Elevating Learning with Collaborative Invitational Education
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| Title: | Elevating Learning with Collaborative Invitational Education |
|---|---|
| Language: | English |
| Authors: | Debra Coffey |
| Source: | Journal of Invitational Theory and Practice. 2024 30:33-57. |
| Availability: | International Alliance for Invitational Education. Kennesaw State University, 1000 Chastain Road House #55, Kennesaw, GA 30144-5591. Tel: 859-338-3123; Web site: https://journals.library.brocku.ca/index.php/jitp/index |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Cooperative Learning, Educational Theories, Educational Practices, Preservice Teachers, Electronic Learning, Universities, Courses, Research Methodology, Intermode Differences, Learning Modalities, Student Projects, Reading Instruction, Group Activities, Individualized Instruction, Preservice Teacher Education, Elementary Education, Evidence Based Practice, Field Experience Programs |
| ISSN: | 1060-6041 2168-5894 |
| Abstract: | Invitational Education and literature circles elevated learning in this longitudinal qualitative study as undergraduate teacher candidates collaborated on digital projects. Multimodal instruction promoted innovative collaboration to lift learning and success to new levels in a university methods course. Through an intentionally inviting environment, teacher candidates collaborated in literature circles, prepared multimodal digital projects, and conducted personalized learning experiences with students from third to fifth grade in a field experience. A variety of evidence-based literacy strategies and activities, including the LIFT strategy, extended their opportunities to prepare multimodal digital projects, conduct peer mentoring, and metacognitively reflect upon their learning. Results confirmed the study's efficacy and alignment with the overarching goals, elements, and domains of Invitational Education theory and practice. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://journals.library.brocku.ca/index.php/jitp/article/view/4956 |
| Accession Number: | EJ1463385 |
| Database: | ERIC |
| Abstract: | Invitational Education and literature circles elevated learning in this longitudinal qualitative study as undergraduate teacher candidates collaborated on digital projects. Multimodal instruction promoted innovative collaboration to lift learning and success to new levels in a university methods course. Through an intentionally inviting environment, teacher candidates collaborated in literature circles, prepared multimodal digital projects, and conducted personalized learning experiences with students from third to fifth grade in a field experience. A variety of evidence-based literacy strategies and activities, including the LIFT strategy, extended their opportunities to prepare multimodal digital projects, conduct peer mentoring, and metacognitively reflect upon their learning. Results confirmed the study's efficacy and alignment with the overarching goals, elements, and domains of Invitational Education theory and practice. |
|---|---|
| ISSN: | 1060-6041 2168-5894 |
