A Collaboration of School Administrators and a University Faculty to Advance School Administrator Practices Using Appreciative Inquiry

Autor/in	Calabrese, Raymond
Titel	A Collaboration of School Administrators and a University Faculty to Advance School Administrator Practices Using Appreciative Inquiry
Quelle	In: International Journal of Educational Management, 29 (2015) 2, S.213-221 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-03-2014-0028
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Bildungsverwaltung; Schuladministration; Schulverwaltung; Beobachtung; Wissensmanagement; Community; Qualitative Forschung; Case study; Fallstudie; Case Study; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; School district; Schulbezirk; Gruppendiskussion; Inhaltsanalyse; Attitudinal change; Einstellungsänderung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01