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La bande dessinée « The Education of Annie » : une contribution de l’artiste québécois Albéric Bourgeois (1876-1962) au journal The Boston Post
No full textLe renversement de perspectives qui fait des centres canadiens des lieux périphériques si l’on prend en compte l’ensemble de l’Amérique du Nord n’est pas nouveau. Cet article prend pour exemple l’histoire de la publication d’une œuvre d’Albéric Bourgeois dans le Boston Post en 1910.Le renversement de perspectives qui fait des centres canadiens des lieux périphériques si l’on prend en compte l’ensemble de l’Amérique du Nord n’est pas nouveau. Cet article prend pour exemple l’histoire de la publication d’une œuvre d’Albéric Bourgeois dans le Boston Post en 1910
Skating in the Sun: Examining Identity Formation of National Hockey League Fans in Sunbelt States
No full textAs the National Hockey League (NHL) has made concerted efforts in recent years to expand into the Sunbelt region of North America, its teams still face tremendous challenges to building up their fan bases. Adopting a qualitative research protocol, this study explored the phenomenon of NHL fandom formation in the Sunbelt region. Research findings revealed key patterns and trends that influenced individuals to become fans of NHL teams in this strategic region of growth. A discussion of socialization into fandom was developed based on the themes and assertions derived in the study, which suggested that the fan community would play a significant role in fan identity formation and be a major driving force in the league’s market penetration into new marketplaces. The findings offer practical implications for teams to build and expand their fan bases and also provide a foundation for future quantitative investigations
An Introduction To Invitational Theory
No full textA number of scholars and researchers have worked together over the past decade to develop an understanding of certain abstract principles and everyday facts that appear to relate to one another and which seem to influence human success or failure. This understanding has evolved into a model of practice called "invitational theory." The term "invitational" was chosen for its special meaning. The English invite is probably a derivative of the Latin word invitare, which means to offer something beneficial for consideration. Translated literally, invitare means to summon cordially, not to shun. Implicit in this definition is that inviting is an ethical process involving continuous interactions among and between human beings
A Case Study of Self-Affirmations in Teacher Education
No full textThis qualitative study reports on what was learned from two former teacher candidates, who engaged inself-affirmation writing exercises in an education seminar during their final semester in a teachereducation program. Self-affirmations, as presented here, are brief psychological interventions designed toenhance the self-integrity of teacher education candidates, so they can persist and overcome challengesand demands encountered during their field placement teaching assignments. The research questionsguiding this inquiry are: a) to what degree do self-affirmations minimize stereotype threat among teachercandidates; b) in what ways do self-affirmations help candidates remain optimistic in their roles as teachercandidates; and c) how can candidates apply self-affirmation writing with their own secondary students?A central finding from this case study is that self-affirmation writing sustained the teacher candidatesthrough the challenges they encountered during their field experience teaching. The research participantsdescribe how self-affirmations helps them focus on their own positive inner voice, or whispering self, thatencourages self-acceptance and a belief that they are good persons who care for themselves and others.Additionally, candidates apply, or envision how they might apply self-affirmation writing exercises intheir own middle and high school classrooms
Meeting Student Needs in the Freedom Writers Movie: An Activity in a Classroom Management Course
No full textThe study described in this paper explored the understanding pre-service teachers’ have of PK-12 student needs (i.e.Belonging, Mastery, Independence, and Generosity) and the importance of meeting these needs in a climate of InvitationalEducation. 71 undergraduate teacher education candidates enrolled in a Classroom Management course at a mid-sizedSoutheastern university in the U.S, learned about the Circle of Courage. This included viewing the movie Freedom Writers tofocus of on how this philosophy was incorporated in the movie. Following the viewing, the participants wrote an essay aboutthe significance of meeting these student needs. This activity enabled the participants to link theory to practice, as it promptedthem to take a reflective stance, identify some of the strategies they witnessed in the movie, and evaluate how these mightbenefit their future students
The Award for Every Student
No full textI was a high school principal for 11 of my 40+ years ineducation. Prior to that experience I’d worked with highschool dropouts for a dozen years in alternative educationprograms that were quite different from the traditional highschool to which I moved.When you work with students who struggle, you learn thattheir successes are real – if not newsworthy on a worldlyway. The celebrations of their successes – even if justbetween the teacher and the student – are important. Thereare high fives, hugs, hair ruffles, handshakes and any otherspontaneous celebration of that success that fits the moment.My oldest son struggled in school. He was so unrewarded forschool successes that he began to become celebrated for hisanti-school behaviors. Fortunately, there was an alternativehigh school in our school district that helped him find hisway to graduation and then through few semesters at acommunity college. Today he is a good husband, father andson. He is surrounded by loving people who he loves. He isamong the working poor yet never discourages for what hedoesn’t have. In short, he turned out to be a great success tome in all the ways that matter most
Editor’s Comments
No full textVolume 17, 2011 of the JITP is “different” from past issuesin a few ways. Some of you may have noticed one changeimmediately, by the presence of the QR code on our cover.For those unfamiliar with QR codes, I will explain later.Those of you with smart phones, I hope your response waspositive. Before further describing what’s “different”, let mebriefly state what has not changed! In a word, content. TheJITP still continues to publish articles which promote thetenets of invitational theory and practice, self-concept theory,and perceptual psychology. This has been one of thejournal’s purposes since it first appeared in the winter of1992 under the editorship of IAIE “long marcher” John J.Schmidt. Most of us call him Jack, which he warmly andgenuinely encourages
Inviting Schools in the United States of America and Hong Kong: An Appreciative Inquiry
No full textThis article is a follow-up on a previous quantitative study (Steyn, 2007) which explored key aspects that influenced the effective implementation of Invitational Education (IE) in schools in the United States of America (US) and Hong Kong (HK). This is a qualitative study in which an appreciative inquiry (AI) is used to explain staff’s positive perceptions of professional development (PD) programs on IE and strategies in which IE can be implemented. The findings explain how the first three phases of AI: discovery, dreaming and design manifest in the study. The following categories and subcategories emerged: The best practices (The role of leadership: setting the tone; the role of teachers: necessity to be actively involved in IE); and Dreaming and designing: recommendations for effective strategies to implement IE
Merging Invitational Theory with Mathematics Education: A Workshop for Teachers
No full textTwo faculty members in the department of mathematical sciences at a four-year university,with teacher-education experience, presented a workshop for in-service elementaryand middle-school teachers. The intention was to address affective aspects of teachingincluding: teacher efficacy, learning styles, cognitive dissonance, relaxation, and beliefsas they influence behavior in order to motivate reflection and change. The goal of theworkshop was to enhance the professional and personal development of the participants.The outline and implementation of the workshop were consistent with major tenets ofInvitational Theory and with NCTM’s 2000 Principles and Standards for School Mathematics.The intent of this paper is to suggest that educators reflect upon the teacher educationprogram at their university and offer similar workshops