Reculturing Schools for Greater Impact: Using Appreciative Inquiry as a Non-Coercive Change Process
Bibliographic record
Abstract
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 asfamilies and community organizations. While collaborative cultures may be powerful, they also may be eithermisguided or superficial. Further, cultural change is difficult and norms such as teacher isolation and autonomyare 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 pointsto consideration of appreciative inquiry, a strengths-based process that builds on ‘the best of what is’ in anorganization. This paper presents research on the impact an appreciative inquiry process had on building acollaborative culture in 22 schools located in British Columbia, Canada.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".