ERIC Number: EJ775615
Record Type: Journal
Publication Date: 2003
Reference Count: 23
The Intimate Correlation of Invitational Education and Effective Classroom Management
Riner, Phillip S.
Journal of Invitational Theory and Practice, v9 p41-55 2003
Critics of Invitational Education and other self-concept approaches to learning have long argued that there is a lack of empirical data to support the claims that approaches to student instruction based on self-concept theory are central to effective learning. Ellis (2001) examines a number of these analyses where self-concept, self-esteem, and self-efficacy are derided as antecedents to successful learning. However, by examining the empirical research on classroom management, all of the critical elements of invitational education can be found. Invitational education is shown to provide a strong, comprehensive, and comprehensible theoretical foundation to a classroom or school-based classroom management plan based on the maturing field of classroom management research.
Descriptors: Self Efficacy, Teacher Student Relationship, Classroom Techniques, Educational Strategies, Beliefs, Learning Theories, Learning Processes, Academic Achievement, Educational Research, Student Development, Instructional Effectiveness
International Alliance for Invitational Education. Kennesaw State University, 1000 Chastain Road House #55, Kennesaw, GA 30144-5591. Tel: 770-423-6869; Web site: http://www.invitationaleducation.net/publications/journal/index.htm
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A