ERIC Number: EJ1054106
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0951-354X
EISSN: N/A
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.
Descriptors: Inquiry, School Administration, College School Cooperation, Partnerships in Education, Educational Administration, Best Practices, Observation, Administrator Attitudes, Knowledge Management, Communities of Practice, Qualitative Research, Case Studies, Suburban Schools, School Districts, Elementary Secondary Education, Group Discussion, Transcripts (Written Records), Content Analysis, Attitude Change, Story Telling
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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
Grant or Contract Numbers: N/A