In this study, at-risk high school youth who participated in leadership programs at two different alternative educational settings were interviewed to obtain their perspectives on what constitutes effective leadership programming. Appreciative Inquiry interviews were utilized to explore the elements, processes, and practices that contribute to optimal leadership programming. Additional documents, including youth-generated visual imagery and written representations, were collected as collaborative evidence for the narrative interviews. Key themes that emerged were organized into a model representing the positive core of the Leadership program. The model included three main categories consisting of learning strategies, learning culture, and learning outcomes. Study findings indicated that elements such as experiential learning, empowerment, and impact were important for effective leadership programming.
|Advisor:||Kelly, William C.|
|Commitee:||Bissonette, Aimee, Ellis, Gerald H., Toole, James|
|School:||Saint Mary's University of Minnesota|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 69/08, Dissertation Abstracts International|
|Subjects:||Special education, Curriculum development|
|Keywords:||Appreciative Inquiry, At risk, At-risk youth, Leadership programming, Service-learning, Special education programming, Youth development, Youth leadership|
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