This article briefly describes the conceptual foundations of a theory of practice entitled, Invitational Education. The author proposes that educators can improve their teaching by choosing to adopt and incorporate the basic elements of the theory into their teaching practices.
Get full access to this article
View all access options for this article.
References
1.
BrophyJ. (1995). Elementary teachers' perceptions of and reported strategies for coping with twelve types of problem students. Washington, DC: Department of Education. (ERIC Document Reproduction Service No. ED389390).
2.
CapuzziD. and GrossD.R. (1999). Counseling & psychotherapy: Theories and interventions (2nd ed.). New Jersey: Prentice‐Hall.
3.
CarkhuffR. R. (1969). Helping and human relations: A primer for lay and professional helpers. New York: Holt, Rinehart and Winston.
4.
CombsA. (1990). Being and becoming: A field approach to psychology. New York: Springer.
5.
EganG. (2002). The skilled helper: A problem‐management and opportunity‐development approach to helping (7th ed.). Pacific Grove, CA: Brooks/Cole.
6.
PalmerP. J. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco: Jossey‐Bass.
7.
PattersonC. H.WatkinsC. E. (1996). Theories of psychotherapy (5th ed.). Boston: Allyn & Bacon.
8.
PurkeyW. W.NovakJ. (1984). Inviting school success: A self‐concept approach to teaching and learning (2nd ed). Belmont, CA: Wadsworth.
9.
RogersC. R.FreibergH. J. (1994). Freedom to learn (3rd ed.). New York: Macmillan International.
10.
ShawD. E. (2004). Genuineness: An overlooked element of inviting behavior. Journal of Invitational Theory and Practice, 10, 46–49.
