Professional development (PD) has emerged over that last decade as a recognised area of study (Evans 2002). PD of teachers is seen as an essential ingredient for creating effective schools and raising students' performance (Rhodes & Houghton-Hill 2000; Wood & Millichamp 2000; Birman, Desimone, Porter & Garet 2000). Since teachers have the most…

The author presents an international perspective on life skills education arguing the development of a healthy self-concept and skills in self-reflection are necessary for living in a world of rapid change. (Contains 30 references.) (Author)

A review of the literature reports that mental health research publications are infrequently read by counseling practitioners since most believe that research is not relevant to their practice. Proposes that the development of a faculty/alumni research alliance program based on invitational theory will help bridge the gap between the researcher…

Examples from case studies and practices are used to clarify the theoretical framework and to illustrate the success of Invitational Theory as one of the theories taught in Waikato Polytechnic's Diploma of Adult Learning and Teaching. Concludes by pointing out many challenges Invitational Theory poses for adult educators in general and this…

Discusses the works of Charles Reich and Allan Bloom that have helped to shape current social and political debate concerning self theory. Both Reich and Bloom were concerned with the relationship between self and environment. Argues that it is important to insure that its cultural role of self theory is clearly interpreted and applied. (MKA)

Proposes that the increasing disavowal of public schools results from experience with day-by-day disinviting behaviors. The suggested remedy is for educators to evaluate their on-the-job responses to their patrons. Wherever subminimal interpersonal conditions are identified, participants should learn to invite people to education. Presents a case…

Presents a former teacher's personal reflective narrative that highlights how the acceptance and application of the theory of invitational education empowers both personal and professional change. Discusses author's transition from second grade teacher to doctoral student to college professor. (MKA)

A practicing school superintendent examines effective leadership and examines ways to be a more inviting school superintendent in a more inviting school setting. A practical look at some of the issues which draw upon the author's and others' experiences. (Author)

Dispels six myths about "feel-good" self-esteem. Presents a more dynamic component of self-esteem called "inner self-esteem," which is based on children's actual competencies. Claims that inner self-esteem is enhanced by helping children develop skills to succeed in school and by fostering morally responsible behavior. (RJM)

Argues that schools need to intensify efforts to offer values instruction since current efforts portend failure. Examines the historical roots of values education, profiles the social context of values problems, critiques approaches to values, describes ways to unify the advocates of values education, and discusses the current public demand for…

Examines intentional invitations that challenge, confront, exhort, and persuade people to change their behaviors. Assumes that the sender controls the "intention" and that the receiver determines the degree of "inviting." Suggests that elements of the invitational model serve as a framework to create acceptable inducements in the helping process.…

Describes invitational education and its person-centered approach. Explores the framework of invitational education, its four elements (trust, respect, intentionality, optimism), the perceptual tradition and self-concept theory, and other elements of invitational education. Suggests that invitational education's democratic tenets should be applied…