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16. In what ways have teachers been in the work of the partnership to improve
Prep High School? What have been the barriers to their participation? What
do you recommend to increase participation?
17. In what ways has the classified staff been involved in the work of the
partnership to improve Prep High School? What have been the barriers?
What do you recommend to increase participation?
18. In what ways have parents been involved in the partnership to improve Prep
High School? What have been the barriers? What do you recommend to
increase participation?
19. In what ways have the students’ been involved and had participation in the
work of the partnership to improve Prep High School? What have been the
barriers? What do you recommend to increase participation?
20. How would you describe United Education Action Team in terms of
characteristics and attributes? What other characteristic/attributes can make
it effective?
21. What challenges have limited or prevented stakeholders from being a part of
the process? (Supplementary Question)
22. Research shows that most partnerships do not last longer than five years.
What do you think is the most significant factor in the failing of these
partnerships? How can the network partners avoid these pitfalls?
23. Describe any role the partnership has played in adding or enhancing
programs or curriculum at Prep High School that prepares students for
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 206 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 197 16. In what ways have teachers been in the work of the partnership to improve Prep High School? What have been the barriers to their participation? What do you recommend to increase participation? 17. In what ways has the classified staff been involved in the work of the partnership to improve Prep High School? What have been the barriers? What do you recommend to increase participation? 18. In what ways have parents been involved in the partnership to improve Prep High School? What have been the barriers? What do you recommend to increase participation? 19. In what ways have the students’ been involved and had participation in the work of the partnership to improve Prep High School? What have been the barriers? What do you recommend to increase participation? 20. How would you describe United Education Action Team in terms of characteristics and attributes? What other characteristic/attributes can make it effective? 21. What challenges have limited or prevented stakeholders from being a part of the process? (Supplementary Question) 22. Research shows that most partnerships do not last longer than five years. What do you think is the most significant factor in the failing of these partnerships? How can the network partners avoid these pitfalls? 23. Describe any role the partnership has played in adding or enhancing programs or curriculum at Prep High School that prepares students for |
