This study developed a comprehensive understanding of the effect of appreciative inquiry on teachers‘ classroom practice. In contrast to traditional professional development, this study explored elementary teachers‘ perspectives regarding introduction of a new initiative, Response to Instruction and Intervention (RtII), when appreciative inquiry-infused professional development was introduced. Specifically, two research questions that guided the study related to the effect of appreciative inquiry reflection as a problem solving strategy on initiative implementation and as an influence on teacher efficacy. Both appreciative inquiry and teacher efficacy frame this study. Four elementary teachers who were engaged in RtII implementation and who participated in the appreciative inquiry process were interviewed. A grounded theory format was used to analyze the data from interviews, observations, and document review. The research findings indicate that appreciative inquiry-infused professional development had a positive influence on teacher implementation of RtII and on teacher efficacy. Results from this study may inform future professional development research and propose new roles for teachers as learners. Additionally, this study holds significance for school leaders by providing insight into professional development planning and the change process necessary for implementing new initiatives.
|Commitee:||Gaskins, Amy, Newton, Janet|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 71/10, Dissertation Abstracts International|
|Subjects:||Pedagogy, School administration, Teacher education|
|Keywords:||Appreciative inquiry, Professional development, Reform, School reform, Teacher efficacy, Teacher learning, Teacher reflection|
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