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195
APPENDIX B
TEACHER INTERVIEW PROTOCOL
Introduction: Although I have a set of questions here, I may not ask them all. This is
a conversation between the two of us about your experience with the United
Education Action Team.
1. What is your position and role at the Prep High School? What do you teach?
2. In which small learning community do you teach?
3. How many years have you been a teacher at Prep High School?
4. What has been your experience working with community-based or university
partnerships, especially those focused on school reform? How much to you
know about the United Education Action Team partnership? What are its
goals?
5. To what extent have you been asked to participate, or have participated in
any meetings involving the United Education Action Team or their
representatives?
6. Describe the relationship between parents (and teachers) at Prep High
School and the United Education Action Team? What structures have been
created to ensure their engagement?
7. Do you see the members of the United Education Action Team working
together as one organization? How?
8. To what degree do you feel the school is an equal partner in the United
Education Action Team?
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 204 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 195 APPENDIX B TEACHER INTERVIEW PROTOCOL Introduction: Although I have a set of questions here, I may not ask them all. This is a conversation between the two of us about your experience with the United Education Action Team. 1. What is your position and role at the Prep High School? What do you teach? 2. In which small learning community do you teach? 3. How many years have you been a teacher at Prep High School? 4. What has been your experience working with community-based or university partnerships, especially those focused on school reform? How much to you know about the United Education Action Team partnership? What are its goals? 5. To what extent have you been asked to participate, or have participated in any meetings involving the United Education Action Team or their representatives? 6. Describe the relationship between parents (and teachers) at Prep High School and the United Education Action Team? What structures have been created to ensure their engagement? 7. Do you see the members of the United Education Action Team working together as one organization? How? 8. To what degree do you feel the school is an equal partner in the United Education Action Team? |
