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.
The study took place over a ten-week period with a group of self-selected (voluntary participation) school administrative participants.
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.
The findings suggest that reflection and integration of successful practices/events are a source of craft knowledge advancing changes in school administrative practice.
Leona Houston, PhD student at The Ohio State University, contributed to the literature review.
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-03-2014-0028Download as .RIS
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