Building Social Capital through the Use of an Appreciative Inquiry Theoretical Perspective in a School and University Partnership

Autor/in	Calabrese, Raymond L.
Titel	Building Social Capital through the Use of an Appreciative Inquiry Theoretical Perspective in a School and University Partnership
Quelle	In: International Journal of Educational Management, 20 (2006) 3, S.173-182 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/09513540610654146
Schlagwörter	Action Research; Social Capital; Inquiry; College School Cooperation; Partnerships in Education; Urban Schools; High Schools; Doctoral Degrees; Teacher Administrator Relationship; Secondary School Teachers; Principals; Trust (Psychology); Academic Achievement; Achievement Gains; Case Studies; Graduate Students; Educational Improvement + Suchen Sie Ihr Suchwort? Projektforschung; Sozialkapital; Hochschulpartnerschaft; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; Doctoral degree; Doktorgrad; Principal; Schulleiter; Schulleistung; Achievement gain; Leistungssteigerung; Case study; Fallstudie; Case Study; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching improvement; Unterrichtsentwicklung
Abstract	Purpose: The purpose of this paper is to explore the ecology of collaboration between school and university partners using an appreciative inquiry theoretical perspective and to demonstrate how it enhances the social capital in school and university partnerships. Design/methodology/approach: A case study of a partnership of an inner-city high school and university doctoral action research was explored in the frameworks of mutuality, social capital, and appreciative inquiry. The theoretical perspective of appreciative inquiry served as the basis for the mutuality between administrators and faculty in the inner-city high school and the doctoral action research team. Findings: Findings suggest that approaching school-university partnerships through an appreciative inquiry theoretical perspective creates an environment for building trust, sharing knowledge, and increasing bridging capital, thus benefiting both the school and university. Originality/value: The action research team formed a partnership with teachers and administrators. The action research was transformed by the partnership and reports showed substantial progress in student achievement scores in mathematics and science. Hopefully, some of that achievement can be attributed to the research and the paper on which it is based. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10