Dissertation/Thesis Abstract

Engaging the Public in Public Education; a Multi-Case Study of School Governance and Stakeholder Engagement in High-Achieving School Districts
by Clarke, Katie, Ph.D., Regent University, 2020, 316; 27828511
Abstract (Summary)

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.

Indexing (document details)
Advisor: Keeler, John
Commitee: Crawford, Kevin, Graves, Michael
School: Regent University
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
Publication Number: 27828511
ISBN: 9781658496582
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy