Imagine `Meadfield'. Appreciative Inquiry as a Process for Leading School Improvement
Willoughby, Glyn and Tosey, Paul (2007) Imagine `Meadfield'. Appreciative Inquiry as a Process for Leading School Improvement Educational Management Administration & Leadership, 35 (4). pp. 499-520. ISSN 1741-1432
This article examines an application of appreciative inquiry (AI), a contemporary approach to organisational 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.
Appreciative inquiry 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.
|Divisions :||Faculty of Business, Economics and Law > Surrey Business School|
|Date :||1 January 2007|
|Identification Number :||10.1177/1741143207081059|
|Additional Information :||The final, definitive version of this article has been published in the Journal Educational Management Administration & Leadership , 35 (4), 499-520 (2007). © 2007 © 2007 BELMAS. All rights reserved.|
|Depositing User :||Mr Adam Field|
|Date Deposited :||27 May 2010 14:38|
|Last Modified :||23 Sep 2013 18:31|
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