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 aware of perceived school experience (school climate) of the major stakeholders in the school, namely students, administrators, teachers, parents, and the wider community The Inviting School Survey-Revised (ISS-R) purports to meet this need. Since 1995 the use of the ISS-R has grown from a few to over 10,000 participants (over 100 schools) in Asia, North America, Africa, and Australia. The following article outlines the history and development of the ISS-R from 1995 to 2012.
{"title":"The History and Development of the Inviting School Survey: 1995-2012","authors":"Kenneth H. Smith","doi":"10.26522/jitp.v18i.3918","DOIUrl":"https://doi.org/10.26522/jitp.v18i.3918","url":null,"abstract":"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 aware of perceived school experience (school climate) of the major stakeholders in the school, namely students, administrators, teachers, parents, and the wider community The Inviting School Survey-Revised (ISS-R) purports to meet this need. Since 1995 the use of the ISS-R has grown from a few to over 10,000 participants (over 100 schools) in Asia, North America, Africa, and Australia. The following article outlines the history and development of the ISS-R from 1995 to 2012.","PeriodicalId":312365,"journal":{"name":"Journal of Invitational Theory and Practice","volume":"44 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113943669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Providing services to special education students has been fraught with controversy concerning the appropriate setting (Yell, 1995). This quasi-experimental study compares the progress of developmentally delayed preschoolers after two school years of schooling in two environments using the Brigance Inventory of Early Development (IED-II) (Brigance, 2006). One of the settings is an environment that is exclusive to disabled peers (a self-contained or pull-out classroom), and the other setting is an environment including both disabled and non-disabled peers (inclusive classroom). Then, this study looks at the school climates to see if more specific environmental factors contributed to the student progress, or lack thereof, using the School Survey-Revised(ISS-R) (Smith & Purkey, 2012).The results from the Brigance Inventory of Early Development (IED-II) standardized assessment revealed that there were two domains with no significant differences and one domain that was significant between the settings. There were no significant differences in the academic or life skills domains; however a significant difference was gained in the social-emotional domain for inclusive classrooms. The Inviting School Survey-Revised(ISS-R) (Smith & Purkey, 2012) was administered to a small sample population to measure the school climates for factors that could have contributed to the gains, but overall, no difference was found.
{"title":"The Impact of an Invitational Environment on Preschoolers with Special Needs","authors":"A. Taylor, Bobbie-Jo Moniz-Tadeo","doi":"10.26522/jitp.v18i.3913","DOIUrl":"https://doi.org/10.26522/jitp.v18i.3913","url":null,"abstract":"Providing services to special education students has been fraught with controversy concerning the appropriate setting (Yell, 1995). This quasi-experimental study compares the progress of developmentally delayed preschoolers after two school years of schooling in two environments using the Brigance Inventory of Early Development (IED-II) (Brigance, 2006). One of the settings is an environment that is exclusive to disabled peers (a self-contained or pull-out classroom), and the other setting is an environment including both disabled and non-disabled peers (inclusive classroom). Then, this study looks at the school climates to see if more specific environmental factors contributed to the student progress, or lack thereof, using the School Survey-Revised(ISS-R) (Smith & Purkey, 2012).The results from the Brigance Inventory of Early Development (IED-II) standardized assessment revealed that there were two domains with no significant differences and one domain that was significant between the settings. There were no significant differences in the academic or life skills domains; however a significant difference was gained in the social-emotional domain for inclusive classrooms. The Inviting School Survey-Revised(ISS-R) (Smith & Purkey, 2012) was administered to a small sample population to measure the school climates for factors that could have contributed to the gains, but overall, no difference was found.","PeriodicalId":312365,"journal":{"name":"Journal of Invitational Theory and Practice","volume":"1012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127737060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 Invitational Theory and Practice of trust, optimism, care, intentionality, and respect can be applied to the values in other theories of resilience development. This paper argues that Invitational Theory and Practice also applies to the practices of resiliency development and should be considered a useful theory for culture change in pubic schools, alternative schools, and other educational organizations that serve at-risk children and youth.
{"title":"Invitational Theory and Practice Applied to Resiliency Development in At-Risk Youth","authors":"R. Lee","doi":"10.26522/jitp.v18i.3916","DOIUrl":"https://doi.org/10.26522/jitp.v18i.3916","url":null,"abstract":"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 Invitational Theory and Practice of trust, optimism, care, intentionality, and respect can be applied to the values in other theories of resilience development. This paper argues that Invitational Theory and Practice also applies to the practices of resiliency development and should be considered a useful theory for culture change in pubic schools, alternative schools, and other educational organizations that serve at-risk children and youth.","PeriodicalId":312365,"journal":{"name":"Journal of Invitational Theory and Practice","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133756949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study describes the process of creating an Invitational Learning environment to improve the writing competence of middle school students in two special education classes. Teacher-student interactions were coded according to Purkey and Novak’s (1996) Intentionality/Invitation Quadrant with levels corresponding to intentionally disinviting, unintentionally disinviting, unintentionally inviting, and intentionally inviting. After only two training sessions, teacher-student interactions were markedly more inviting.
{"title":"Using Invitational Learning to Address Writing Competence for Middle School Students with Disabilities","authors":"Cecily Ornelles, R. Black","doi":"10.26522/jitp.v18i.3914","DOIUrl":"https://doi.org/10.26522/jitp.v18i.3914","url":null,"abstract":"This study describes the process of creating an Invitational Learning environment to improve the writing competence of middle school students in two special education classes. Teacher-student interactions were coded according to Purkey and Novak’s (1996) Intentionality/Invitation Quadrant with levels corresponding to intentionally disinviting, unintentionally disinviting, unintentionally inviting, and intentionally inviting. After only two training sessions, teacher-student interactions were markedly more inviting.","PeriodicalId":312365,"journal":{"name":"Journal of Invitational Theory and Practice","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116020615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Effective teamwork is a key element of today's healthcare environment, affecting everything from morale to patient outcomes. The increasing facility in interpersonal skills can enhance one's ability to be an effective collaborator within a healthcare team. For those individuals working in teams, effective interpersonal skills facilitate demonstration and sharing expertise, maximize individual contributions, minimize burnout, and foster autonomy in professional practice. The foundational concept of this paper is that in healthcare practice, competence is necessary but not sufficient to sustain ongoing effectiveness in interpersonal interactions. This article offers a framework describing how key skills necessary in developing effectiveness in teamwork can be developed using Bandhura's construct of self-efficacy theory (1997). Interpersonal effectiveness requires negotiating the complex interactions at the intersection between the four sources of influence identified in self-efficiency theory (mastery, vicarious experience, social persuasion, and physiological response awareness) and two primary domains of interpersonal effectiveness (individual and group).
{"title":"Applying Self Efficacy Theory to Increase Interpersonal Effectiveness in Teamwork","authors":"M. Bumann, S. Younkin","doi":"10.26522/jitp.v18i.3772","DOIUrl":"https://doi.org/10.26522/jitp.v18i.3772","url":null,"abstract":"Effective teamwork is a key element of today's healthcare environment, affecting everything from morale to patient outcomes. The increasing facility in interpersonal skills can enhance one's ability to be an effective collaborator within a healthcare team. For those individuals working in teams, effective interpersonal skills facilitate demonstration and sharing expertise, maximize individual contributions, minimize burnout, and foster autonomy in professional practice. The foundational concept of this paper is that in healthcare practice, competence is necessary but not sufficient to sustain ongoing effectiveness in interpersonal interactions. This article offers a framework describing how key skills necessary in developing effectiveness in teamwork can be developed using Bandhura's construct of self-efficacy theory (1997). Interpersonal effectiveness requires negotiating the complex interactions at the intersection between the four sources of influence identified in self-efficiency theory (mastery, vicarious experience, social persuasion, and physiological response awareness) and two primary domains of interpersonal effectiveness (individual and group).","PeriodicalId":312365,"journal":{"name":"Journal of Invitational Theory and Practice","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116771841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A couple of decades ago, a visiting anthropologist agreed with some U.S. authors that the American intellectual on university campuses is basically dead and his/her demise is reflected in the superficial, boring, and uninspiring content to which students are exposed. More recent evidence indicates that things have not changed very much. In this article, I attempt to provide ways in which the great American teacher can be resurrected through the use of meaningfulness, metacognition, Transformative Education, cultural introspection, cross-cultural exploration, brain research, Invitational Education, and the study of human universals extant in all cultures.
{"title":"Is the Great American Teacher Dead? Principles to Resurrect Meaningful, Effective, and Consciousness Raising Instruction","authors":"J. Ivers","doi":"10.26522/jitp.v18i.3917","DOIUrl":"https://doi.org/10.26522/jitp.v18i.3917","url":null,"abstract":"A couple of decades ago, a visiting anthropologist agreed with some U.S. authors that the American intellectual on university campuses is basically dead and his/her demise is reflected in the superficial, boring, and uninspiring content to which students are exposed. More recent evidence indicates that things have not changed very much. In this article, I attempt to provide ways in which the great American teacher can be resurrected through the use of meaningfulness, metacognition, Transformative Education, cultural introspection, cross-cultural exploration, brain research, Invitational Education, and the study of human universals extant in all cultures.","PeriodicalId":312365,"journal":{"name":"Journal of Invitational Theory and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131261333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teacher education servers an important role in preparing teacher candidates to engage with diverse student populations. This study supports a need for candidates to practice Invitational Theory and Practice when teaching students from diverse backgrounds. To assess candidate growth, we used Schmidt's (2007) Six Elements to Diversity as a lens for evaluating 38 candidates' reflections after interacting with Native American students in a diversity workshop at a Mid-Western University. The findings reveal that the Six Elements of Diversity were present throughout the reflections with some elements more evident than others; the analysis points to strength and weakness in candidate preparation.
{"title":"Six Elements of Diversity","authors":"M. Moeller, Carla Anderson, L. Grosz","doi":"10.26522/jitp.v18i.3771","DOIUrl":"https://doi.org/10.26522/jitp.v18i.3771","url":null,"abstract":"Teacher education servers an important role in preparing teacher candidates to engage with diverse student populations. This study supports a need for candidates to practice Invitational Theory and Practice when teaching students from diverse backgrounds. To assess candidate growth, we used Schmidt's (2007) Six Elements to Diversity as a lens for evaluating 38 candidates' reflections after interacting with Native American students in a diversity workshop at a Mid-Western University. The findings reveal that the Six Elements of Diversity were present throughout the reflections with some elements more evident than others; the analysis points to strength and weakness in candidate preparation.","PeriodicalId":312365,"journal":{"name":"Journal of Invitational Theory and Practice","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133500349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 inception to implementation, the idea of creating a graduate course for teachers and administrators which merges the practices of Inclusive Education and Invitational Education. The course, entitled Invitational Inclusive Education (IIE), seeks to convince teachers that a belief in and application of IE greatly enhances the chances for a more inviting teacher acceptance of inclusive practices (including co-teaching) for students with special needs. Teacher response to the course has been very positive resulting in the development of the term IIE, as well as a draft tool which helps to define stages of teacher acceptance of inclusive practice.
{"title":"Invitational Inclusive Education","authors":"B. Hansen, Linda E. Morrow","doi":"10.26522/jitp.v18i.3915","DOIUrl":"https://doi.org/10.26522/jitp.v18i.3915","url":null,"abstract":"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 inception to implementation, the idea of creating a graduate course for teachers and administrators which merges the practices of Inclusive Education and Invitational Education. The course, entitled Invitational Inclusive Education (IIE), seeks to convince teachers that a belief in and application of IE greatly enhances the chances for a more inviting teacher acceptance of inclusive practices (including co-teaching) for students with special needs. Teacher response to the course has been very positive resulting in the development of the term IIE, as well as a draft tool which helps to define stages of teacher acceptance of inclusive practice.","PeriodicalId":312365,"journal":{"name":"Journal of Invitational Theory and Practice","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123490692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Invitational practices and strategies have found their way into the realm of physical education (Turner & Purkey, 1983; Chandler & Purkey, 1986; Chandler, 1988). The presence of invitational practices in the physical arena can now be measured (Chandler, 1988). The next logical step is to invoke invitational practices and strategies into an area where even further impact can take place, middle school athletics. The coach, in a leadership position, has the potential to extend inviting concepts to student participants, in many ways into the community and potentially into society.
{"title":"Invitational Practices in Middle School Athletics","authors":"G. Chandler","doi":"10.26522/jitp.v4i1.3881","DOIUrl":"https://doi.org/10.26522/jitp.v4i1.3881","url":null,"abstract":"Invitational practices and strategies have found their way into the realm of physical education (Turner & Purkey, 1983; Chandler & Purkey, 1986; Chandler, 1988). The presence of invitational practices in the physical arena can now be measured (Chandler, 1988). The next logical step is to invoke invitational practices and strategies into an area where even further impact can take place, middle school athletics. The coach, in a leadership position, has the potential to extend inviting concepts to student participants, in many ways into the community and potentially into society.","PeriodicalId":312365,"journal":{"name":"Journal of Invitational Theory and Practice","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121988421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The accumulating evidence related to the various forms of violence throughout our society indicates a need for values instruction in educational institutions. The main issue is the vigor of those efforts. A significant number of schools have created low intensity programs which seem out of step with the severity of the problem. They portend failure in this critical area. The nation needs high intensity efforts that clearly reflect society's fervent intent to correct its values deficit. Such a program must involve broad-based groups who are fully dedicated to its objectives and informed about its procedures.
{"title":"The Case for a Strong Values Education Program in Public Schools","authors":"C. Aspy, D. Aspy","doi":"10.26522/jitp.v4i1.3878","DOIUrl":"https://doi.org/10.26522/jitp.v4i1.3878","url":null,"abstract":"The accumulating evidence related to the various forms of violence throughout our society indicates a need for values instruction in educational institutions. The main issue is the vigor of those efforts. A significant number of schools have created low intensity programs which seem out of step with the severity of the problem. They portend failure in this critical area. The nation needs high intensity efforts that clearly reflect society's fervent intent to correct its values deficit. Such a program must involve broad-based groups who are fully dedicated to its objectives and informed about its procedures.","PeriodicalId":312365,"journal":{"name":"Journal of Invitational Theory and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129769629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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