Abstract
This study describes the process of creating an Invitational Learning environment to improve the writing competence of middle school students in two special education classes. Teacher-student interactions were coded according to Purkey and Novak’s (1996) Intentionality/Invitation Quadrant with levels corresponding to intentionally disinviting, unintentionally disinviting, unintentionally inviting, and intentionally inviting. After only two training sessions, teacher-student interactions were markedly more inviting.
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