Current school governance research indicates school boards that connect with and listen to their internal and external communities lead districts with higher student achievement outcomes. Yet, research identifying the communication practices effective boards use to engage their publics seemed to be lacking. Through a multi-case study of ten heterogeneous high-achieving districts across the United States this study: 1) identifies communication processes school boards in high-achieving districts use to engage their constituents; 2) identifies shared meanings these processes generate amongst the board members leading these districts; and 3) confirms Deetz’s (1995) critical theory of organizational communication and provides practical examples of Deetz’s theoretical conceptions.
|Commitee:||Crawford, Kevin, Graves, Michael|
|Department:||School of Communication & the Arts|
|School Location:||United States -- Virginia|
|Source:||DAI-A 81/9(E), Dissertation Abstracts International|
|Subjects:||Communication, Educational leadership, Organizational behavior|
|Keywords:||Critical Theory of Organizational Communication, Democratic stakeholder participation, High achieving school districts, School board, School governance, Stakeholder engagement|
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