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Words, Thoughts, Actions, and Congruence in Autistic Social Justice (Creative Intervention)
No full textN/
Sport and second chances? All drug cheats should be banned for life, here’s why.
No full textThe purpose of this critical commentary is to highlight the inconsistencies evident within the discourse of Performance Enhancing Drug (PED) use and Anti-Doping violations. Of most note, the issue related to proper rehabilitation and subsequent reintegration of athletes who have failed drugs tests is reliant on a notion that when athletes return to competition, fairness will prevail. We know that PEDS, in particular steroids and exogenous hormone treatment, confer an advantage even without concurrent training (see Bhasin et.al. 1996). That their effectiveness is not in doubt is consistent with current policy. However, the question of just how advantageous it is for athletes to use them, even just the once, and whether there are any permanent advantages to doing so, is not particularly evident in contemporary discourse. This paper takes the position, using emerging scientific evidence as well as the recollections of UK strength sports administrators, that any consideration of ‘clean’ sport needs to resolve policy with the evidence that permanent advantages accrued from PED use can only be combatted by promoting a ‘natural for life’ standard
From the editors: About this issue
No full text The articles in Volume 26, Number 1 of the Journal of the International Society for Teacher Education are organized under the theme Cultural Relevance in Education: International Comparisons.
The articles in this issue invite us to consider culturally relevant and sustaining approaches to education in Denmark, USA, Thailand, Canada, and Bhutan. Although the research contexts and foci are different, the authors each explore regional schooling practices, pedagogies, and programs in an effort to understand the ongoing challenges and opportunities that can arise in schooling contexts that seek to meet the complex needs of students and teachers. 
The Sixth "P" - Politics
No full textInvitational theory presents the concept of invitations as related to five factors: people, places, policies, programs, and processes (Purkey & Schmidt, 1990). In this article, I propose the addition of a sixth "P," politics. The assumption is that without addressing the political aspect of schools and school systems, success of the invitational model with the other five dimensions is undermined or negated at best
Editorial: An Expanded Vision
No full textThe theory proposed and promoted in this journal was first named and is commonly referred to as invitational education. This designation was created when William Purkey and Betty Siegel, founders of this movement, first focused attention on schools, the teaching process, and student learning. Primarily, their aim was to encourage educators to establish relationships that valued students and viewed all students as capable of learning. Invitational education was a natural description for this mission. In the years following the early workshops arranged and led by Drs. Purkey and Siegel, many people from varied professions and around the world attended invitational conferences. As the audience expanded, a broader perspective developed for applying the invitational approach in a variety of institutions and organizations beyond the school setting. Professions such as nursing, business, counseling, and others are now represented among the Alliance membership, and in the process people have expanded the vision for invitational theory and practice
Editorial: The Complexity of Simplicity
No full textOne attractive characteristic of invitational theory is the simplicity of its language. Terms like "invitations," "disinvitations," "intentions," and "choices" are relatively easy to understand. William Purkey, John Novak, Paula Stanley, and others have pointed out that the basic concepts of the theory are easily understood, so much so that children can learn them. This simplicity is a nice attribute to have in a world where professions, such as education, become entrenched in seemingly foreign expressions and terminology. At the same time, there is risk in promoting a theory about human relationships that is commended as "easy.
Blue Leader One: A Metaphor For Invitational Education
No full textLeaders enlist others in their visions because they are capable of sharing their thoughts in vivid colors and compelling metaphors. Metaphors invite people to think to fresh ways and to create new paradigms.Color symbolism is one of the most universal of all types of symbolism (Cirlot, 1962), and has been used extensively in liturgy, heraldry, art, and literature. This article presents a blue and orange metaphor that can be used to positively influence interactions between and among faculty, staff, and students. The blue and orange card metaphor presents a guide for understanding the symbolic meaning of what really happens in and around schools. Although the focus of this article is on schools, the blue and orange metaphor is useful in many settings
Curriculum Construction and Teacher Empowerment: Supporting Invitational Education with a Creative Problem Solving Model
No full textThis case study demonstrates how the Osborne-Parnes Creative Problem-solving Model (CPS) can be used to enhance teacher creativity through the collaborative and inviting processes found within Invitational Education, which counter the individualistic and product-oriented enterprises often associated with creative endeavors. Conclusions indicate that the model’s three stages guided, via sequenced divergent and convergent thinking strategies, teacher curricular decision-making and, ultimately, the learning opportunities provided to students. The CPS framework encouraged participants to engage in and experience optimism, trust, respect, care, and intentionality, which are the five value-based assumptions of Invitational Education
An Invitation into the Investigation of the Relationship between Mathematics Anxiety and Learning Styles in Elementary Preservice Teachers
No full textTwo hundred sixty-four students from a large southeastern U.S. university participated inthis study which investigated the relationship between mathematics anxiety and learningstyles in elementary preservice teachers. The Mathematics Anxiety Rating Scale (MARS)and Style Analysis Survey (SAS) were administered. Scores were analyzed using Pearsonproduct-moment correlations. Results showed a relationship between mathematics anxietyand global learning style (r = 0.42) indicating a tendency for global learners (wholepicture learners) to have higher levels of mathematics anxiety
Editorial: Aging Gracefully
No full textWhen a writer cannot think of what to write, we call it “writer’sblock.” So, when an author has too many things to say, I supposewe would call it “writer’s jumble.” So I confess up front that inintroducing this volume of JITP I’m nearly overwhelmed bywriter’s jumble. Even with all the rambling ideas, the onestatement that wins out over all the rest is this: “This world we livein just gets better and better.