DOI (Digital Object Identifier)
Leadership and Higher Education
Doctor of Education (Ed.D)
Dr. Andrew Wall, Ph.D.
Dr. Greg Hamilton, Ph.D.
Dr. Mary Suzuki, Ph.D.
social sciences, education, growth mindset, strengths-based instruction
This research study is an attempt to learn how students with low socioeconomic status (SES) experience Appreciative Inquiry as an instructional literacy approach when compared to traditional (typically practiced) models of literacy intervention. Key findings will illuminate the effectiveness of strengths-based approaches to literacy achievement and experiences for marginalized students. This study will add to the growing research that policymakers must acknowledge as evidence that a complete overhaul of the deficit-based rationales as the dominant practice in education need to be reconsidered (Orr & Cleveland-Innes, 2015). It can be postulated that a cultural shift to a strengths-based model within education will significantly impact student achievement for all student groups (Smith, Connolly, & Pryseski, 2014). Arguably, this could close the achievement gap for marginalized students.
Erdmier, Nicol Richmond, "Program Evaluation: Appreciative Inquiry Model as an Instructional Literacy Approach With Low Socioeconomic Status (SES) Elementary Students" (2018). Ed.D. Dissertations in Leadership for Educational Justice. 89.