Sabah H Dakroub | American University of Beirut (original) (raw)
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LEADERSHIP OF INQUIRY: A SCHOOL-BASED IMPROVEMENT MODEL IN A LEBANESE PRIVATE SCHOOL, 2022
Leadership of Inquiry: A School-Based Improvement Model in a Lebanese Private School Inquiry into... more Leadership of Inquiry: A School-Based Improvement Model in a Lebanese Private School
Inquiry into practice is a strategy for professional and organizational learning. There is an opportunity for both professionals, and the organization to improve as school practitioners encounter organizational challenges, examine their individualized and collective perceptions, seek evidence for interpretation, engage in response, and probably re-shape their organizational knowledge.
The purpose of this study is to establish an inquiry stance into administrator practice as a tool for a school-based reform initiative. The study mainly examines how a newly formed inquiry team at School X enacts their work while also addressing how both professional and organizational learning is supported and influenced.
The study tried to construct its procedures and strategies through an ongoing process of critical adaptation of ideas through Inquiry to what is relevant and useful to the school setting. Indeed, it engaged teachers and administrators in an inquiry, informed by their contextually grounded knowledge and educational change and school improvement literature to achieve this study's reform subject.
Given the study's focus, the researcher selected a naturalistic research methodology embedded in the constructivist paradigm. This case study is descriptive and focuses on the process, meaning, and depth of understanding of the reform process. The researcher used multiple data collection techniques and inductive analysis because it is more likely to identify the various realities found in the data and decide transferability to other settings.
The findings present the inquiry processes and precisely how the team shaped norms of behavior, implemented strategies to conduct their work, and the types of structured activities they engaged in as they get involved in the organizational inquiry.
The inquiry team has reported improved instructional practice, increased trust, enhanced collaborative skills, and empowerment due to inquiry participation. The greater focus is on student achievement, which conceptualizes professional learning, enhanced practice, and organizational learning as the means to this end. The positive relation between inquiry, practice, and organizational learning provides new insights into how these variables interrelate.
Moreover, the results show that the "organizational inquiry team" is seen as a strategy to facilitate organizational learning, professional learning, and creative solutions to school change issues. Eventually, an inquiry-based school team can make its own evidence-based instructional decisions to address students' individual needs and drive the transition to help more comprehensive school improvement work.
Although the collaborative inquiry is a promising school reform initiative, the ultimate goal is to incorporate this method as a new way of "doing school improvement" into the school fabric.
![Research paper thumbnail of SAINT-JOSEPH UNIVERSITY FACULTY OF EDUCATION DOCTORAL DISSERTATION IN EDUCATIONAL SCIENCES DISCIPLINE: [EDUCATION] SPECIALTY: [SCHOOL-BASED REFORM] Subject of thesis: LEADERSHIP OF INQUIRY: A SCHOOL-BASED IMPROVEMENT MODEL IN A LEBANESE PRIVATE SCHOOL](https://attachments.academia-assets.com/105182266/thumbnails/1.jpg)
](Leadership of Inquiry: A School-Based Improvement Model in a Lebanese Private School, 2022
Leadership of Inquiry: A School-Based Improvement Model in a Lebanese Private School Inquiry into... more Leadership of Inquiry: A School-Based Improvement Model in a Lebanese Private School
Inquiry into practice is a strategy for professional and organizational learning. There is an opportunity for both professionals, and the organization to improve as school practitioners encounter organizational challenges, examine their individualized and collective perceptions, seek evidence for interpretation, engage in response, and probably re-shape their organizational knowledge.
The purpose of this study is to establish an inquiry stance into administrator practice as a tool for a school-based reform initiative. The study mainly examines how a newly formed inquiry team at School X enacts their work while also addressing how both professional and organizational learning is supported and influenced.
The study tried to construct its procedures and strategies through an ongoing process of critical adaptation of ideas through Inquiry to what is relevant and useful to the school setting. Indeed, it engaged teachers and administrators in an inquiry, informed by their contextually grounded knowledge and educational change and school improvement literature to achieve this study's reform subject.
Given the study's focus, the researcher selected a naturalistic research methodology embedded in the constructivist paradigm. This case study is descriptive and focuses on the process, meaning, and depth of understanding of the reform process. The researcher used multiple data collection techniques and inductive analysis because it is more likely to identify the various realities found in the data and decide transferability to other settings.
The findings present the inquiry processes and precisely how the team shaped norms of behavior, implemented strategies to conduct their work, and the types of structured activities they engaged in as they get involved in the organizational inquiry.
The inquiry team has reported improved instructional practice, increased trust, enhanced collaborative skills, and empowerment due to inquiry participation. The greater focus is on student achievement, which conceptualizes professional learning, enhanced practice, and organizational learning as the means to this end. The positive relation between inquiry, practice, and organizational learning provides new insights into how these variables interrelate.
Moreover, the results show that the "organizational inquiry team" is seen as a strategy to facilitate organizational learning, professional learning, and creative solutions to school change issues. Eventually, an inquiry-based school team can make its own evidence-based instructional decisions to address students' individual needs and drive the transition to help more comprehensive school improvement work.
Although the collaborative inquiry is a promising school reform initiative, the ultimate goal is to incorporate this method as a new way of "doing school improvement" into the school fabric.
LEADERSHIP OF INQUIRY: A SCHOOL-BASED IMPROVEMENT MODEL IN A LEBANESE PRIVATE SCHOOL, 2022
Leadership of Inquiry: A School-Based Improvement Model in a Lebanese Private School Inquiry into... more Leadership of Inquiry: A School-Based Improvement Model in a Lebanese Private School
Inquiry into practice is a strategy for professional and organizational learning. There is an opportunity for both professionals, and the organization to improve as school practitioners encounter organizational challenges, examine their individualized and collective perceptions, seek evidence for interpretation, engage in response, and probably re-shape their organizational knowledge.
The purpose of this study is to establish an inquiry stance into administrator practice as a tool for a school-based reform initiative. The study mainly examines how a newly formed inquiry team at School X enacts their work while also addressing how both professional and organizational learning is supported and influenced.
The study tried to construct its procedures and strategies through an ongoing process of critical adaptation of ideas through Inquiry to what is relevant and useful to the school setting. Indeed, it engaged teachers and administrators in an inquiry, informed by their contextually grounded knowledge and educational change and school improvement literature to achieve this study's reform subject.
Given the study's focus, the researcher selected a naturalistic research methodology embedded in the constructivist paradigm. This case study is descriptive and focuses on the process, meaning, and depth of understanding of the reform process. The researcher used multiple data collection techniques and inductive analysis because it is more likely to identify the various realities found in the data and decide transferability to other settings.
The findings present the inquiry processes and precisely how the team shaped norms of behavior, implemented strategies to conduct their work, and the types of structured activities they engaged in as they get involved in the organizational inquiry.
The inquiry team has reported improved instructional practice, increased trust, enhanced collaborative skills, and empowerment due to inquiry participation. The greater focus is on student achievement, which conceptualizes professional learning, enhanced practice, and organizational learning as the means to this end. The positive relation between inquiry, practice, and organizational learning provides new insights into how these variables interrelate.
Moreover, the results show that the "organizational inquiry team" is seen as a strategy to facilitate organizational learning, professional learning, and creative solutions to school change issues. Eventually, an inquiry-based school team can make its own evidence-based instructional decisions to address students' individual needs and drive the transition to help more comprehensive school improvement work.
Although the collaborative inquiry is a promising school reform initiative, the ultimate goal is to incorporate this method as a new way of "doing school improvement" into the school fabric.
Leadership of Inquiry: A School-Based Improvement Model in a Lebanese Private School, 2022
Leadership of Inquiry: A School-Based Improvement Model in a Lebanese Private School Inquiry into... more Leadership of Inquiry: A School-Based Improvement Model in a Lebanese Private School
Inquiry into practice is a strategy for professional and organizational learning. There is an opportunity for both professionals, and the organization to improve as school practitioners encounter organizational challenges, examine their individualized and collective perceptions, seek evidence for interpretation, engage in response, and probably re-shape their organizational knowledge.
The purpose of this study is to establish an inquiry stance into administrator practice as a tool for a school-based reform initiative. The study mainly examines how a newly formed inquiry team at School X enacts their work while also addressing how both professional and organizational learning is supported and influenced.
The study tried to construct its procedures and strategies through an ongoing process of critical adaptation of ideas through Inquiry to what is relevant and useful to the school setting. Indeed, it engaged teachers and administrators in an inquiry, informed by their contextually grounded knowledge and educational change and school improvement literature to achieve this study's reform subject.
Given the study's focus, the researcher selected a naturalistic research methodology embedded in the constructivist paradigm. This case study is descriptive and focuses on the process, meaning, and depth of understanding of the reform process. The researcher used multiple data collection techniques and inductive analysis because it is more likely to identify the various realities found in the data and decide transferability to other settings.
The findings present the inquiry processes and precisely how the team shaped norms of behavior, implemented strategies to conduct their work, and the types of structured activities they engaged in as they get involved in the organizational inquiry.
The inquiry team has reported improved instructional practice, increased trust, enhanced collaborative skills, and empowerment due to inquiry participation. The greater focus is on student achievement, which conceptualizes professional learning, enhanced practice, and organizational learning as the means to this end. The positive relation between inquiry, practice, and organizational learning provides new insights into how these variables interrelate.
Moreover, the results show that the "organizational inquiry team" is seen as a strategy to facilitate organizational learning, professional learning, and creative solutions to school change issues. Eventually, an inquiry-based school team can make its own evidence-based instructional decisions to address students' individual needs and drive the transition to help more comprehensive school improvement work.
Although the collaborative inquiry is a promising school reform initiative, the ultimate goal is to incorporate this method as a new way of "doing school improvement" into the school fabric.