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210
24. 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?
25. Describe any role the partnership has played in adding or enhancing
programs or curriculum at Prep High School that prepares students for
postsecondary options/pathways? Please be specific or give examples. What
further actions can the partnership take?
26. What measures have been taken, by the partnership, to improve student
achievement? Please describe to the extent to which each subgroup has been
affected by these measures?
27. What types of programs have you established specifically for the academic
success of African American students?
28. Please share any comments that my questions did not allow you to make.
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 219 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 210 24. 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? 25. Describe any role the partnership has played in adding or enhancing programs or curriculum at Prep High School that prepares students for postsecondary options/pathways? Please be specific or give examples. What further actions can the partnership take? 26. What measures have been taken, by the partnership, to improve student achievement? Please describe to the extent to which each subgroup has been affected by these measures? 27. What types of programs have you established specifically for the academic success of African American students? 28. Please share any comments that my questions did not allow you to make. |
