Enhancing learner agency: Engaging appreciative inquiry to support school transitions

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dc.contributor.authorMcNae, Rachel Elizabethen_NZ
dc.contributor.authorKirk, Natalieen_NZ
dc.date.accessioned2020-08-25T23:10:14Z
dc.date.available2020-08-25T23:10:14Z
dc.date.issued2018en_NZ
dc.description.abstractThere is a growing body of literature highlighting the various challenges both teachers and students face when students transition between schools, (e.g. from intermediate to high school), with very little focus given to transitions within school contexts. The nature of common transition processes frequently positions students within a deficit model as individuals needing to be fixed, reflects managerial rather than pedagogical decision-making, (e.g. fluidity, staffing considerations, time management, maximising time on task and minimising disruption), and can lack overall pedagogical focus. As a team of educators and researchers, we strongly believed that Appreciative Inquiry had the potential to be an innovative practice which can aid in creating coherent learning pathways for a more seamless education experience.
dc.format.mimetypeapplication/pdf
dc.identifier.citationMcNae, R. E., & Kirk, N. (2018). Enhancing learner agency: Engaging appreciative inquiry to support school transitions. Leading Lights, New Zealand Educational Administration & Leadership Society Newsletter, 2018(1), 25–26.en
dc.identifier.urihttps://hdl.handle.net/10289/13755
dc.language.isoen
dc.publisherNew Zealand Educational Administration and Leadership Society (NZEALS)
dc.relation.isPartOfLeading Lights, New Zealand Educational Administration & Leadership Society Newsletteren_NZ
dc.relation.urihttps://nzeals.org.nz/wp-content/uploads/2019/06/Leading-Lights-2018-Issue-1.pdf
dc.rightsThis article is published in the Leading Lights, New Zealand Educational Administration & Leadership Society Newsletter. Used with permission.
dc.titleEnhancing learner agency: Engaging appreciative inquiry to support school transitionsen_NZ
dc.typeJournal Article
pubs.begin-page25
pubs.elements-id256317
pubs.end-page26
pubs.issue1en_NZ
pubs.organisational-group/Waikato
pubs.organisational-group/Waikato/2024 PBRF
pubs.organisational-group/Waikato/DEDU
pubs.organisational-group/Waikato/DEDU/2024 PBRF - DEDU
pubs.organisational-group/Waikato/DEDU/DEDU Academics
pubs.organisational-group/Waikato/DEDU/SEDU
pubs.organisational-group/Waikato/DEDU/SEDU/2024 PBRF - SEDU
pubs.organisational-group/Waikato/DEDU/SEDU/SEDU Academics
pubs.publisher-urlhttps://nzeals.org.nz/wp-content/uploads/2019/06/Leading-Lights-2018-Issue-1.pdfen_NZ
pubs.user.infoMcNae, Rachel (rachs@waikato.ac.nz)
uow.verification.statusverified
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