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187
Merriam, S. B. (1998). Qualitative research and case study applications in
education. San Francisco, CA: Jossey-Bass.
Miller, P, & Hafner, M. (2008). Moving toward dialogical collaboration: A critical
examination of a university-school-community partnership. Educational
Administration Quarterly, 44(1), 66-110.
Moll, L. C. (1992). Funds of knowledge for teaching: Using a qualitative approach to
connect homes and classrooms. Theory into Practice, 31(1), 132-41.
Myers, C. B. (1996). University-school collaborations: A need to reconceptualize
schools as professional learning communities instead of partnerships. Paper
presented at the Annual Meeting of the American Educational Research
Association, New York, NY.
National Commission on Excellence in Education. (April 1983). A nation at Risk:
The imperative for educational reform. Washington, DC: Author
Oakes, J., & Rogers, J. (2007). Radical change through radical means: learning
power. Journal of Educational Change. 8, 193-206.
O’Brine, C. R. & Kritsonis, W. A. (2008). Segregation through Brown vs. the Board
of Education: A Setback or Landmark Case. National Journal for Publishing
and Mentoring Doctoral Student Research, 5(1).
Osajima, K. H. (1989). Building school-university partnerships: Subjectivity, power,
and the process of change. Urban Review, 21(2), 111-25.
Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks,
CA: Sage Publications, Inc.
Porfeli, E., Wang, C., Audette, R., McColl, A., & Algozzine, B. (2009). Influence of
social and community capital on student achievement in a large urban school
district. Education and Urban Society, 42(1), 72-95.
Punamäki, Y., Miettinen, R., & Punamäki, R-L. (Eds.). (1999). Perspectives on
activity theory. New York, NY: Cambridge University Press.
Reed, R. P., Jones, K. P., Walker, J. M., & Hoover-Dempsey, K. V.(2000). Parents'
motivations for involvement in children's education: Testing a theoretical
model. Paper presented at the Annual Conference of the American
Educational Research Association, New Orleans.
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 196 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 187 Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass. Miller, P, & Hafner, M. (2008). Moving toward dialogical collaboration: A critical examination of a university-school-community partnership. Educational Administration Quarterly, 44(1), 66-110. Moll, L. C. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(1), 132-41. Myers, C. B. (1996). University-school collaborations: A need to reconceptualize schools as professional learning communities instead of partnerships. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY. National Commission on Excellence in Education. (April 1983). A nation at Risk: The imperative for educational reform. Washington, DC: Author Oakes, J., & Rogers, J. (2007). Radical change through radical means: learning power. Journal of Educational Change. 8, 193-206. O’Brine, C. R. & Kritsonis, W. A. (2008). Segregation through Brown vs. the Board of Education: A Setback or Landmark Case. National Journal for Publishing and Mentoring Doctoral Student Research, 5(1). Osajima, K. H. (1989). Building school-university partnerships: Subjectivity, power, and the process of change. Urban Review, 21(2), 111-25. Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications, Inc. Porfeli, E., Wang, C., Audette, R., McColl, A., & Algozzine, B. (2009). Influence of social and community capital on student achievement in a large urban school district. Education and Urban Society, 42(1), 72-95. Punamäki, Y., Miettinen, R., & Punamäki, R-L. (Eds.). (1999). Perspectives on activity theory. New York, NY: Cambridge University Press. Reed, R. P., Jones, K. P., Walker, J. M., & Hoover-Dempsey, K. V.(2000). Parents' motivations for involvement in children's education: Testing a theoretical model. Paper presented at the Annual Conference of the American Educational Research Association, New Orleans. |
