Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner

Dove, Maria G.; Honigsfeld, Andrea; Cohan, Audrey

doi:10.4135/9781483331881

Cited by 2 publications

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“…Educators will be engaged and motivated to implement an initiative if they have a clear 93 CJEAP, 203 understanding and belief in its importance. Dove et al (2014) highlighted the importance of school leadership in promoting such a paradigm or a shared vision among educators. They contend that this can be achieved through team-building processes and collaborative exchanges.…”

Section: Positive Learning Environmentsmentioning

confidence: 99%

“…According to the participants, creating both a shared vision for strengths and leveraging educators' strength experiences and successes are the initial efforts needed to promptly raise awareness on the relevance of strengths and of promoting the gradual application of strength-based perspectives in schools. Dove et al (2014) highlighted the importance of school leadership in promoting a common vision or paradigm among educators by implementing team-building processes and collaborative exchanges. The participants viewed collaborative co-construction of a clear vision for the school staff as pivotal for introducing, promoting, and embedding strength-based perspectives and practices within their respective school cultures.…”

Section: Discoverymentioning

confidence: 99%

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Creating Visionaries Through Positive Leadership: Shifting Educational Paradigms Towards Strengths

Dockrill Garrett

2023

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<p>Elements of strength-based pedagogy are evident in current practices being implemented in Canadian schools as well as internationally. Classroom teachers appreciate the importance of creating a positive learning environment for students where the latter feel a sense of belonging, choice, and self-efficacy toward their learning (Deci & Ryan, 2008; Rickabaugh, 2016). While many educators apply such practices at the classroom level, strength-focused pedagogies can be organized through the conceptualization of a unifying framework. Building on research which proposed a dual-dimensional approach to student support services, this article explores the role of school leadership in shifting a school’s culture toward one that values, identifies, and leverages the strengths of students and educators to promote flourishing within their schools. Employing an Appreciative Inquiry action research design (Cooperrider et al., 2000; Stowell, 2012) to engage research participants, this study used Keyes’ (2002) dual-dimensional model as a lens through which to investigate the application of strength-based concepts and practices within school and classroom settings.</p><p>An Appreciative Inquiry (AI) Action Research Design (Stowell, 2012; Cooperrider et al., 2000) was used to engage research participants, using Keyes’ dual-dimensional model (Keyes, 2002) as a lens through which to investigate the use of strength-based concepts and practices within school and classroom settings.</p>

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Section: Positive Learning Environmentsmentioning

confidence: 99%

Section: Discoverymentioning

confidence: 99%