A review of the literature which concentrates on Invitational Theory and Practice (ITP) has revealed an inconsistent and oft times confusing or contradictory use of named concepts, labels, phrases, wordings, definitions, and other such titles of major ITP principles (Shaw and Siegel, 2010). Presented in a glossary type format, the purpose of this…

This article invites all educators to consider the implementation of the tenets of Invitational Education (IE) as a firm foundation and precursor upon which can be built an Inclusive Education climate and mindset which encourages success for all students. This eighteen month study of two professors from Ohio's Muskingum University shares from…

Resilience development is a growing field of study within the scholarly literature regarding social emotional achievement of at-risk students. Developing resiliency is based on the assumption that positive, pro-social, and/or strength-based values inherent in children and youth should be actively and intentionally developed. The core values of…

In recent years, research has shown that school climate is one of the most important contributors to student achievement, success, and psychological well-being. In order to make informed decisions regarding school development, it is paramount for a school administrator to be aware of perceived school experience (school climate) of the major…

After describing the basic tenets of Invitational Education and Buddhist psychology, this article explores four commonalities and their implications: The individual is in control; knowing is not doing; others can help; and we can facilitate others' efforts to use effective strategies to reach happiness. The paper concludes by contrasting…

Invitational theory uses many elements to define, describe, and delineate its beliefs and practices. For example, the Five Ps of people, places, policies, programs, and processes are consistently cited in the literature and research as the framework for assessing inviting practices. Another example is the presentation of four areas of inviting:…

In their self-concept approach to counseling, Purkey and Schmidt (1996) introduced the tenets and assumptions of "invitational education" (Purkey & Novak, 1996) and applied them to professional helping relationships. Although their model is a general approach to helping and not specific to counseling culturally diverse clients, many of its…

This study investigated the relationship between professionally and personally inviting behaviors of high school principals in the state of Mississippi and: (a) Teacher Job Satisfaction, (b) Principal Effectiveness, (c) Principal as an Agent of School Improvement, and (d) Principal's Invitational Quotient, and (e) The Computed Accreditation…

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…

Introduces invitational theory, collection of assumptions that seek to explain phenomena and provide means of intentionally summoning people to realize their relatively boundless potential in all areas of worthwhile human endeavor. Describes foundations of invitational theory; assumptions regarding trust, respect, optimism, and intentionality;…

Reviews history of International Alliance for Invitational Education, beginning in 1968 when two professors at University of Florida began to offer summer workshops for teachers, principals, and school board members. Includes chronology chart of events in development of Alliance from 1971 through 1992 when Alliance published its first annual…

Notes that invitational theory presents the concept of invitations as related to five factors: people, places, policies, programs, and processes. Proposes addition of a sixth "P," politics. Assumption is made that, without addressing the political aspects of schools and school systems, success of the invitational model with the other five…

Examined whether significant relationship exists between inviting characteristics of teachers and effectiveness of these teachers as rated by their principals. Findings on 235 teachers revealed that certain attitudes that parallel concept of "inviting" teacher behaviors seem to correlate with effective teacher performance as measured by school…

Presents existence of universal invitations and their relationship to perceptual processes in expanded view of how invitational levels of functioning (Intentionally Disinviting, Unintentionally Disinviting, Unintentionally Inviting, and Intentionally Inviting) are determined. Suggests that particulars, individual's temporal and spatial…