & McNulty, B. (2007). School leadership that works: From
research to results. Alexandria, VA: Association for Supervision and
Curriculum Development.
Matsunaga, Michael. (2008). Concentrated poverty in Los Angeles. Los Angeles,
CA: Economic Roundtable.
Mayfield, L., Hellwig, M., & Banks, B. (1999). The Chicago response to urban
problems: Building university-community collaborations. American
Behavioral Scientist. 42(5), 863-75.
McCullough, J.R. (220). Developmental changes in the relationship between parent
involvement in education and children’s academic achievement. Unpublished
doctoral dissertation; Denver, CO: University of Denver.
McKinsey & Company (2009). The economic impact of the achievement gap in
America’s schools. Author.
McNeal, R. B., Jr. (1999). Parental involvement as social capital: Differential
effectiveness on science achievement, truancy, and dropping out. Social
Forces, 78(1), 117-44.
McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A
multivariate examination of parent involvement and the social and academic
competencies of urban kindergarten children. Psychology in the Schools,
41(3), 363-377.
Mehan, H. (1992). Understanding inequality in schools: The contribution of
interpretive studies. Sociology of Education, 65(1), 1-20.
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 195 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 186 Leitch, M. L., & Tangri, S. S. (1988). Barriers to home-school collaboration. Educational Horizons, 66(2), 70-74. Lin, N. (1999a). Building a network theory of social capital. Connections, 22(1), 28- 51. Lortie, D. (1975). School teacher: A sociological study. Chicago, IL: University of Chicago Press. Martinez-Cosio, M. (2010). Parents' roles in mediating and buffering the implementation of an urban school reform. Education and Urban Society, 42(3), 283-306. Marzano, R., Waters, T., & McNulty, B. (2007). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development. Matsunaga, Michael. (2008). Concentrated poverty in Los Angeles. Los Angeles, CA: Economic Roundtable. Mayfield, L., Hellwig, M., & Banks, B. (1999). The Chicago response to urban problems: Building university-community collaborations. American Behavioral Scientist. 42(5), 863-75. McCullough, J.R. (220). Developmental changes in the relationship between parent involvement in education and children’s academic achievement. Unpublished doctoral dissertation; Denver, CO: University of Denver. McKinsey & Company (2009). The economic impact of the achievement gap in America’s schools. Author. McNeal, R. B., Jr. (1999). Parental involvement as social capital: Differential effectiveness on science achievement, truancy, and dropping out. Social Forces, 78(1), 117-44. McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363-377. Mehan, H. (1992). Understanding inequality in schools: The contribution of interpretive studies. Sociology of Education, 65(1), 1-20. |
