The Intimate Correlation of Invitational Education and Effective Classroom Management

Abstract

Critics of Invitational Education and other self-concept approaches tolearning have long argued that there is a lack of empirical data tosupport the claims that approaches to student instruction based on selfconcepttheory are central to effective learning. Ellis (2001) examinesa number of these analyses where self-concept, self-esteem, and selfefficacyare derided as antecedents to successful learning. However, byexamining the empirical research on classroom management, all of thecritical elements of invitational education can be found. Invitationaleducation is shown to provide a strong, comprehensive, and comprehensibletheoretical foundation to a classroom or school-basedclassroom management plan based on the maturing field of classroommanagement research.