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Coffey, Debra – Journal of Invitational Theory and Practice, 2020
This longitudinal qualitative study explored the impact of personalized multimodal instruction in a university literacy methods course for pre-service teachers. Participants discussed their insights from culturally responsive novels in literature circles and created book trailers to introduce their strategic literacy lesson plans for avatars. They…
Descriptors: Individualized Instruction, Multimedia Instruction, Methods Courses, Preservice Teacher Education
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Dee, Amy Lynn; Tran, Yune – Journal of Invitational Theory and Practice, 2020
With the addition of the Educative Teacher Performance Assessment (edTPA) as a high-stakes, consequential standardized examination for teacher licensure, the practice of training new generations of educators using principles of Invitational Education (IE) Theory when making andragogic decisions arrives at an intersection. Teacher preparation…
Descriptors: Teacher Evaluation, Preservice Teachers, Performance Based Assessment, High Stakes Tests
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Smith, Kenneth H. – Journal of Invitational Theory and Practice, 2020
It has been widely documented that positive school climate significantly contributes to academic success and student well-being. This study explored teachers, students, and parents' perceptions of school climate as measured by the Inviting School Survey-R (ISS-R). The ISS-R was administered to over 10,000 school community members from over 60…
Descriptors: Teacher Attitudes, Student Attitudes, Parent Attitudes, Educational Environment
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Walker, Timothy R.; Martin, Barbara N. – Journal of Invitational Theory and Practice, 2020
Through the lenses of Invitational Education (Purkey & Novak, 2008, 2016) and social emotional learning (SEL) advocated by Elias et al., (2016), the researchers sought to answer an overarching question: 'How can schools create an environment that invites SEL into the suburban classroom?' The analyzed data identified challenges exist when…
Descriptors: Social Emotional Learning, Emotional Development, Social Development, High Schools
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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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