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A collaboration of school administrators and a university faculty to advance school administrator practices using appreciative inquiry

Raymond Calabrese (The Ohio State University, Columbus, OH, USA)

International Journal of Educational Management

ISSN: 0951-354X

Article publication date: 9 March 2015

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.

Keywords

Acknowledgements

Leona Houston, PhD student at The Ohio State University, contributed to the literature review.

Citation

Calabrese, R. (2015), "A collaboration of school administrators and a university faculty to advance school administrator practices using appreciative inquiry", International Journal of Educational Management, Vol. 29 No. 2, pp. 213-221. https://doi.org/10.1108/IJEM-03-2014-0028

Publisher

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Emerald Group Publishing Limited

Copyright © 2015, Emerald Group Publishing Limited