Page 220 |
Save page Remove page | Previous | 220 of 231 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
211
APPENDIX F
UNIVERSITY STAKEHOLDER PROTOCOL
1. What is your position and role in the university? How long have you been in
that position/role?
2. What do you know about the United Education Action Team and Prep High
School?
3. What other partnerships with K-12 schools have you been involved with?
4. Do you see the members of the United Education Action Team working
together as one organization? How?
5. To what extent have you been asked to participate, or have participated in
any meetings with the United Education Action Team or their
representatives? How has your role as a parent at Prep High School changed
since the United Education Action Team has become the network partner?
Are you more involved or less involved?
6. Based on your observations, what do you think is the extent of parent
involvement at Prep High School? How have parents been involved in the
school in the past?
7. What are your recommendations for increased parent involvement at Prep?
What roles would you like to see parents play at the school?
8. I’m going to read to you the definition of co-construction. A process in
which two or more parties engage in an interactive and equitable
relationship to create shared understanding and agreed upon outcomes.
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 220 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 211 APPENDIX F UNIVERSITY STAKEHOLDER PROTOCOL 1. What is your position and role in the university? How long have you been in that position/role? 2. What do you know about the United Education Action Team and Prep High School? 3. What other partnerships with K-12 schools have you been involved with? 4. Do you see the members of the United Education Action Team working together as one organization? How? 5. To what extent have you been asked to participate, or have participated in any meetings with the United Education Action Team or their representatives? How has your role as a parent at Prep High School changed since the United Education Action Team has become the network partner? Are you more involved or less involved? 6. Based on your observations, what do you think is the extent of parent involvement at Prep High School? How have parents been involved in the school in the past? 7. What are your recommendations for increased parent involvement at Prep? What roles would you like to see parents play at the school? 8. I’m going to read to you the definition of co-construction. A process in which two or more parties engage in an interactive and equitable relationship to create shared understanding and agreed upon outcomes. |
