This essay critically reviews the application of Invitational Education (IE) beyond classrooms and schools by examining the activities of an educational volunteer program (The Atherton Gardens Homework Support Program). The authors advocate that in order to have a meaningful effect, IE needs to be implemented along with principles of other…

The purpose of this inquiry was to examine the effectiveness of male and female educational leaders who made use of the invitational leadership style of leadership in their k-12 school settings. Study participants consisted of 14 principals (7 female and 7 male) and 164 teachers. While quantitative findings revealed a statistically significant…

It is acknowledged, nationally and internationally, that Invitational Education is actively practised in many schools. However, there is a paucity of articles describing the relationship between Invitational Education and specific disciplines at the elementary and high school levels. As such, this article attempts to address this shortcoming by…

This article presents and compares the similar views of William Glasser, M.D., founder and president of the William Glasser Institute in Los Angeles, and author of scores of best selling books; and William Watson Purkey, Ed.D, co-founder of the International Association for Invitational Education (IAIE), Professor Emeritus at the University of…

Presents an overview of the New Zealand national education system founded on the premise that the individual student is the center of all learning and teaching. Includes a brief discussion of educators' beliefs about children's learning, examines principles that guide assessment and how they translate into practice, and discusses issues of…

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)

Describes by vignette and analysis four primary instructional tasks necessary to develop inquiry skills in children. Such tasks are shown to be fundamental to the inviting classroom and to experimental science. Claims that inviting inquiry requires a tolerance of error, supportive environments that nurture intellects, and participation that…

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.…

Drawing on the autobiographies of school principals, proposes guidelines that can help educators combat the occupational hazard of excessive stress. Each guideline is illustrated by vignettes from educational leaders who have learned how to avoid some thinking fallacies that could erode self-esteem and leadership effectiveness. (RJM)

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…

Examined whether teachers' orientations concerning pupil control are related to quality of school life as perceived by students. Findings from approximately 250 teachers and 5,000 students revealed statistically significant relationships between teacher pupil control ideology and quality of school life as perceived by students. (NB)

Notes that one criticism of invitational theory is that it does not address itself to difficult situations. Refutes this criticism by first reviewing the basic assumptions of invitational theory and then explaining how the theory can be used to handle conflicts, both minor and major, that occur in one's personal and profession life. (NB)

Describes emergence of Human Age, period of evolution when people, institutions, and organizations begin to focus on tremendous potential of human beings to create beneficial relationships in schools and other settings. Sees primary aim during Human Age to be cultivation of relationships and nurturance of environments in which emerge higher order…