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.
|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|
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