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Using an Appreciative Inquiry action research design and Keyes’ dual-dimensional model, the study investigates how strength-based concepts and practices are applied across school and classroom settings.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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school leaders develop a culture and vision aligned with strength-based perspectives, helping initiatives translate into everyday practices that support both students and educators.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597027,1792602652,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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\nMelissa Dockrill Garrett University of New Brunswick  \nAbstract  \nElements of strength-based pedagogy are evident in current practices being implemented in Canadian schools as well as internationally. Classroom teachers appreciate the importance of creating a positive learning environment for students where the latter feel a sense of belonging, choice, and self-efficacy toward their learning (Deci & Ryan, 2008; Rickabaugh, 2016). While many educators apply such practices at the classroom level, strength-focused pedagogies can be organized through the conceptualization of a unifying framework. Building on research which proposed a dual-dimensional approach to student support services, this article explores the role of school leadership in shifting a school’s culture toward one that values, identifies, and leverages the strengths of students and educators to promote flourishing within their schools. Employing an Appreciative Inquiry action research design (Cooperrider et al., 2000; Stowell, 2012) to engage research participants, this study used Keyes’ (2002) dual-dimensional model as a lens through which to investigate the application of strength-based concepts and practices within school and classroom settings.  \nKeywords: strength-based, appreciative inquiry, school leadership, positive leadership, flourishing  \nIntroduction  \nThe findings presented in this article are part of a larger study that was conducted in New Brunswick, Canada. The researcher investigated the application of strength-based practices within a dual-dimensional model to inclusionary student learning. Current educational practices, particularly approaches that provide support and intervention to students who experience difficulty in their academic or personal development, follow a deficit-oriented approach to viewing and remediating students’ challenges. Recent perspectives of positive education research (Abawi, 2015; Buli-Holmberg & Jeyaprathaban, 2016; Morrison & Peterson, 2013) identify the need to move beyond the more traditional and arguably deficit-based models of student learning. Such a move would emphasize students’ existing strengths and abilities and take their lived experience into consideration (Tedeschi & Kilmer, 2005). The strength-based perspective operates under the assumption that everyone has strengths, even if they do not fall under the scope of conventional knowledge, capacities, and resources more traditionally valued in education (Saleebey, 2006). The strengths approach also situates the perspective that by leveraging students’ strengths, the students can experience a better learning program and quality of life that will support their achievement across multiple domains oftheir lives (Anderson, 2005; Saleebey, 2001).  \nResearch has shown the various ways in which the application of students’ strengths can assist their learning (Proyer et al., 2015; Quinlan et al., 2012; Shoshani & Slone, 2013; Stebleton et al., 2012), including improved student achievement and well-being (Seligman et al., 2009). However, the application of  \nstrength-based practices within inclusionary school and classroom settings has been inconsistent due toa lack of clarity regarding the specific processes, strategies, and activities that can be used to promote the initial awareness and subsequent development of strengths in students (Biswas-Diener et al., 2011; Quinlan et al., 2015). The findings from this study identified the crucial role that school leaders play in developing a school’s culture and adopting a school vision with practices that align themselves with the strength-based perspective. Such positive leadership methods are practices that can propel such initiatives into practice (Murphy & Louis, 2018). The literature reviewed in this article explores the emergent field of positive education and positive leadership as well as strength-based perspectives. E","cbCaiuFkHCdoerxM","https://ap.wps.com/l/cbCaiuFkHCdoerxM","pdf",321937,11,"English","# Introduction\n# Literature Review","[{\"question\":\"What problem does the article address in current education practices?\",\"answer\":\"It critiques deficit-oriented models that focus on remediating students’ challenges rather than emphasizing existing strengths and lived experience.\"},{\"question\":\"How does the study investigate strength-based practices?\",\"answer\":\"It uses an Appreciative Inquiry action research design and applies Keyes’ dual-dimensional model as a lens across school and classroom settings.\"},{\"question\":\"Why is school leadership central in the article’s argument?\",\"answer\":\"Because school leaders develop a culture and vision aligned with strength-based perspectives, helping initiatives translate into everyday practices that support both students and educators.\"}]","Creating Visionaries Through Positive Leadership - Shifting Educational Paradigms Toward Strengths | PDF",1792084234,28]