Abstract
The purpose of this research is to describe how a university doctoral researchteam entered into a collaborative research partnership with a Midwestern rural schooldistrict to work with an eighth-grade team of teachers (teacher team) to think differently about their pedagogical practices in their non-AYP, low socioeconomic status middleschool. A qualitative case study using an appreciate inquiry (AI) methodology was used with aneighth-grade team of teachers—four women and two men. Data were collected throughsemi-structured paired interviews, whole-group discussions, shared written activities,narrative group story, extensive researcher field notes, and activities related to enhanceteam members’ dialogue over an eight-month period. The findings indicate the importance of using an AI methodology when whole groups wantto change yet seem mired in traditional behavioral patterns reinforced by a stagnantorganizational cultur e. Progressive AI meetings were conducted with the eighth-gradeteam where the AI 4-D Cycle process became the catalyst for team change. Follow-upsemi-structured interviews with the teacher team indicated their sustained excitement withthe AI 4-D Cycle and provided feedback for future progressive AI meetings. The research team concluded that the teacher team gained a deeper appreciation of eachother on a personal and professional level. Incremental change took place through the AI4-D Cycle. Teacher team members undertook training in technology and other pedagogicalrelated professional development. They discovered new ways to collaborate and integratetheir teaching. And, they began a series of conversations with school and districtadministrators to facilitate changes discussed during the AI 4-D Cycle.
Document Type
Article
Source Publication
Journal of Research for Educational Leaders
Version
Published Version
Publication Date
2008
Volume
4
Issue
2
First Page
17
Last Page
42
Rights
Copyright © The University of Iowa College of Education|Journal of Research for Educational Leaders
Recommended Citation
Calabrese, R. L., San Martin, T., Glasgow. J., & Friesen, S. (2008). The power of an appreciative inquiry 4-D cycle in a non-AYP middle school: Positive direction for eighth-grade teachers. Journal of Research for Educational Leaders, 4(2), 17-42. https://www2.education.uiowa.edu/archives/jrel/Calabrese_0803.htm
Comments
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