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Dissertation/Thesis Abstract

An Appreciative Inquiry of youth perspective on effective youth leadership programming
by Metzger, Maure Ann, Ed.D., Saint Mary's University of Minnesota, 2007, 217; 3320267
Abstract (Summary)

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.

Indexing (document details)
Advisor: Kelly, William C.
Commitee: Bissonette, Aimee, Ellis, Gerald H., Toole, James
School: Saint Mary's University of Minnesota
Department: Educational Leadership
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
Publication Number: 3320267
ISBN: 978-0-549-72657-9
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