NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1150021
Record Type: Journal
Publication Date: 2007
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-0100
EISSN: N/A
Adhering to the Assumptions of Invitational Education: A Case Study
Steyn, Trudie
South African Journal of Education, v27 n2 p265-281 2007
South African schools are constantly faced with evolving needs and challenges characterised by change. As in other countries, schools in South Africa encounter pressure to "produce more for less" and at the same time to achieve certain goals and standards. Transforming schools into inviting institutions requires a paradigm shift among the principals and staff. The International Alliance for Invitational Education views invitational education (IE) as a means of changing classrooms into inviting places and altering the climate at schools. I focus on the way in which a primary school in Gauteng province, which received the prestigious Invitational Education award for being inviting, succeeded in adhering to the assumptions of IE. In a qualitative investigation I explored the principal and educators' perceptions of the way in which the school adhered to the four IE assumptions.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A