TRIO: trust, respect, intentionality, and optimism as the four elements of Invitational Education¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The four assumptions of Invitational Education serve as a framework for 'four elements that are critical to the invitational model. These are trust, respect, intentionality, and optimism (we use the acronym TRIO when referring to these elements).' Trust is created by the educator's consistent behavior over time, establishing a dependable and predictable school environment. Respect is given whether or not it is earned, as an undeniable birthright of each person. Intentionality means doing things on purpose for purposes that can be explained and defended, and optimism is maintaining a positive view of the world while living with its harshest realities.

Design Implications¶

Context¶

Requirements¶

• Educators must accept the model's assumptions and operate from a position of trust, respect, intentionality, and optimism, which the article says gives a far greater chance of creating an inviting school

Constraints¶

Target Learners¶

• K-12 students and school staff

Target Learning Objectives¶

• fostering self-concept, responsibility, and human potential

Claims¶

• Invitational Education Model [+M]
• Four relational components—positive feedback, rapport, mutual respect, and reciprocal trust—form the relational framework of coaching [+M]

Related Theories¶

• Theoretical foundations: the perceptual tradition and self-concept theory
• Invitational education theory: three foundations, five assumptions, and five basic elements

Examples¶

• The Four Corner Press: balancing personally and professionally inviting behavior with one's self and others

Key Sources¶

• Purkey, William W.; Novak, John M. (1988). Education: By Invitation Only. Fastback No. 268. Phi Delta Kappa Educational Foundation. https://eric.ed.gov/?id=ED296471