Literaturnachweis - Detailanzeige
| Autor/inn/en | Conklin, Thomas A.; Hartman, Nathan S. |
|---|---|
| Titel | Appreciative Inquiry and Autonomy-Supportive Classes in Business Education: A Semilongitudinal Study of AI in the Classroom |
| Quelle | In: Journal of Experiential Education, 37 (2014) 3, S.285-309 (25 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-8259 |
| DOI | 10.1177/1053825913514732 |
| Schlagwörter | Business Administration Education; Class Activities; Inquiry; Student Surveys; Personal Autonomy; Longitudinal Studies; Curriculum Development; Student Motivation; College Students |
| Abstract | In this article, we describe 10 separate classroom experiences where an appreciative inquiry (AI) exercise was used for course creation. Post-exercise surveys of students showed that the AI exercise was perceived to be a successful practice. Students indicated putting effort toward reaching their peak learning experience and were satisfied with the course. Because students aided in the design of how the course material would be covered, they were more motivated to participate and thus helped construct an autonomy-supportive classroom. Implications for practice and issues for how collective course construction can foster growth mind-sets and release students' imaginations toward what was possible in the classroom are discussed. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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