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首页> 外文期刊>International Journal of Business and Management >Reculturing Schools for Greater Impact: Using Appreciative Inquiry as a Non-Coercive Change Process
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Reculturing Schools for Greater Impact: Using Appreciative Inquiry as a Non-Coercive Change Process

机译：重新培养学校以产生更大的影响：将鉴赏性探究作为非强制性的变革过程

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The benefits of a collaborative school culture include reduced teacher isolation, social and emotional support, opportunities for professional development and learning, and closer ties with significant stakeholders, such as families and community organizations. While collaborative cultures may be powerful, they also may be either misguided or superficial. Further, cultural change is difficult and norms such as teacher isolation and autonomy are well entrenched. These concerns point to the need for a change process that has a positive focus, is essentially self-organizing, encourages deep reflection, and avoids the pitfalls of manipulation by school administrators. This analysis points to consideration of appreciative inquiry, a strengths-based process that builds on ‘the best of what is’ in an organization. This paper presents research on the impact an appreciative inquiry process had on building a collaborative culture in 22 schools located in British Columbia, Canada.
机译：协作学校文化的好处包括减少老师的孤立感，社会和情感支持，专业发展和学习的机会以及与重要的利益相关者（如家庭和社区组织）的紧密联系。尽管协作文化可能很强大，但它们也可能被误导或表面化。此外，文化变革是困难的，诸如教师孤立和自治等准则已根深蒂固。这些担忧表明，需要有一个积极关注，本质上是自我组织，鼓励深入思考并避免学校管理人员操纵的陷阱的变革过程。该分析指出了对鉴赏性探究的考虑，鉴赏性探究是一种基于优势的流程，它建立在组织的“最佳状态”之上。本文介绍了欣赏性探究过程对加拿大不列颠哥伦比亚省22所学校建立合作文化的影响的研究。

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