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dc.contributor.advisorWhite, Cameron S.
dc.creatorFord, Haley Grimland
dc.date.accessioned2018-02-15T17:58:51Z
dc.date.available2018-02-15T17:58:51Z
dc.date.created2017-12
dc.date.issuedDecember 2017
dc.date.submittedDecember 2017
dc.identifier.urihttp://hdl.handle.net/10657/2096
dc.description.abstractBackground: Historically, universities have held a civic obligation to the communities in which they exist as “infrastructures of responsibility.” A partnership was formed between the teacher education program at the University of Houston and a local community center in which student teachers volunteered in the after-school program. Purpose: The purpose of this study was to explore the social constructions and experiences of the participants during this “Community-University Partnership Program.” All subjective experiences and participant narratives associated with this partnership were utilized to examine the accounts of this one urban “Community Engagement Project.” The inquiries were: What reasons emerged for creating, carrying out, and ultimately ending the “Community Engagement Project” and partnership as reported by the participants?; How were the experiences of the “Community Engagement Project” interpreted and conceptualized in reflections and interviews?; and, What motivations, beliefs, and actions were evident of the participants’ reported experiences of the “Community Engagement” project? Methods: This qualitative case study’s data collection and analysis employed Carspecken’s three stages of critical qualitative research. Three kinds of data were used for this study: the researcher’s field notes, student teacher reflections, administrator interviews. The 257 student teacher reflections and three administrators’ interviews were analyzed using reconstructive analysis and horizon analysis. Findings: This case study resulted in four emergent themes: Affective Responses, New Experiences and Learnings, Programmatic Responses and Reflections, and Perceptions and the Students and Community. Conclusion: This research recommends that future replications of community engagement partnerships should be accompanied by bias-reduction training for student teachers and administrators working within diverse populations, and comprehensive infrastructural provisions for the maintenance of the program.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectCommunity Education
dc.subjectEducation Programs
dc.subjectUrban education
dc.subjectTeacher education
dc.titleBridging the Gap: A Case Study Investigating One Community-University Partnership and Program in an Urban Context
dc.date.updated2018-02-15T17:58:51Z
dc.type.genreThesis
thesis.degree.nameDoctor of Philosophy
thesis.degree.levelDoctoral
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorUniversity of Houston
thesis.degree.departmentCurriculum and Instruction, Department of
dc.contributor.committeeMemberLee, Mimi Miyoung
dc.contributor.committeeMemberHutchison, Laveria F.
dc.contributor.committeeMemberKohn, Lawrence
dc.type.dcmiText
dc.format.digitalOriginborn digital
dc.description.departmentCurriculum and Instruction, Department of
thesis.degree.collegeCollege of Education


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