자료유형  

 학위논문

Control Number  

0017162270

International Standard Book Number  

9798383226223

Dewey Decimal Classification Number  

379

Main Entry-Personal Name  

Lara, Adam Maurice.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of Washington., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

174 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

General Note  

Advisor: Ishimaru, Ann.

Dissertation Note  

Thesis (Ph.D.)--University of Washington, 2024.

Summary, Etc.  

요약Drawing on an applied tensional analysis (Mease, 2019), equitable collaboration (Ishimaru, 2020), and transformational resistance (Solorzano & Bernal, 2001), this study examined the complexities of tensions and how the enacted response strategies undermined or fostered more equitable approaches for collaboration within a family-school partnership to improve students' early learning outcomes. This dissertation used a qualitative single-case study design to explore the interactions within a community-based family-school partnership comprised of parents, community members, community-based non-profit organizations, school district staff, administrators and elected leaders, research institutions, and philanthropy. Data collected from the Summer 2022 to Spring 2023 consisted of more than 95 hours of observations and qualitative interviews focused on understanding how tensions emerged and how tensions were addressed within the Yorbas Early Learning Initiative (YELI) family-school partnerships. Findings suggest how the response strategies to repair tensions can be well-intentioned and equity-driven while also unintentionally reinforcing deficit-oriented perspectives of parents and incorporating school-centric paradigms and strategies that maintain unilateral power dynamics between schools and families (Ishimaru, 2020). By better understanding how tensions emerge, and more importantly, how our responses to these tensions may covertly conform to traditional, dominant, deficit-oriented, school-centric paradigms, researchers and practitioners can learn and shift response strategies in ways that can foster more equitable approaches for collaboration.

Subject Added Entry-Topical Term  

Education policy.

Subject Added Entry-Topical Term  

Educational philosophy.

Subject Added Entry-Topical Term  

Educational leadership.

Subject Added Entry-Topical Term  

Individual & family studies.

Index Term-Uncontrolled  

Equitable collaboration

Index Term-Uncontrolled  

Family engagement

Index Term-Uncontrolled  

Partnerships

Index Term-Uncontrolled  

Transformational resistance

Index Term-Uncontrolled  

Early learning outcomes

Added Entry-Corporate Name  

University of Washington Education

Host Item Entry  

Dissertations Abstracts International. 86-01A.

Electronic Location and Access  

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Control Number  

joongbu:657906