摘要：Appreciative inquiry (AI) is an alternative approach to action research that moves participants beyond problem solving and builds on existing strengths as the participants co-construct a positive vision of the future and move toward that vision through collaborative inquiry. Ph.D. students enrolled in a doctoral seminar on AI (who also are co-authors of the article) facilitated three separate AI projects. This article describes the AI projects, carried out at the school, district, and university levels, and identifies doctoral students’ experiences and perceptions as first-time facilitators of AI. The authors also make recommendations to others considering or initiating AI in educational settings.
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