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Evans, Martha – Journal of Invitational Theory and Practice, 2019
This case study discusses the transformative impact of implementing the tenets of Invitational Education (IE) theory and practice upon a rural elementary school and subsequent preparation of teacher candidates. Through the lens of hermeneutic phenomenology the researcher examined the transformative change as IE theory and practice was exhibited…
Descriptors: Rural Schools, Elementary Schools, Educational Change, Educational Practices
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Shine Edizer, Filiz; Akçay-Duff, Esra R. – Journal of Invitational Theory and Practice, 2019
A qualitative case study sought to investigate the impact of a recently opened Play Library in Istanbul, Turkey upon the acquisition and development of literacy and creative reading culture for attending children and their families. The research was carried out among pre-schoolers from different ethnic and cultural backgrounds attending the Sisli…
Descriptors: Foreign Countries, Libraries, Preschool Children, Emergent Literacy
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Roe, Katherine – Journal of Invitational Theory and Practice, 2019
Much has been written about the importance of culturally relevant pedagogy which can motivate and stimulate learning. Proponents of the Funds of Knowledge theorize that cultural relevance is founded on the student's culture, community, and family. These aspects of students' worldview are referred to as assets. The extent to which teachers learn…
Descriptors: Culturally Relevant Education, Cultural Capital, Teacher Student Relationship, Educational Theories
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Anderson, Chris James – Journal of Invitational Theory and Practice, 2019
A quantitative study with a correlational design, analyzed responses from a target population of more than 200 teachers employed in over four dozen urban and suburban schools in the New York metropolitan area. A sample of 42 teachers completed the "Inviting School Survey-Revised and the Genos 360 EI Assessment-Concise Rater." Subsequent…
Descriptors: Educational Environment, Urban Schools, Suburban Schools, Educational Theories
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Coffey, Debra – Journal of Invitational Theory and Practice, 2018
This study was designed to explore and describe the impact of innovative group collaboration on digital stories in a children's literature course for pre-service teachers. Participants described the highlights of experiences with innovative creation and the ways they collaborated in an intentionally inviting environment while they prepared the…
Descriptors: Preservice Teachers, Childrens Literature, Innovation, Group Activities
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Reid, Kathy L.; Smith, Ken – Journal of Invitational Theory and Practice, 2018
This study investigated the relationship between secondary students' self-perceptions of school climate and subjective well-being based upon the tenets of Invitational Education Theory and Positive Psychology. The present study not only examined the relationship between the two constructs but also, if Gender and Year Level mediate such a…
Descriptors: Self Concept, Student Attitudes, Educational Environment, Well Being
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Safarzadeh, Maryam; Asadzadeh, Hassan; Delavar, Ali; Dortaj, Fariborz; Farookhi, Noorali – Journal of Invitational Theory and Practice, 2018
The present study examined the school climate of various types of schools in Tehran Iran. School climate was defined as the perceptions of 9th grade pupils in five areas: People, Programs, Policies, Processes, and Places based on the Invitational Theory and Practice paradigm. In this study we examined the climate of three types of schools: public,…
Descriptors: Foreign Countries, Educational Environment, Student Attitudes, Grade 9
Moss, Jennifer D. – Journal of Invitational Theory and Practice, 2018
Often, educational and psychological theories stand independently of one another, focusing on particular, discreet components of learning or motivation. However, there are many similarities between invitational educational theory, which examines motivation and education, and self-determination theory, a theory of motivation and personality. Both…
Descriptors: Self Determination, Educational Theories, Humanism, Beliefs
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Predmore, Carolyn; Kushner, Remigia; Anderson, Chris James – Journal of Invitational Theory and Practice, 2017
Classroom learning is a shared experience where ideas and concepts are shaped by the interactions between students and teachers. Different cultural backgrounds of the students compared to the teacher can increase misconceptions or confusion. Although the effective teacher may plan for a range of questions to promote classroom discussion, the more…
Descriptors: Classroom Communication, Classroom Techniques, Discussion (Teaching Technique), Culturally Relevant Education
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Varvisotis, Stathene; Matyo-Cepero, Jude; Ziebarth-Bovill, Jane – Journal of Invitational Theory and Practice, 2017
Anyone who has attended an Individualized Education Program (IEP) meeting for a student with special needs knows that this gathering of individuals has the potential to be extremely contentious and adversarial if not handled effectively. Often parents become overwhelmed by terminology that is foreign to them and may feel as though the only…
Descriptors: Individualized Education Programs, Meetings, Special Needs Students, Parent Teacher Cooperation
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Anderson, Chris James – Journal of Invitational Theory and Practice, 2017
During a quantitative study with a correlational design, a sample of 42 graduate and post baccalaureate students from a Mid-Atlantic region college accessed a digital survey that combined the "Genos 360 EI Assessment-Concise Rater" with the "Inviting School Survey-Revised." Subsequent simple linear regression procedures found…
Descriptors: Correlation, Emotional Intelligence, Graduate Students, Student Surveys
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Monahan, Tony – Journal of Invitational Theory and Practice, 2017
A core component of invitational education is taking an intentionally inviting stance, whereby the teacher achieves and maintains an optimally inviting environment by intentionally practicing care, trust, respect, and optimism with students. These elements are rooted in the affective domain. Affective teaching involves the use of empathy. Humans…
Descriptors: Empathy, Educational Theories, Educational Practices, Teacher Student Relationship
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Mark, Lauren K.; Nguyen, Thanh Truc T. – Journal of Invitational Theory and Practice, 2017
More than ever, schools and families are embracing technology as positive aspects of creativity and collaboration. In a recent study, 78% of parents perceived technology as a constructive learning tool that has the potential to propel children toward highly successful lives and careers (Family Online Safety Institute, 2015). The increase in…
Descriptors: Internet, Safety, Information Security, Ethics
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Allen, Eva J.; FitzGerald, Anne Marie – Journal of Invitational Theory and Practice, 2017
The study investigates the perspectives of five educators on the influence of cultural care and invitational education (IE) through qualitative participatory action research (PAR). Invitational education is a theoretical framework that facilitates a positive learning environment and encourages individuals to reach their unlimited potential. Like…
Descriptors: Teacher Attitudes, Equal Education, Urban Schools, Elementary Schools
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Coffey, Debra; Elsawy, Ibrahim – Journal of Invitational Theory and Practice, 2017
This qualitative study explored the impact of participation in an inclusive post-secondary Academy's learning opportunities. The Academy intentionally utilized the Invitational Theory and Practice (ITP) framework. During the study, Academy mentors and faculty members highlighted their experiences and described the ways they created an…
Descriptors: Qualitative Research, Educational Opportunities, Educational Policy, Educational Environment
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