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THE POWER OF APPRECIATIVE INQUIRY: DISCOVERING THE LATENT POTENTIAL OF AN URBAN HIGH SCHOOL

Miller, Dustin Wade
http://rave.ohiolink.edu/etdc/view?acc_num=osu1322062516

Abstract Details

2011, Doctor of Philosophy, Ohio State University, EDU Policy and Leadership.
The purpose of this study was to describe Discovery Valley High School (DVHS) participants' involvement in the appreciative inquiry (AI) process to discover their positive core highpoint school-related experiences and how they use these highpoint experiences to develop a compelling vision of learning and teaching for the future. An embedded qualitative case study was used to tell a story of seven students, one administrator, one school counselor, and four teachers's involvement in the AI process. As a theoretical research perspective and methodology, AI was used because it brings an affirmative approach and the generative capacity for participants to interact and collaborate with each other (Cooperrider and Whitney, 2005; Whitney and Trosten-Bloom, 2002a). An AI methodology typically involves four stages: Discovery, Dream, Design, and Destiny. For the purposes of this study, participants engaged with each other through the first two stages (Discovery and Dream). They shared stories of past highpoint experiences, talked of what they value in themselves and their school, and shared their dreams for the future of DVHS. Their involvement in the study resulted in their personal commitments to advance their compelling vision to create excellence in learning and teaching at DVHS. Participants shared personal stories throughout the study. Their stories were collected in the form of semi-structured paired interviews, focus groups, field notes resulting from direct observation, and through my role as a participant-observer (Yin, 2009). Data were analyzed using content analysis, thematic coding, pattern matching, and text analysis software (Glesne, 2006; Somekh and Lewin, 2005). This analysis led to two salient findings: (1) Stakeholders discovered a high level of bridging social capital between the teachers and students at DVHS, (2) Stakeholders discovered that there is a high level of resiliency among students at DVHS. Teachers and students in this study demonstrated high levels of bridging social capital. Bridging social capital refers to the relationship that is formed when one group “opens the door” to another group and consequently creates meaningful opportunities that did not exist prior to this connection (Putnam, 2000). If schools are to teach students to be engaged, free thinking, and socially responsible it is important that a foundation of trust and respect exist between teachers and students. Trust and respect create an environment for teachers and students to be engaged with each other. Although teachers and students at DVHS were from different backgrounds and perspectives, they demonstrated a common interest in the collective success of their high school. The comfort and respect shared between them provided a collective capacity to dream together for the future of their high school. The willingness of the teachers to bridge a relationship with their students not only provided them an opportunity to learn, it provided them an opportunity to dream. A finding of resiliency also emerged from the data. Resiliency is the positive capacity of people to cope with stress and adversity in their lives through perseverance (Benard, 2004). The students talked openly of their ability to avoid distractions and stay focused on the positive. Staying focused on the positive provided an opportunity for the students to view their high school as a desirable place that was enjoyable and exciting. Their involvement created a connection that allowed them to become an integral part of the DVHS community. The students were also living models of what it means to have an appreciative life. They were thankful for their teachers's dedication, the kindness of their fellow students, and the support of their families. This study discovered the inherent potential of the participants at DVHS. As urban high schools continue to fall under scrutiny for not performing to expectations set forth by No Child Left Behind, I believe now is the time more than ever to allow the generative power of AI to uncover the ability of school stakeholders to collectively co-construct a better future (Swanson and Chaplin, 2003). With the premise that we move in the direction of our thoughts, I believe capitalizing on individual strengths will not only assist in attaining academic goals, but will take us one step closer to seeing each other as connected individuals capable of achieving great things together. The power of these uplifting interactions has the potential to change the way schools operate and contribute to student learning.
Raymond Calabrese, EdD (Committee Chair)
Antoinette Errante, PhD (Committee Member)
Maryanna Klatt, PhD (Committee Member)
211 p.
Educational Leadership
appreciative inquiry; urban high school reform; social capital; resiliency; school leadership; positive organizational change

Recommended Citations

Citations

  • Miller, D. W. (2011). THE POWER OF APPRECIATIVE INQUIRY: DISCOVERING THE LATENT POTENTIAL OF AN URBAN HIGH SCHOOL [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1322062516

    APA Style (7th edition)

  • Miller, Dustin. THE POWER OF APPRECIATIVE INQUIRY: DISCOVERING THE LATENT POTENTIAL OF AN URBAN HIGH SCHOOL. 2011. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1322062516.

    MLA Style (8th edition)

  • Miller, Dustin. "THE POWER OF APPRECIATIVE INQUIRY: DISCOVERING THE LATENT POTENTIAL OF AN URBAN HIGH SCHOOL." Doctoral dissertation, Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1322062516

    Chicago Manual of Style (17th edition)

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This open access ETD is published by The Ohio State University and OhioLINK.