Dissertation/Thesis Abstract

Program Evaluation: Appreciative Inquiry Model as an Instructional Literacy Approach With Low Socioeconomic Status (SES) Elementary Students
by Erdmier, Nicol Richmond, Ed.D., University of Redlands, 2017, 128; 10623971
Abstract (Summary)

This research study is an attempt to learn how students with low socioeconomic status (SES) experience Appreciative Inquiry as an instructional literacy approach when compared to traditional (typically practiced) models of literacy intervention. Key findings will illuminate the effectiveness of strengths-based approaches to literacy achievement and experiences for marginalized students. This study will add to the growing research that policymakers must acknowledge as evidence that a complete overhaul of the deficit-based rationales as the dominant practice in education need to be reconsidered (Orr & Cleveland-Innes, 2015). It can be postulated that a cultural shift to a strengths-based model within education will significantly impact student achievement for all student groups (Smith, Connolly, & Pryseski, 2014). Arguably, this could close the achievement gap for marginalized students.

Indexing (document details)
Advisor: Wall, Andrew
Commitee: Hamilton, Greg, Suzuki, Mary
School: University of Redlands
Department: School of Education
School Location: United States -- California
Source: DAI-A 79/09(E), Dissertation Abstracts International
Subjects: Social research, Educational leadership
Keywords: Growth mindset, Strengths-based instruction
Publication Number: 10623971
ISBN: 978-0-355-89187-4
Copyright © 2021 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy