{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80450"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80450","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Role of Superintendents in Engaging the Public in Defining the Goals of Education","abstract":"Superintendents are the connecting link between the schools and the communities they serve. This study examined how superintendents can determine the public interest and involve the public in defining the local goals of education. Superintendents were interviewed about how they perceive their role in engaging the public in defining the goals of education. The results suggest that educational leaders focus public participation efforts on limited involvement of parents, who are a small portion of the public. Local educational goals are not clearly defined which continues to hinder the ability of the educational community to develop solutions for policy development and administrative preparation. Findings imply that increasing public participation requires changes in administrator and public roles and relationships, as well as administrative processes. Educational leaders need to move away from technical and managerial processes toward dynamic and engaging processes that increase public dialogue and restore the public's confidence in our schools.","abstract_html":"Superintendents are the connecting link between the schools and the communities they serve. This study examined how superintendents can determine the public interest and involve the public in defining the local goals of education. Superintendents were interviewed about how they perceive their role in engaging the public in defining the goals of education. The results suggest that educational leaders focus public participation efforts on limited involvement of parents, who are a small portion of the public. Local educational goals are not clearly defined which continues to hinder the ability of the educational community to develop solutions for policy development and administrative preparation. Findings imply that increasing public participation requires changes in administrator and public roles and relationships, as well as administrative processes. Educational leaders need to move away from technical and managerial processes toward dynamic and engaging processes that increase public dialogue and restore the public's confidence in our schools.","abstract_has_math":false,"creators":["Grossi, Diana Lynn"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["James Ward"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:57:13Z","date_published":"2015-09-25T19:57:13Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Political Science, Public Administration"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9996635"],"render_values":[{"text":"(MiAaPQ)AAI9996635","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80450","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James Ward"]},{"key":"dc:creator","label":"Author","values":["Grossi, Diana Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:57:13Z","10000-01-01","2001"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Political Science, Public Administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80450","(MiAaPQ)AAI9996635"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Superintendents are the connecting link between the schools and the communities they serve. This study examined how superintendents can determine the public interest and involve the public in defining the local goals of education. Superintendents were interviewed about how they perceive their role in engaging the public in defining the goals of education. The results suggest that educational leaders focus public participation efforts on limited involvement of parents, who are a small portion of the public. Local educational goals are not clearly defined which continues to hinder the ability of the educational community to develop solutions for policy development and administrative preparation. Findings imply that increasing public participation requires changes in administrator and public roles and relationships, as well as administrative processes. Educational leaders need to move away from technical and managerial processes toward dynamic and engaging processes that increase public dialogue and restore the public's confidence in our schools.","Made available in DSpace on 2015-09-25T19:57:13Z (GMT). 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This study examined how superintendents can determine the public interest and involve the public in defining the local goals of education. Superintendents were interviewed about how they perceive their role in engaging the public in defining the goals of education. The results suggest that educational leaders focus public participation efforts on limited involvement of parents, who are a small portion of the public. Local educational goals are not clearly defined which continues to hinder the ability of the educational community to develop solutions for policy development and administrative preparation. Findings imply that increasing public participation requires changes in administrator and public roles and relationships, as well as administrative processes. 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