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ERIC Number: EJ1054106
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-0951-354X
A Collaboration of School Administrators and a University Faculty to Advance School Administrator Practices Using Appreciative Inquiry
Calabrese, Raymond
International Journal of Educational Management, v29 n2 p213-221 2015
Purpose: An appreciative inquiry (AI) collaborative study with 11 school administrators in a highly diverse suburban school district sought to understand if observing and sharing successful school practices/events in a whole group setting led to change in their perceptions, attitudes, and administrative practice. The paper aims to discuss these issues. Design/methodology/approach: The study took place over a ten-week period with a group of self-selected (voluntary participation) school administrative participants. Findings: There were two findings: the AI focus of inquiry on successful practices/events shapes school administrator perceptions, attitudes, and application of craft knowledge to practice; and the school administrators' sharing of successful practices/events in a whole group setting generated new forms of practice during the ten-week study. Originality/value: The findings suggest that reflection and integration of successful practices/events are a source of craft knowledge advancing changes in school administrative practice.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A