Emerging Technologies in Global Communication: Using Appreciative Inquiry to Improve the Preparation of School Administrators

Autor/inn/en	Calabrese, Raymond L.; Roberts, B. E.; McLeod, Scott; Niles, Rae; Christopherson, Kelly; Singh, Paviter; Berry, Miles
Titel	Emerging Technologies in Global Communication: Using Appreciative Inquiry to Improve the Preparation of School Administrators
Quelle	In: International Journal of Educational Management, 22 (2008) 7, S.696-709 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/09513540810908593
Schlagwörter	Educational Administration; Cooperation; Foreign Countries; Cultural Context; Administrators; Global Approach; Computer Mediated Communication; Cross Cultural Studies; College Faculty; Higher Education; Principals; School Community Relationship; Partnerships in Education; Suicide; Canada; Singapore; United Kingdom; United States + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Co-operation; Kooperation; Ausland; Globales Denken; Computerkonferenz; Cultural comparison; Kulturvergleich; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Principal; Schulleiter; Hochschulpartnerschaft; Selbstmord; Kanada; Singapur; Großbritannien; USA
Abstract	Purpose: The purpose of this paper is to describe how practitioners from Canada, the UK, Singapore, and the USA, university educational administration faculty from the USA, and the editor of a premier international journal of educational management engaged in a collaborative process to discover how to improve the preparation and practice of educational administration on a global basis. Design/methodology/approach: An appreciative inquiry theoretical research perspective was used to discover a positive core of experiences that could add to cultural proficiency as it relates to educational administration. Findings: In each cultural context, the central nature of the highpoint stories focused on appreciative ways to work with other people. The stories suggest that relationships and collaboration are at the heart of an educational administrator's practice. It was discovered that twenty-first century educational administrators operating in a global context believed that they could become difference makers in education. Originality/value: The findings from this study provide encouragement for extended global collaboration for practicing educational administrators as well as those who are responsible for their preparation. The findings also suggest that using collaborative technologies in the framework of a cross-cultural educator partnership can enhance the preparation and practice in educational administration programs. (Contains 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10