Differences

This shows you the differences between two versions of the page.

--- instructional_design:invitational_learning [2013/09/30 23:10]
jpetrovic [What is invitational learning]
+++ instructional_design:invitational_learning [2013/09/30 23:13]
jpetrovic [What is invitational learning]
@@ Line 8: / Line 8: @@
 ===== What is invitational learning =====
-Invitational theory is grounded in two theoretical foundations(([[http://www.invitationaleducation.net/journal/v11p5.htm|Purkey, William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1, no. 1: 5-15, 1992.]])):
+Invitational theory is grounded in two theoretical foundations(([[http://medicine.nova.edu/~danshaw/jitp/archive/JITP_V1_N1.pdf|Purkey, William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1, no. 1: 5-15, 1992.]])):
-  * //The Perceptual Tradition// ("//human behavior is the product of the unique ways that individuals view the world//"(([[http://www.invitationaleducation.net/journal/v11p5.htm|Purkey, William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1, no. 1: 5-15, 1992.]])))
+  * //The Perceptual Tradition// ("//human behavior is the product of the unique ways that individuals view the world//"(([[http://medicine.nova.edu/~danshaw/jitp/archive/JITP_V1_N1.pdf|Purkey, William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1, no. 1: 5-15, 1992.]]))
   * //Self-Concept Theory// ("//maintains that behavior is mediated by the ways an individual views oneself, and that these views serve as both antecedent and consequence of human activity.//"(([[http://medicine.nova.edu/~danshaw/jitp/archive/JITP_V1_N1.pdf|Purkey, William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1, no. 1: 5-15, 1992.]]))
 and four assumptions(([[http://medicine.nova.edu/~danshaw/jitp/archive/JITP_V1_N1.pdf|Purkey, William Watson. An Introduction to Invitational Theory. Journal of Invitational Theory and Practice 1, no. 1: 5-15, 1992.]])): trust (that one will find his own best way of accomplishing things), respect (of other people since they are able, valuable, and responsible), optimism (since people possess practically unlimited potential in all areas of human endeavor), and intentionality (to act intentionally in order to offer something beneficial to others).
-This human potential should be developed through the educational process, which is characterized by the so-called **//five P-s//**. The //five P-s// represent **environment factors** which influence one's success or failure in the educational process, depending on how //inviting// they are. //Invitation// here is described by Purkey as "//a summary of messages, verbal and nonverbal, formal and informal, that are sent to students with the intention of affirming for them that they are responsible, able, and valuable.//"(([[http://findarticles.com/p/articles/mi_m0FSL/is_4_76/ai_93069840/?tag=content;col1|Finger, Susan D, and Tess M Pape. Invitational theory and perioperative nursing preceptorships. AORN Journal 76, no. 4: 630, 633-642, October 2002.]])) The //five P-s// are(([[http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED314708|Purkey, William W., and And Others. Invitational Learning for Counseling and Development. ERIC/CAPS, 2108 School of Education, University of Michigan, Ann Arbor, MI., 1990.]])):
+This human potential should be developed through the educational process, which is characterized by the so-called **//five P-s//**. The //five P-s// represent **environment factors** which influence one's success or failure in the educational process, depending on how //inviting// they are. //Invitation// here is described by Purkey as "//a summary of messages, verbal and nonverbal, formal and informal, that are sent to students with the intention of affirming for them that they are responsible, able, and valuable.//"(([[http://www.aornjournal.org/article/S0001-2092%2806%2960938-1/abstract|Finger, Susan D, and Tess M Pape. Invitational theory and perioperative nursing preceptorships. AORN Journal 76, no. 4: 630, 633-642, October 2002.]])) The //five P-s// are(([[http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED314708|Purkey, William W., and And Others. Invitational Learning for Counseling and Development. ERIC/CAPS, 2108 School of Education, University of Michigan, Ann Arbor, MI., 1990.]])):
 ^  People  ^  Places  ^  Policies  ^  Programs  ^  Processes  ^
 |  Teachers and educational staff  |  Physical aspects of the school and classroom  |  Written and unwritten rules about procedures  |  Curriculum for students  |  How the other four P's are conducted  |
-Each of the //five P-s// can, depending on how //inviting// really is, formally be assigned to one of the four different categories(([[http://www.invitationaleducation.net/ie/PDFs/K_Smith.pdf|Smith, Kenneth H. Invitational Education:  A Model for Teachers and Counsellors.]])):
+Each of the //five P-s// can, depending on how //inviting// really is, formally be assigned to one of the four different categories((|Smith, Kenneth H. Invitational Education:  A Model for Teachers and Counsellors.)):
 ^  ^  Unintentionally  ^  Intentionally  ^

Learning Theories

User Tools

Site Tools

Differences

Page Tools