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ERIC Number: EJ804281
Record Type: Journal
Publication Date: 2007
Pages: 22
Abstractor: As Provided
Reference Count: 74
ISSN: ISSN-1741-1432
Imagine "Meadfield": Appreciative Inquiry as a Process for Leading School Improvement
Willoughby, Glyn; Tosey, Paul
Educational Management Administration & Leadership, v35 n4 p499-520 2007
This article examines an application of appreciative inquiry (AI), a contemporary approach to organizational change that is increasingly evident in the business world, as a participative means of school improvement. AI appears relevant to contemporary themes in literature on school improvement such as self-evaluation, capacity-building and distributed forms of leadership. AI is introduced and its literature reviewed, with reference to its growing use both in business and in American schools. The authors then report on "Imagine Meadfield", the first known large-scale appreciative inquiry undertaken in an English secondary school, with particular reference to the experience of the head teacher (first author) who led this process. The article critically reviews this experience in order to assess the potential of AI for school improvement. (Contains 3 figures.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)