An Appreciative Inquiry Approach to Promote Teacher Collaboration in Inclusive Classrooms

Allen R. Jerrim J. Simms S. (2020). How did the early stages of the COVID-19 pandemic affect teacher well-being? (Working Paper 20–15). Centre for Education Policy and Equalizing Opportunities. https://repec-cepeo.ucl.ac.uk/cepeow/cepeowp20-15.pdf

Ansley B. M. Houchins D. Varjas K. (2016). Optimizing special educator wellness and job performance through stress management. TEACHING Exceptional Children, 48(4), 176–185. https://doi.org/10.1177/0040059915626128

Braunsteiner M. L. Mariano-Lapidus S. (2014). A perspective of inclusion: Challenges for the future. Global Education Review, 1(1), 32–43.

Breinig S. Pinot A. Pujol J. Ikhlef H. Blasy C. Marcoux M. (2022). The “3R Team” in action! Implementation of a program of learning from excellence in a neonatal and pediatric intensive care unit in France. Archives de Pediatre, 29(3), 225–229. http://10.1016/j.arcped.2022.01.005

Brunsting N. C. Sreckovic M. A. Lane K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37(4), 681–711. https://doi.org/10.1353/etc.2014.0032

Bushe G. R. (1995). Advances in appreciative inquiry as an organization development intervention. Organization Development Journal, 13(3), 14–22.

Carr-Stewart S. Walker K. (2003). Learning leadership through appreciative inquiry. Management in Education, 17(2), 9–14. https://doi.org/10.1177/08920206030170020301

Carver-Thomas D. Leung M. Burns D. (2021). California teachers and COVID-19: How the pandemic is impacting the teacher workforce. Learning Policy Institute. https://learningpolicyinstitute.org/product/california-covid-19-teacher-workforce

Cavendish W. Morris C. T. Chapman L. A. Ocasio-Stoutenburg L. Kibler K. (2019). Teacher perceptions of implementation practices to support secondary students in special education. Preventing School Failure: Alternative Education for Children and Youth, 64, 19–27. https://doi.org/10.1080/1045988X.2019.1628000

Chadwell M. R. Roberts A. M. Daro A. M. (2020). Ready to teach all children? Unpacking early childhood educators’ feelings of preparedness for working with children with disabilities. Early Education and Development, 31(1), 100–112. https://doi.org/10.1080/10409289.2019.1621584

Connor D. J. Gabel S. L. Gallagher D. J. Morton M. (2008). Disability studies and inclusive education - Implications for theory, research, and practice. International Journal of Inclusive Education, 12, 441–457. https://doi.org/10.1080/13603110802377482

Cooperrider D. L. Whitney D. K. Stavros J. M. (2003). Appreciative inquiry handbook: The first in a series of AI workbooks for leaders of change (Vol. 1). Berrett-Koehler Publishers.

De Lautour N . (2009). Through others’ eyes: Reflections of a tertiary teacher. New Zealand Teachers’ Work, 6, 79–89. https://ojs.aut.ac.nz/teachers-work/article/view/508

Dickerson M. S. Helm-Stevens R. (2011). Reculturing schools for greater impact: Using appreciative inquiry as a non-coercive change process. International Journal of Business and Management, 6(8), 66–74. https://doi.org/10.5539/ijbm.v6n8p66

Fuchs D. Fuchs L. S. (2005). Inclusive schools movement and the radicalization of special education reform. In Mitchell D. (Ed.), Special educational needs and inclusive education: Major themes in education. Volume II: Inclusive education (pp. 157–183). Routledge Falmer.

Giles D. Kung S. (2010). Using appreciative inquiry to explore the professional practice of a lecturer in higher education: Moving towards life-centric practice. Australian Journal of Adult Learning, 50(2), 308–322.

Hammond S. A. (2013). The thin book of appreciative inquiry (3rd ed.). Thin Book Publishing.

Jenkins A. A. Yoshimura J. (2010). Not another inservice! Meeting the special education professional development needs of elementary general educators. TEACHING Exceptional Children, 42(5), 36–43. https://doi.org/10.1177/004005991004200504

Kozik P. Cooney B. Vinciguerra S. Gradel K. Black J. (2009). Promoting inclusion in secondary schools through appreciative inquiry. American Secondary Education, 38, 77–91.

Lane K. Teng M. Y. Barnes S. J. Moore K. Smith K. Lee M. (2018). Using appreciative inquiry to understand the role of teaching practices in student well-being at a research-intensive university. The Canadian Journal for the Scholarship of Teaching and Learning, 9(2). https://doi.org/10.5206/cjsotl-rcacea.2018.2.10

Leko M. M. Brownell M. T. (2009). Crafting quality professional development for special educators: What school leaders should know. TEACHING Exceptional Children, 42, 64–70. https://doi.org/10.1177/004005990904200106

Lowrey K. A. Hollingshead A. Howery K. (2017). A closer look: Examining teachers’ language around UDL, inclusive classrooms, and intellectual disability. Intellectual and Developmental Disabilities, 55, 15–24. https://doi.org/10.1352/1934-9556-55.1.15

Maslach C. (2003). Job burnout: New directions in research and intervention. Current Directions in Psychological Science, 12(5), 189–192.

Morgan L. Close S. Siller M. Kushner E. Brasher S. (2022). Teachers’ experiences: Social emotional engagement - knowledge and skills. Educational Research, 64(1), 41–59. https://doi.org/10.1080/00131881.2021.1988865

Nishimura T. (2014). Effective professional development of teachers: A guide to actualizing inclusive schooling. International Journal of Whole Schooling, 10, 19–42.

Otero-López J. M. Bolaño C. C. Mariño M. J. S. Pol E. V. (2010). Exploring stress, burnout, and job dissatisfaction in secondary school teachers. International Journal of Psychology and Psychological Therapy, 10(1), 107–123.

Petersen A. (2016). Perspectives of special education teachers on general education curriculum access. Research and Practice for Persons with Severe Disabilities, 41, 19–35. https://doi.org/10.1177/1540796915604835

Robinson O. P. Bridges S. A. Rollins L. H. Schumacker R. E. (2019). A study of the relation between special education burnout and job satisfaction. Journal of Research in Special Educational Needs, 19(4), 295–303. https://doi.org/10.1111/1471-3802.12448

Smith Canter L. L. King L. H. Williams J. B. Metcalf D. Potts K. R . (2017). Evaluating pedagogy and practice of Universal Design for Learning in public schools. Exceptionality Education International, 27(1), 1–16. https://doi.org/10.5206/eei.v27i1.7743

Townsend J. Rubin E. E. (2018). Social Emotional Engagement - Knowledge and Skills (SEE-KS) for 2018. Proceedings of the Universal Design for Learning Implementation and Research Network.

Trajkovski S. Schmied V. Vickers M. Jackson D. (2013). Implementing the 4D cycle of appreciative inquiry in health care: A methodological review. Journal of Advanced Nursing, 69, 1224–1234. https://doi.org/10.1111/jan.12086

Waitoller F. R. Kozleski E. B. (2013). Working in boundary practices: Identity development and learning in partnerships for inclusive education. Teaching and Teacher Education, 31, 35–45. https://doi.org/10.1016/j.tate.2012.11.006

Zoll S. Pinheiro B. (2021). Found in Oz: The ruby slippers to embracing digital classrooms through appreciative inquiry. Planning and Changing, 50(3/4), 237–256.