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NORTHCENTRAL UNIVERSITYASSIGNMENT COVER SHEET
Learner: Melissa Webb Earnest
THIS FORM MUST BE COMPLETELY FILLED IN
Please Follow These Procedures: If requested by your mentor, use an assignment cover sheet as the first page of the word processor file. The assignment header should include the Learner’s last name, first initial, course code, dash, and assignment number (DoeJXXX0000-1) justified to the left and the page number justified to the right.
Keep a Photocopy or Electronic Copy of Your Assignments: You may need to re-submit assignments if your mentor has indicated that you may or must do so.
Academic Integrity: All work submitted in each course must be the Learner’s own. This includes all assignments, exams, term papers, and other projects required by the faculty mentor. The known submission of another person’s work represented as that of the Learner’s without properly citing the source of the work will be considered plagiarism and will result in an unsatisfactory grade for the work submitted or for the entire course, and may result in academic dismissal.
<Course ID Number> EDU 7000 <Faculty Mentor>Dr. Robey-Graham
<Course Title>Research <Assignment Number or Title> Assignment 9
<Add Learner comments here>
Faculty Use Only
Melissa,
You had a good start meeting the requirements of this assignment. Kudos!
However, you discussed how you intended to collect your data without describing which
research methodology/design you intended to use. At this point, you need to explain whether you
are going to do a quantitative, qualitative or mixed methods design. If you choose qualitative,
you need to explain which qualitative design you will use: case study, phenomenology, narrative
inquiry, ethnography or grounded theory. Then you need to explain why you have chosen that
design and how it relates to your study. You do not need to explain how you will gather your data
here.
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I would like you to rewrite this section and resubmit so I can grade your final paper.
Thanks,
Dr. Anne
Anne Robey-Graham, Ed.D.
School and District Communication: The Importance and The Impact
Melissa Webb Earnest
Northcentral University
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Abstract
Communication is important no matter the circumstance, but even more so in the field of
education. Varying types of communication are plentiful to select from, including the more
traditional forms as well as utilizing new technologies. But the question becomes which type to
use and when. Research exists on ways to successfully utilize public relations in schools and
districts, methods for teachers to interact with students both online and offline, the relationship
between staff members in a school and how communication can influence the rapport between
them, and many other forms of communicating within an educational parameter, but giving
educators the proper communication tool to use for a particular need or situation is one area
which should be researched even more. Both direct and indirect communication can have a
definite impact, whether it be positive or negative, and educators must know which tool to use
and when and how to make the most of their time and effort when communicating with others.
Communication is essential to the success of students, schools and districts.
Keywords: Communication, Public Relations, Education, Schools, Districts
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School and District Communication: The Importance and The Impact
Introduction
In my present position as Webmaster for a rural school district, I spend a large percentage
of my time updating our Web site, not only for the district, but quite frequently for the four
public schools and for the area technology center located on the district campus. As I have been
training teachers to establish their own personal classroom pages, I have been asked the same
question many times. Teachers want to know if what they are doing online is truly the best form
of communication for the parents and community members in our area. My answer at this point
has to be that none of us are sure. Given that not all our families have Internet access, I, too,
have wondered about the impact of such communication, noting all the time we are spending on
it. Are there other forms of communication that we should be using, both direct and indirect, that
would have a larger impact on our students and our families and even our community? If so,
what are the communication tools we need to be utilizing and focusing on rather than spinning
our wheels, so to speak, on a vehicle that may not be going anywhere?
As I pondered the various forms of communication we use in our district, I began looking
at other school districts around my own to see what they were using. Are we all focusing too
much on the technological and forgetting the traditional? Which methods of communication are
the most effective and why? How can we have a blend of all kinds so our districts are good
communicators of both good news and bad news? In beginning to research this issue, I had some
difficulty finding information, especially on the impact that Web sites have had on our
communications issues within school districts. I decided that this topic would lend itself to
academic research, because I hope to discover new ways to utilize the communication tools
already being used in schools and districts that will have the most impact. I also plan to discover
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if we have abandoned the traditional methods of communication that may have been the best
way to get our message across and why we have done so.
Overall, my main focus is to research different methods of communication being utilized
by public school districts and to critically look at each method to determine which is best for
which situations. Working with two school districts in many capacities for almost twenty-five
years has given me the ability to truly be objective about what we are communicating and how
and why, especially when disseminating news which may not be the most positive. With that
goal in mind, I also wish to discern which methods of communication reach the most persons
and therefore, where our teachers and staff members should be focusing their efforts. None of us
have the time to spend on communications which eventually go from one ear through the other
or from the desk or desktop of a computer into the trash or recycle bin.
Literature Review
Beginning to research the issue of school and district communication, I first wanted to
focus on communication skills that a principal must have since they are the instructional leader
of the school. It is important for open communication in many forms to take place between a
school and its community, including the students, parents/guardians and citizens. Effective
schools intentionally communicate programs, needs, and purposes, both internally and externally
(Stronge, Richard, & Catano, 2008). Since many stakeholders are now becoming more involved
in education, principals must be prepared to build strong relationships and must possess
leadership skills, be good listeners, and share responsibilities. Research has found that good
communication is crucial (Stronge et. al., 2008). Principals must practice two-way
communication consistently no matter the method whether it is traditional conference events or
more modern technology usage such as e-mail. It does not matter if a school is private, public,
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or charter, leaders in a school must market their schools to the community (Stronge et. al, 2008).
Effective communication is critical to school success.
A wonderful book by Robert D. Ramsey (2009) includes an entire chapter on what he
feels are the twenty biggest communication mistakes school leaders make. Luckily, Ramsey
includes information on how to avoid such mistakes. Very simply, Ramsey (2009) states
“Education is communication.” (Page 1) How true that is! It is so important educators realize
that when communication is given in an effective manner, then everyone understands; however,
if educational professionals do not learn to communicate effectively, then everything breaks
down and miscommunication becomes the norm. That is definitely not what schools want to do.
Ramsey (2009) notes the number of times students do not understand an assignment, parents
leave a conference not knowing what took place, and even staff members may not be clear on a
school’s vision or mission. To avoid these situations, educators must learn how to communicate
effectively.
What if there is an emergency situation at a school? What if the all-important attendance
in a particular district is low and funding is at risk? What do most educators consider the best
way to send communications to those who need to know? In today’s society, many districts have
implemented the use of notification systems. According to Schaffhauser (2010), ninety-five
percent of staff that uses such systems report improved attendance rates. Schools who utilize
notification systems also report increased parent involvement and cite the ability to communicate
in different languages a definite plus. Alerts can be sent quickly and easily for emergencies like
school closings for weather or in the case of a disaster like a school shooting. The ability to use
such a system has become not a luxury, but a necessity in the eyes of many educators.
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Public relations definitely is a concern in elementary and secondary education. Stewart
(2007) reminds educators that public relations is too often seen as something to do when
something goes wrong. Instead, school leadership should focus on getting out the correct
message and opening dialogue, hopefully preventing possible problems. According to Stewart
(2007), the principal is the instructional leader of the campus. If the principal does not pay
attention to public relations, a problem could evolve with the way the staff and the community
perceives the school, not to mention the students. The principal must have a plan in place for all
types of communications and should at the very least have a public relations program and
policies ready for any scenario. Stewart (2007) notes three steps that principals should follow.
First, goals for the public relations program should be decided. Second, the school must decide
who will be responsible for implementation. Third, the program must be periodically evaluated
for effectiveness.
Since the advent of technology, school districts have been pushed to embrace its use and
thinking of the possibilities of this usage to communicate is practically endless. Quillen (2010)
notes that electronic mail, or e-mail, was originally used by online instructors to deliver content,
but now e-mail is used more for particular communication points. Students are beginning to see
e-mail as a “relic of the past.” (Page 1). Instead, students are embracing the use of instant
messaging and social networks as a way to communicate with their instructors and their
classmates. Of course, many of these new technologies are included on cellular phones, so
students always feel connected to their education in some form or fashion. Other methods of
communicating mentioned by Quillen (2010) are blogs, wikis and videoconferencing. Perhaps
the largest issue with the use of these technologies is that many educators and parents are just
beginning to learn how to use them, while the students have grown up with them!
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Moore (2004) states unequivocally in an article “Today’s school communications should
be technologically savvy but people centered”. (Page 20) Using a survey by the National
School Public Relations Association in 2000, more than one-third of the school districts
responding stated they did not have a Web site. (Page 20) However, in a similar study in 2003,
school leadership indicated that developing a Web site and maintaining such a site was at the top
of the list of new ideas being developed based on demand. Moore (2004) notes the technology
now available must be a mix so the communication being given is still people centered and not
over the heads of the readers or users. Perhaps most importantly, Moore (2004) states that
educational institutions should use solid research and realize that “meaningful public relations
outcomes can’t be measured adequately by how many news releases are written or newsletter
printed.” (Page 22) Instead, schools should focus on the actions that are taken as a result of the
communication or the influence a communication may have. Moore (2004) is quick to point out
school communications clearly extend beyond the classroom and into the community which
means they can “inform, enthuse, inspire, challenge, mentor, listen, and more.” (Page 23)
With that in mind, was there any research already conducted to find out if it is desirable
to have one person in a district or school whose duties solely focus on communication, if truly,
that was to be a focus of the educational institution? In a public relations study conducted by the
Michigan School Public Relations Association, written surveys were sent to 394 superintendents.
“Analysis showed that very few school districts have a person who is devoted full time to public
relations activities.” (Abstract) As a part of this study, editors Lange and Young (1988) not
only presented the purpose, research design and analyses of data on public relations, they
included many articles on how important public relations can be to a school district and why it is
important to have someone trained within the district to deal with communications. The research
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portion of the study was very enlightening. The results indicated the majority of districts did not
have an established budget for public relations or a board policy about communications. About
half of the respondents stated they did not have anyone assigned within their district for specific
public relations duties. It is interesting to note that when asked to rank a list of seven activities,
publications was number three (3) and media relations was number five (5). Respondents were
offered a list of public relations topics and were able to indicate which of those topics was
something they would be interested in finding out more. Low cost projects and improving staff
morale topped the list with how to involve non-parents more and getting out information about
school budgeting close behind. It was interesting to see that most respondents had some type of
community newsletter being produced by the district, as well as having a building level
newsletter or a staff newsletter. However, electronic media was one of the lowest used
communications. Given the date of this research, 1988, perhaps that finding is not so unusual. If
the same study were conducted today, the number of districts using electronic media as a form of
communications would probably be much higher. However, there is no proof available that the
electronic media would be any better as a form of communication when compared to the
traditional forms such as newsletters or phone trees.
This important bridge of communication from the teacher to the home of the student can
be accomplished in many ways. Again, because having a Web site seems to be so important to
schools today, the focus appears to be on just that one avenue of communicating. Several
communication methods are suggested in an article by Mitchell, Foulger, & Wetzel (2009), the
first of which is to create a classroom Web site. The authors also mention the use of electronic
mail, creating a feedback form, and including a discussion forum. Perhaps more importantly,
though, is the idea that schools should offer specific training, not only for their staff members,
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but also for their families, so technology-based communication can be utilized to its fullest
potential. Another important point raised by the authors is to realize that not all families have
computers and Internet access at home, so it is essential that these families are kept informed
through more traditional methods of communication. According to Mitchell, et. al., (2009), the
research is clear that a family’s involvement in a child’s education improves their outcomes in all
areas and that the more frequent the contact between home and school, the more the child
benefits.
So what happens when the teacher does initiate some type of communication? Focusing
on a college setting, Stein (2008) studied selected online courses and observed the use of a
learning management system. “The study included instructor-initiated contacts such as
discussion forum postings, emails, announcements and links provided via course work and
handouts.” (Abstract, Page 1). Reflecting on the Socratic method of communication, Stein
(2008) noted this type of communication had a greater influence on student outcomes. Citing
earlier research by Mupinga, Nora, and Yaw (2006), Stein noted findings “that students’ top two
concerns are communication with the online professor and instructor feedback.” (Stein, 2008, p.
1). Again, the communication between the instructor and the student was shown to be very
important in the success of the student. Even with this in mind, Stein (2008) noted the
instructors in the study received little or no guidelines or training on online delivery. “Successful
online delivery mandates the effective use of communication, logically delivered content, and
consistency.” (Stein, 2008, p. 5). Once again, communication is at the forefront of research on
student success, whether it be online or delivered in person.
With student success driving the success of school systems across the United States,
teachers, principals, superintendents and school board members are learning collaboration and
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interpersonal problem solving are important. Friend and Cook (2010) note both of these are
based on communicating effectively. Broken into several chapters to be used within education
courses, Friend and Cook’s book contains solid content on communication, especially in one
chapter on interpersonal communication. The first part of the chapter notes that simply, “human
communication can be thought of as the means by which information is transmitted from one
person to another.” (Friend and Cook, 2010, p. 212.). The authors present the basic concepts in
communication as well as types of communication, frames of reference, and the skills necessary
to communicate effectively. It is evident anyone could benefit from learning these skills,
including educators.
Another resource discovered is a handbook for schools, families and communities to
utilize as they come together for the betterment of their schools and the benefit of their students.
Starting with a framework, Epstein et al. (2009) point out the importance of partnerships and
what research says about involving teachers, parents, and students in the educational process.
One of the first points brought out “emphasized the importance of honest, two-way
communication between schools and potential community partners so that each party is fully
aware of the intent and expectations of the other.” (Epstein et al., 2009, p. 35.). If there is not
honest communication between all parties involved, then the partnership and the success of the
student, the school and the district will be minimal. Epstein continues the journey giving types
of actions to try such as establishing a folder for family support, using student-led conferences,
learning at home, and bringing the PTA (Parent Teacher Association) to the parents as well as
actual forms, surveys, and action plans that can be utilized right away with little effort or change.
Thinking beyond the bake sale, Henderson, Mapp, Johnson, and Davies (2007) note that
with the passing of the No Child Left Behind law with which all educators are very familiar, all
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children must have equal opportunity to receive a high quality education. According to the
authors, “our public schools need all the help they can get – from parents, family members,
community residents, local organizations, and anyone else whom we can engage in children’s
learning.” (Henderson et al., 2007, p. 1). Since all of those entities are to come together to make
a student’s educational process successful, there must be some avenue of communication
between them. Throughout the book there are tips given and the first one supports the research
topic. “Public engagement is a way to build support for public schools that gets beyond PR.”
(Henderson et al., 2007, p. 4). It is so clear formal public relations is not the only form of
communication that has to take place for schools and students to be successful. Another
important point raised is the fact that even unpopular points of view should be heard. Citing
different ways to accomplish this professionally, the book broadens the outlook of any educator
wanting to strengthen communications with all the aspects of a successful school or district
program.
According to Prommasit (2008), the world of education has changed and now teachers
and principals are faced with meeting stringent standards and testing requirements and
Prommasit acknowledges that teachers cannot control what happens outside their classrooms.
“Therefore, the more convenient educators make the communication process, the more likely it
is that parents will form active partnerships with teachers.” (Prommasit, 2008, p. 1). Research
conducted on the success of students emphasizes that teachers, parents, and students must work
together as a team. Prommasit (2008) notes that regular communication is needed and that it is
perhaps more difficult for teachers in the higher grades to reach parents on a regular basis.
Again, Web sites are mentioned as a possibility for schools to disseminate school information, as
well as host teacher sites where they can store lesson plans, calendars of important dates, and
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contact information. Electronic mail, or e-mail, is also mentioned as a strong tool to enable all
parties to communicate in a more timely manner. Again, though, Prommasit (2008) notes that
the Internet is not an option for all, so that method of communication may not be the best form
for the district, school or teachers to employ.
Any future studies should, of course, not rule out any particular style of communicating
between students, teachers, and the home or even the community. Even though literature is
available to give opinions and some basic research on certain kinds of public relations is
obtainable, and even though we can all agree that communication is important, nothing I have
found points to the best communication method to use to have the most impact in situations
schools and districts often face.
Research Problem
The literature researched shows the extent to which the term communication is used very
broadly in the educational world. It can mean anything from newsletters being printed and sent
home in backpacks of students to maintaining Web sites at the district, school and even teacher
level. Even though there is research to support the importance of communication and public
relations for schools and districts to be successful, there is very little on the various forms of
communication and which is actually the choice that will have the most impact on students and
on their families, and even on the community at large.
Given my position and the effort and time that I spend on Web sites and blogs and such, I
often wonder if it is really worth all that focus. Time and time again as I train teachers and other
staff members to utilize our current Web hosting software, I am asked the same question I
mentioned at the very beginning - Teachers want to know if what they are doing online is truly
the best form of communication for the parents and community members in our area. I would
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like to add to the question, if online communication is really not the best form, then what should
we be doing as educators instead? That is exactly what I want to explore and hope to find
definitive answers not only for myself, but for all my colleagues in the field of education.
Methodology
Based on the information I wish to gather, I have chosen the qualitative research method
which emphasizes the generation of a theory based on the data. The first step in qualitative
research is the collection of the data to be studied through a variety of methods. Below I outline
the process I plan to go through to do so. From the data that I collect, I will prepare scientific
groupings and categories so the different forms of communication used by educators can be
separated into traditional verses technological and further broken down by the various types
within those categories. During the data analysis phase, I plan to use interpretive techniques,
including observations of the use of various forms of communication and how these forms are
perceived and received. Another technique I will use is grounded theory, which will give me the
opportunity to use a review of present communication styles, interviews with the persons the
communication is affecting, and surveys to gather data from the persons involved in every day
preparation of and receipt of all the types of public relations that educators utilize. I also plan to
utilize critical social research as this will help me to determine how people communicate and
develop meanings from the various types of communication. These methods and the resulting
findings should give me the basis for a theory as to which type of communication has the most
impact for a particular situation within the educational realm.
Conclusion
There are so many buzz phrases in education today, including ensuring we have “no child
left behind” and preparing our students for the “global economy” or “global market”. But what
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about the phrase “digital divide”? Thinking about the types of communication we use within
educational circles and within our communities, we must consider the digital divide and be
certain we are not leaving out students and their families because we are choosing a
technological type of communication over a more traditional type. With all the different styles
of communication available, surely we can make selections that will have the most impact, no
matter the message we are trying to convey. Hopefully as a result of this research, I will be able
to help fellow educators know what to select and when and how to make the most of their time
and effort when communicating with their students, with their parents/guardians, with their
colleagues and even with the at-large community.
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References
Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B. S., Salinas, K. C., Jansorn, N. R., . . . Williams, K. J. (2009). School, Family, and Community Partnerships: Your Handbook for Action (3rd ed.). Thousand Oaks, CA: Corwin Press.
Friend, M., & Cook, L. (2010). Interactions: Collaboration Skills for School Professionals (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Henderson, A. T., Mapp, K. L., Johnson, V. R., & Davies, D. (2007). Beyond the Bake Sale: The Essential Guide to Family-School Partnerships. New York, NY: The New Press.
Lange, L., and Young, J. (1988). Hot Topics in School Public Relations.(ED 308597; EA 021095). Available from Publications, Michigan School Public Relations Association, 421 West Kalamazoo, Lansing, MI 48933.
Mitchell, S., Foulger, T.S., & Wetzel, K. (2009). Ten tips for involving families through Internet-based communication. Young Children, 64(5), 46-49. Retrieved from http://www.naeyc.org/yc/pastissues.
Moore, E.H. (2004). The Human Touch. American School Board Journal, 191(2), 20-23. Retrieved from http://www.asbj.com/Search.aspx?SearchPhrase=Edward+H.+Moore
Prommasit, J. (2008). Communication Technology to the Rescue:New Methods for Establishing Effective Home School Communication. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 2792-2797). Chesapeake, VA: AACE.Retrieved from http://www.editlib.org/p/27644.
Quillen, I. (2010, September 20). E-Educators Uses Daily Mix of Digital Tools. Education Week. Retrieved from http://www.edweek.org/ew/articles/2010/09/22/04edtech_tools.h30.html?r=1594358809
Ramsey, R.D. (2009). How to Say the Right Thing Every Time: Communicating Well With Students, Staff, Parents, and the Public (2nd ed.).Thousand Oaks, CA: Corwin Press, Inc.
Schaffhauser, D. (2010, December 7). Overall Parent Communications Improve at Schools via Emergency Notification Systems. THE Journal. Retrieved from http://thejournal.com/articles/2010/12/07/overall-parent-communications-improve-at-schools-via-emergency-notification-systems.aspx?sc_lang=en
Stein, E. C. (2008). Correlation Study Between Instructor-initiated Communication and Student Outcomes (Doctoral dissertation). Retrieved from http://library.ncu.edu/ncu_diss/display_abstract.aspx?dissertation_id=1030
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Stewart, L. (2007, April 9). The Importance of Public Relations. Retrieved from the Connexions Web site: http://cnx.org/content/m14430/1.1/
Stronge, J.H., Richard, H.B., & Catano, N. (2008). Qualities of Effective Principals. Alexandria, VA: Association for Supervision and Curriculum Development.
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