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Full-Text Articles in Education

Appreciative Accreditation: A Mixed Methods Explanatory Study Of Appreciative Inquiry-Based Institutional Effectiveness Results In Higher Education, John Thibodeau Mar 2011

Appreciative Accreditation: A Mixed Methods Explanatory Study Of Appreciative Inquiry-Based Institutional Effectiveness Results In Higher Education, John Thibodeau

Educational Administration: Theses, Dissertations, and Student Research

This study examined the effects of using Appreciative Inquiry in accreditation and related institutional effectiveness activities within higher education. Using an explanatory participant-selection mixed methods approach, qualitative data from a series of interviews were used to explain the experiences of individuals identified from quantitative survey results. Appreciative Inquiry is a theoretical framework for action research, organizational development, and evaluation that emphasizes the positive aspects of human systems. In recent years, Appreciative Inquiry has been applied specifically to improvement activities associated with regional accreditation, such as the Vital Focus self-assessment that precedes the transition to the Higher Learning Commission's AQIP ...


A Mixed Methods Study Of How The Transition Process Impacts The Autonomy Of Pre-Service Secondary Mathematics Teachers, Linda Kasal Fusco Jan 2011

A Mixed Methods Study Of How The Transition Process Impacts The Autonomy Of Pre-Service Secondary Mathematics Teachers, Linda Kasal Fusco

Educational Administration: Theses, Dissertations, and Student Research

This mixed methods study sought to identify the impact that transition into the practice of teaching had on the autonomy of pre-service secondary teachers of Mathematics. It was based on the belief that a Mathematics teacher’s autonomy depended on: beliefs about Mathematics and how it was learned, reflections on the teaching practice, and social constraints of a secondary school culture. Data was collected between January 2009 and March 2010. In Phase I (Quantitative) the participants (N = 30), selected from ten State University of New York teacher preparation colleges and universities, completed five instruments to quantify the three factors of ...