Transforming a Rural Elementary School Through Invitational Education Practices

Abstract

This case study discusses the transformative impact of implementing the tenets of Invitational Education (IE) theory and practice upon a rural elementary school and subsequent preparation of teacher candidates. Through the lens of hermeneutic phenomenology the researcher examined the transformative change as IE theory and practice was exhibited and communicated by students, teachers, administration, staff, families, and the community at large. As a result of implementation, the culture and climate of the school became more positive. People of all ages joined and experienced a metamorphosis that extended from the school into the community. Changes included improved student behavior, greater trust between families and teachers, increased parental involvement and an expansion of the school culture into the community. Between 2010, when there had been more than 100 days of Out-of-School Suspensions issued to students for aggressive behavior and 2013, when only 13 days were missed by students due to suspension (according to West Virginia Education Information System data), the elementary school evolved from a low-performing, negative environment into a child-centered hub of learning where the climate reflected familial connection and care beyond academics. This became evident in the interaction between students and their teachers, families with the school, and between employees within the elementary setting. This case study documents that journey through the lens of hermeneutic phenomenology for the purpose of replication at other schools.