東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Using Appreciative Inquiry to Discov...

Tittle, Michelle Estes.

Linked to FindBook

Google Book

Amazon

博客來

Using Appreciative Inquiry to Discover School Administrators' Learning Management Best Practices Development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Using Appreciative Inquiry to Discover School Administrators' Learning Management Best Practices Development./
Author:	Tittle, Michelle Estes.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	239 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-10, Section: A.
Contained By:	Dissertations Abstracts International79-10A.
Subject:	Management. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10747220
ISBN:	9780355687163

Using Appreciative Inquiry to Discover School Administrators' Learning Management Best Practices Development.
Tittle, Michelle Estes.

Using Appreciative Inquiry to Discover School Administrators' Learning Management Best Practices Development. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 239 p.

Source: Dissertations Abstracts International, Volume: 79-10, Section: A.

Thesis (Ph.D.)--Walden University, 2018.

This item must not be sold to any third party vendors.

The U.S. Department of Education has mandated that each U.S. state develop successful initiatives to help students navigate their educational experience. Yet in Alabama students neither advance academically nor in improved life skills development. It is unclear if school administrators in Alabama Schools have contextual best practices for strategic planning and implementation to support and improve the experiences of vulnerable K-12 students. The purpose of this descriptive case study was to explore how administrators of Alabama schools develop contextual best practices for strategic planning and implementation to support students. The conceptual framework was designed using collaboration theory, organizational learning theory, and appreciative inquiry. The overarching question addressed developing an understanding about how Alabama school administrators develop contextual best practices for strategic planning and implementation. Appreciative inquiry was used to facilitate a focus group and individual interviews with 15 participants. Data were analyzed using inductive analysis and bracketing. Thus, 4 themes were identified from the interviews and focus group. Most significant results were the identification of having a positive, engaging mobile environment and improving full community participation in the collaborative process. Contributions to positive social change may be experienced by developing community-based collaboration where all contribute to, and benefit from, co-create, collaborate, and structure a more balanced and feasible approach to successful implementation of strategic plans in an environment of financial constraints.

ISBN: 9780355687163Subjects--Topical Terms:

516664
Management.

Using Appreciative Inquiry to Discover School Administrators' Learning Management Best Practices Development.
LDR:02781nmm a2200337 4500 001 2209262
005 20191104073129.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780355687163
035 $a (MiAaPQ)AAI10747220
035 $a (MiAaPQ)waldenu:20292
035 $a AAI10747220
040 $a MiAaPQ $c MiAaPQ
100 1 $a Tittle, Michelle Estes. $3 3436344
245 1 0 $a Using Appreciative Inquiry to Discover School Administrators' Learning Management Best Practices Development.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 239 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Phlypo, Karla S.
502 $a Thesis (Ph.D.)--Walden University, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a The U.S. Department of Education has mandated that each U.S. state develop successful initiatives to help students navigate their educational experience. Yet in Alabama students neither advance academically nor in improved life skills development. It is unclear if school administrators in Alabama Schools have contextual best practices for strategic planning and implementation to support and improve the experiences of vulnerable K-12 students. The purpose of this descriptive case study was to explore how administrators of Alabama schools develop contextual best practices for strategic planning and implementation to support students. The conceptual framework was designed using collaboration theory, organizational learning theory, and appreciative inquiry. The overarching question addressed developing an understanding about how Alabama school administrators develop contextual best practices for strategic planning and implementation. Appreciative inquiry was used to facilitate a focus group and individual interviews with 15 participants. Data were analyzed using inductive analysis and bracketing. Thus, 4 themes were identified from the interviews and focus group. Most significant results were the identification of having a positive, engaging mobile environment and improving full community participation in the collaborative process. Contributions to positive social change may be experienced by developing community-based collaboration where all contribute to, and benefit from, co-create, collaborate, and structure a more balanced and feasible approach to successful implementation of strategic plans in an environment of financial constraints.
590 $a School code: 0543.
650 4 $a Management. $3 516664
650 4 $a Business education. $3 543396
650 4 $a Organizational behavior. $3 516683
690 $a 0454
690 $a 0688
690 $a 0703
710 2 $a Walden University. $b Management. $3 3168394
773 0 $t Dissertations Abstracts International $g 79-10A.
790 $a 0543
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10747220