%0 Journal Article %1 RefWorks:140 %A Willoughby, Glyn %A Tosey, Paul %D 2007 %J Educational Management Administration & Leadership %K -- APPRECIATIVE Britain; EDUCATION EDUCATIONAL GREAT Great ORGANIZATIONAL SCHOOL change; distributed improvement improvement; inquiry; leadership; programs; school self-evaluation %N 4 %P 499-520 %T Imagine 'Meadfield': Appreciative Inquiry as a Process for Leading School Improvement %U http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=27101226&site=ehost-live %V 35 %X This article examines an application of appreciative inquiry (AI), a contemporary approach to organizational change that is increasingly evident in the business world, as a participative means of school improvement. Al appears relevant to contemporary themes in literature on school improvement such as self-evaluation, capacity-building and distributed forms of leadership. Al is introduced and its literature reviewed, with reference to its growing use both in business and in American schools. The authors then report on 'Imagine Meadfield', the first known large-scale appreciative inquiry undertaken in an English secondary school, with particular reference to the experience of the head teacher (first author) who led this process. The article critically reviews this experience in order to assess the potential of Al for school improvement. ABSTRACT FROM AUTHOR Copyright of Educational Management Administration & Leadership is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts); This article examines an application of appreciative inquiry (AI), a contemporary approach to organizational change that is increasingly evident in the business world, as a participative means of school improvement. Al appears relevant to contemporary themes in literature on school improvement such as self-evaluation, capacity-building and distributed forms of leadership. Al is introduced and its literature reviewed, with reference to its growing use both in business and in American schools. The authors then report on 'Imagine Meadfield', the first known large-scale appreciative inquiry undertaken in an English secondary school, with particular reference to the experience of the head teacher (first author) who led this process. The article critically reviews this experience in order to assess the potential of Al for school improvement. ABSTRACT FROM AUTHOR Copyright of Educational Management Administration & Leadership is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts) %@ 17411432

@article{RefWorks:140, abstract = {This article examines an application of appreciative inquiry (AI), a contemporary approach to organizational change that is increasingly evident in the business world, as a participative means of school improvement. Al appears relevant to contemporary themes in literature on school improvement such as self-evaluation, capacity-building and distributed forms of leadership. Al is introduced and its literature reviewed, with reference to its growing use both in business and in American schools. The authors then report on 'Imagine Meadfield', the first known large-scale appreciative inquiry undertaken in an English secondary school, with particular reference to the experience of the head teacher (first author) who led this process. The article critically reviews this experience in order to assess the potential of Al for school improvement. ABSTRACT FROM AUTHOR Copyright of Educational Management Administration & Leadership is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts); This article examines an application of appreciative inquiry (AI), a contemporary approach to organizational change that is increasingly evident in the business world, as a participative means of school improvement. Al appears relevant to contemporary themes in literature on school improvement such as self-evaluation, capacity-building and distributed forms of leadership. Al is introduced and its literature reviewed, with reference to its growing use both in business and in American schools. The authors then report on 'Imagine Meadfield', the first known large-scale appreciative inquiry undertaken in an English secondary school, with particular reference to the experience of the head teacher (first author) who led this process. The article critically reviews this experience in order to assess the potential of Al for school improvement. ABSTRACT FROM AUTHOR Copyright of Educational Management Administration & Leadership is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)}, added-at = {2008-12-27T17:34:46.000+0100}, author = {Willoughby, Glyn and Tosey, Paul}, biburl = {https://www.bibsonomy.org/bibtex/219c58a7aa62c3bbf79f6d12f8a2866c8/critzo}, description = {test export from refworks}, interhash = {f501812359c2c9b666f164723b8d3261}, intrahash = {19c58a7aa62c3bbf79f6d12f8a2866c8}, isbn = {17411432}, journal = {Educational Management Administration & Leadership}, keywords = {-- APPRECIATIVE Britain; EDUCATION EDUCATIONAL GREAT Great ORGANIZATIONAL SCHOOL change; distributed improvement improvement; inquiry; leadership; programs; school self-evaluation}, month = {10}, note = {M3: Article; Willoughby, Glyn Tosey, Paul 1 Email Address: p.tosey@surrey.ac.uk; Affiliations: 1: Senior lecturer, University of Surrey.; Source Information: Oct2007, Vol. 35 Issue 4, p499; Subject Term: APPRECIATIVE inquiry; Subject Term: EDUCATIONAL change; Subject Term: ORGANIZATIONAL change; Subject Term: SCHOOL improvement programs; Subject Term: EDUCATION -- Great Britain; Subject Term: GREAT Britain; Author-Supplied Keyword: appreciative inquiry; Author-Supplied Keyword: distributed leadership; Author-Supplied Keyword: organizational change; Author-Supplied Keyword: school improvement; Author-Supplied Keyword: self-evaluation; Number of Pages: 22p; Document Type: Article}, number = 4, pages = {499-520}, timestamp = {2008-12-27T17:35:03.000+0100}, title = {Imagine 'Meadfield': Appreciative Inquiry as a Process for Leading School Improvement}, url = {http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=27101226&site=ehost-live}, volume = 35, year = 2007 }