2015 issr manualthe iss-r identifies the extent to which respect is manifested in the school...

of 49

International Alliance for Invitational Education http://www.invitationaleducation.net

MANUAL

for the

INVITING SCHOOL SURVEY - REVISED (ISS-R ©)

A survey for measuring the invitational qualities of school climate

Prepared By

Ken Smith, PhD

Australian Catholic University

Faculty of Education

Melbourne, Victoria, Australia

[email protected]

In Collaboration With

William W. Purkey, EdD

Emeritus Professor of Counselor Education

The University of North Carolina-Greensboro

Greensboro, North Carolina

[email protected]

Third Revision

2015

of 49

Table of Contents

Page

Acknowledgements 2

Introduction 3

History 5

Description 7

Rationale 9

Administration and Scoring 10

Research Data 11

References 12

Appendix A: The Inviting School Survey-Revised (ISS-R):

English 15

Traditional 18

Simplified Chinese 29

Appendix B: 2005-2010 Graphic ISS-R Descriptive Statistics 43

Appendix C: International Alliance for Invitational Education Privacy Statement 49

Appendix D: International Alliance for Invitational Education Mission Statement 49

Acknowledgements

The author gratefully acknowledges the contributions of colleagues who contributed to the

development of the Inviting School Survey-Revised (ISS-R). Among these valued colleagues are: Jim

Fuller, Indiana Wesleyan University; Frank Pajares, Emory University; Robert Cage, University of

Mississippi; John J. Schmidt, East Carolina University; Dan Shaw, Nova Southeastern University;

Betty Siegel, Kennesaw State University; Paula Stanley, Radford University; John Novak, Brock

University; Phil Riner, University of North Florida. Without their pioneer work, the ISS-R would not

exist. Many thanks.

of 49

Introduction

Current research have shown that school climate is one of the most important contributors to

student achievement, success, and psychological wellbeing (Cohen, McCabe, Michelli, & Pickeral,

2009; Fan, Williams, & Corkin, 2011; Zullig, Koopman, Patton, & Ubbes, 2010). School climate also

heavily influences healthy development as well as effective risk prevention, positive youth

development, and increased teacher and student retention (Cohen et al., 2009; Huebner & Diener, 2008).

Essentially, school climate reflects the perceptions of the social, emotional, and academic

experiences of school life by students, administrators, teachers, parents, support staff, and the wider

community. School climate reflects a personal evaluation of the school (Cohen, 2006; Freiberg, 1999).

School administrators wanting to gather such perceptions from the school community, need

reliable and valid instruments that measure school climate. The Inviting School Survey-Revised (ISS-R),

grounded on Invitational Theory and Practice, seeks to meet this need.

Invitational Theory and Practice is a model designed to create, sustain, and enhance human

environments that cordially summon people to realize their potential in all areas of worthwhile human

endeavor (Purkey & Novak, 2008). It seeks to explain the nature of signal systems that summon forth

the realization of human potential, and to identify and change those forces that defeat and destroy

potential. Invitational Theory and Practice supports and encourages inviting practices in all areas of

school functioning. The ultimate goal of the model is to assist in the development of the individual

student's potential in the intellectual, psychological, social, moral, and physical realms. An

environment that is both human and humane is best for realizing this potential (Novak, Rocca, &

DiBase, 2006; Novak, 1992, 2002; Purkey & Schmidt, 1987).

There are five factors that Invitational Theory and Practice addresses, the five powerful "P's"

that make up any school: People, Places, Policies, Programs, and Processes (refer to Figure 1).

Policies Attendance

Admission

Re-admission

Promotion

Grading

Discipline

Grading

Identification

People

Trusting

Inclusive

Respectful

Optimistic

Accessible

Courteous

Intentional

Caring

Figure 1. Starfish analogy (Purkey & Novak, 2008)

Application of the "P's” in the context of schools climate

conquers oysters.

. . . While one arm of the starfish pulls, the others rest. The single oyster muscle, while

incredibly powerful, gets no rest. Irresistibly and inevitably, the oyster shell opens and

the starfish has its meal. Steady and continuous pressure from a number of points can

overcome the biggest muscles of oysters . . . (Purkey & Novak, 2008, pp 19

Purkey and Novak contextuali

stating:

“ . . . focusing on the five powerful ‘P’s that make up every school, educators can apply

steady and persistent pressure to overcome the biggest challenges” l

starfish, steady and continuous pressure from a number of points can

the toughest school challenges (2008, p. 19).

Programs Parent Involvement

Community Outreach

Teach to Pass

Wellness Focus

Peer Counseling

Enrichment Opportunities

Processes Academic Orientation

Interdisciplinary Teaming

Networking

Higher Order Thinking Skills

Democratic Ethos

Cooperative Procedures

Collaborative Interactions

Evaluative Opportunities

People

Trusting

Inclusive

Respectful

Optimistic

Accessible

Courteous

Intentional

Caring

Places

Functional

Attractive

Clean

Efficient

Aesthetic

Personal

Warm

Inviting

Figure 1. Starfish analogy (Purkey & Novak, 2008).

in the context of schools climate it is analogous to how the starfish



s meal. Steady and continuous pressure from a number of points can

overcome the biggest muscles of oysters . . . (Purkey & Novak, 2008, pp 19

Purkey and Novak contextualized the ‘Starfish analogy’ to the school setting by

on the five powerful ‘P’s that make up every school, educators can apply

steady and persistent pressure to overcome the biggest challenges” like the actions of a

starfish, steady and continuous pressure from a number of points can work to

hallenges (2008, p. 19).

of 49

Academic Orientation

Interdisciplinary Teaming

Higher Order Thinking Skills

Democratic Ethos

Cooperative Procedures

Collaborative Interactions

Evaluative Opportunities

is analogous to how the starfish



s meal. Steady and continuous pressure from a number of points can

overcome the biggest muscles of oysters . . . (Purkey & Novak, 2008, pp 19-20).

ed the ‘Starfish analogy’ to the school setting by

on the five powerful ‘P’s that make up every school, educators can apply

ike the actions of a

work to overcome

of 49

Ideally, the five factors identified in Invitational Theory and Practice should be so intentionally

inviting as to create a world in which each individual is cordially summoned to develop intellectually,

emotionally, socially, physically, and morally (Purkey & Novak, 2008). Identifying and measuring the

five factors is the purpose of the Inviting School Survey-Revised. The basic idea behind the ISS-R is

that everything counts in a student's education, from the overall physical facility to the way each

individual child is treated in each individual classroom. In addition to helping assess the invitational

quality of schools, the ISS-R can also assist school personnel in identifying weaknesses in the system

that could be corrected.

The original Inviting School Survey (ISS) was designed to assess the total school climate and

the five environmental factors as outlined by Invitational theory and Practice: People, Places, Policies,

Programs, and Processes (Purkey & Novak, 1996, 2008; Purkey & Schmidt, 1990) with People being

the most critical single factor. People consist not only of the individuals interacting together on a daily

basis to operate a school but also, they work together in all areas to fulfill the mission of the school.

This mission includes policy-making, program development, and long-range planning both in the areas

of physical space usage (places) and usage of mental and emotional resources (curricula, counseling,

policy concerning visitors, etc.). It also determines how all these different plans and policies will be

implemented.

History of the Inviting School Survey

The ISS was a product of the Invitational Theory and Practice; a model developed by William

W. Purkey and colleagues (Purkey, 1978; Purkey & Stanley, 1991; Purkey & Novak, 1996; Purkey &

Schmidt, 1987, 1990, 1996) and was developed to determine which specific parts of schools affect the

total gestalt of particular schools under examination. Observations, discussions, and surveys were

used to collect information in order to develop items for the ISS. The discussions were of critical

importance to gain the insights of those people closest to the school situation. Such people included

school officials and faculty (principals, counselors, and teachers), parents, students, and researchers.

Aspects of schools that could impact the learning and personal growth environment were delineated

of 49

and then formulated into behaviorally anchored questions that assess the invitational climate of the

school.

Originally, the ISS was a 100-item, Likert scale, hand-scored instrument that was utilized by

few schools (Purkey & Fuller, 1995). Since there was no systematic collection of data, no

psychometrics, such as norms, reliability, and validity indices, supporting the instrument were

collected or published. However, in 2004 a detailed psychometric study of the original 100-item ISS,

was undertaken by Smith and Bernard (Smith & Bernard, 2004). One of the aims of the study was to

determine whether the 100-item instrument could be shortened without compromising its psychometric

properties. Utilizing Rasch measurement modeling (Rasch, 1980; Bond & Fox, 2001), the focus of the

item analysis was to identify misfitting items in sequential calibrations, remove the identified item(s)

and repeat the computations. The ‘infit mean square statistic’ was used as a criterion to develop for

uni-dimensionality and to investigate whether the subgroups of items hang together, which is also a

check of validity. The results of this study and further analyses, such as factor and reliability analyses,

have shown that reducing the present 100-item ISS to 50 items did not compromise its reliability

significantly (Smith & Bernard, 2004). A shorter version of the ISS, the Inviting School Survey-

Revised (ISS-R) lends itself to be used more often by schools to assess their culture as perceived by the

major stakeholders: students, teachers, parents, and administrators.

Like the ISS, the ISS-R is designed for use by everyone in the school, including students (ages 8

and above), parents, teachers, school administrators, support staff, and volunteers. By choosing to

have the ISS-R completed by several groups, it is possible to disaggregate the resulting data for

comparison purposes, for example, comparing student survey results with those of teachers, parents, or

administrators.

Invitational Education supports and encourages inviting practices in all areas of school

functioning. The ultimate goal of the model and the ISS-R is to assist in the development of the

individual student's potential in the intellectual, psychological, social, moral, and physical realms. An

environment that is both human and humane is best for realizing this potential (Novak, Rocca, &

of 49

DiBase, 2006; Novak, 1992, 2002; Purkey & Schmidt, 1987).

Description of the Inviting School Survey-Revised

The ISS-R (Smith, 2005) is a behaviorally-anchored 50 item scale. It is based upon the tenets of

Invitational Theory and Practice, and is designed to empirically identify areas in a school that are inviting

and disinviting. Invitational Theory and Practice is strongly grounded on well-established psychological

paradigms such as Perceptual Psychology (Combs, 1962; Combs, Richards, & Richards, 1976),

Cognitive-Behavior (Ellis, 1962, 1970; Meichenbaum, 1974, 1977), and Self-Concept (Journard, 1968;

Purkey, 1970, 2000; Rogers, 1969). The overriding perspective of Invitational Theory and Practice is that

beliefs have a direct and powerful influence on behavior.

The ISS-R (Appendix A), based on the theoretically five-factor model (refer to Figure 1) is

comprised of 50 items: 1. People (16 items), 2. Program (7 items), 3. Process (8 items), 4. Policy (7

items), 5. Place (12 items). Placed together on a 50-item Likert scale, the Inviting School Survey (ISS-R)

presents a global picture of life in school as inviting or disinviting.

People

Although all parts of a school are vital to its operation, from the standpoint of the invitational

model, people are the most important part. People create and maintain the invitational climate. It is

important in a school to know how the people who make up a school community are contributing to or

detracting from human existence and development. The invitational model requires unconditional

respect for all people. The ISS-R identifies the extent to which respect is manifested in the school

environment. Respect is defined as the caring and appropriate behaviors that people exhibit towards

themselves and others. It is the quality of life reflected in the places they create and inhabit, by the

policies and programs they establish and support, and through the processes employed to sustain their

organization and environment.

Places

When seeking to change an environment, the physical setting is normally the first aspect to

investigate. Any part of the physical environment that is unpleasant, unattractive, confusing, littered,

of 49

grimy, dusty, or dingy is disinviting. The ISS-R assists in identifying factors that can be altered,

adjusted, or improved to create a more inviting physical place. Creating a pleasant physical

environment is a major way that professionals demonstrate their concern for the people they seek to

serve.

Programs

As in the other factors, programs can be helpful or harmful to individuals and groups. Some

programs are not inviting because they focus on narrow goals and neglect the wide scope of human

concerns (for example, tracking or labeling students). People are not labels, and programs that label

individuals can have negative effects. The ISS-R can assist in determining the inviting nature of school

programs and in delineating programs that should be altered. The goal is to enhance the personal and

professional growth and development of everyone in the school.

Policies

Policies refer to guidelines, rules, procedures, codes, directives, and so forth that regulate the

ongoing functions of the school. This includes discipline, promotion, attendance, and other policies. It

is not the policy itself as much as what the policy communicates that is vital to the invitational model

(i.e., trust or distrust, respect or disrespect, optimism or pessimism, intentionality or unintentionality).

Policies reveal the perceptual orientations of the policy-makers. The ISS-R is designed to point out

areas where schools might move away from "rule fixation” to personal responsibility.

Processes

The ISS-R assesses the processes undertaken by a school. Process represents not only the

content of what is offered, but also the context. The context of the invitational model is that there is

always time for caring, civility, politeness, ethical behavior, and courtesy. Any school that operates

under a situation where the processes are negative (lack of concern, rudeness, insults, authoritarianism,

dictatorial) is likely to achieve poor results in the areas of academics and human development. Process

is the factor that indicates how the school is operating, the manner in which the people are acting,

rather than what is being done. Examples might be a democratic style of leadership, a cooperative

of 49

spirit in the teaching/learning process, and interdisciplinary teaming among faculty.

Rationale

Smith (2005) revised the original 100-item instrument to become a 50-item, on-line, computer-

scored instrument, the Inviting School Survey-Revised (ISS-R). The ISS-R provides school

communities with a user-friendly, theoretical-grounded, empirical-based instrument that assists in

evaluating schools for future development, as the ISS-R identifies areas of strength and weakness in a

school's climate.

Following its revision, the ISS-R has been utilized Australia, New Zealand, North America,

Asia, and Africa. In 2006, 18 schools (596) participants completed the ISS-R. In 2010, as a result of

the huge increase in use of the ISS-R, particularly in Hong Kong and mainland China, to the ISS-R was

adapted and translated into Traditional Chinese (Smith, 2011).

The ISS-R is meant to be used in the following ways:

1. To assess how administrators, teachers, pupils, parents, and the community perceive their school.

2. To identify areas of strength or weakness in a school's climate.

3. To compare school climate of one school with other schools.

4. To compare and contrast the perceptions of various groups within the school regarding the

emotional climate of the institution.

5. To use as a pre-post measure by educators who are implementing a plan to improve or transform

their total school.

6. To assist in identifying schools that are eligible to receive the Inviting School Award, presented by

the International Alliance for Invitational Education. The purpose of the Inviting School Award

program is to recognize schools, districts, and universities throughout the world who exhibit the

philosophy of Invitational Education. Awards are presented at the bi-annual World Conference.

7. To assist in identifying schools that are eligible to receive the Paula Helen Stanley Fidelity Award,

presented by the International Alliance for Invitational Education. This award recognizes global

schools that for two years in a row have kept the spirit and practice of Invitational Theory and

Practice alive and well in their schools.

The following are recommended books to further develop invitational qualities within the

school community:

of 49

Novak, J., Rocca, W., & DiBiase, A-M. (Eds.). (2006). Creating inviting schools. San Francisco, CA:

Caddo Gap.

Purkey, W., & Novak, J. (2008). Fundamentals of invitational education. Kennesaw, GA: International

Alliance for Invitational Education.

Purkey, W., & Stanley, P. (1997). The inviting school treasury: 1001 ways to invite student success.

Greenville, NC: Brookcliff.

Purkey, W., & Novak, J. (1996). Inviting school success. Belmont, CA: Wadsworth.

Information regarding the International Alliance for Invitational Education privacy statement

and mission statement can be found in Appendices C and D respectively.

For detailed information pertaining to the ISS-R please go to the International Alliance for

Invitational Education website at invitationaleducation.net or contact the author at [email protected].

Administration and Scoring

The ISS-R is designed for electronic, self-administration through the IAIE website. Individuals

completing the ISS-R are asked to respond to all 50 items. Members of a school or participants in a

research study take the ISS-R individually and their results are compiled for their assigned school or

group. While it is unrealistic to expect all members of the school community to complete the ISS-R, it

is strongly recommended that a representative sample group is obtained. Ideally, 30% Students, 30%

Teachers, 30% Parents, and 10% comprised of School Staff (e.g. Principals, Counselors, Support

Staff).

The responses consist of Likert scales with anchors ranging from 1 = Strongly Disagree to 5 =

Strongly Agree (0 = Not Applicable is treated as missing if a question is not relevant to the

participant’s school context). If there are less than six missing or ‘N/A’ responses these items’

scores are replaced by the participant’s subscale item mean. As such, the ISS-R total scale score

can range from 50 to 250. Surveys with more than 5 missing responses are not scored.

Although there are no time limits, most respondents complete the instrument within 20

minutes. Most participants do not need prompting to complete the ISS-R; however, if a participant

asks about skipping an item, he/she should be encouraged to respond to all items.

of 49

When administering the ISS-R to groups, the administrator reads the directions aloud while the

participants read them silently. If questions arise during the testing session, the administrator’s

response should be supportive but noncommittal, for example, “Just give the answer that best describes

how you generally feel”.

Scores for schools or other groups are compiled in spreadsheets. Inviting School Award and

Paula Helen Stanley Fidelity Award applicants will receive a detailed report for each participating

school. Researchers and other interested persons may request reports for an additional charge.

Research Data

While there is limited research on the concurrent and predictive validity of the ISS-R, face and

content validity certainly exist. The instrument’s items represent and measure major school climate

factors as judged by experts and practitioners in the field of Invitational Education. The validity and

reliability of the ISS-R have been shown to be statistically significant (Smith, 2011, 2005).

Graphical descriptive statistics, means, correlations, and alpha coefficients can be found in the

ISS-R Manual (Appendix B). These statistics are based on ISS-R participants between the years 2005-

2010. During this period of time, 6,038 participants from 78 schools (32 schools from USA, 46

international schools) completed the ISS-R (some schools participated more than once during this time

period). As of 2012, over 10,000 participants have completed the ISS-R from over 100 schools in

Asia, North America, Africa, and Australasia.

In order to gain a comprehensive understanding of the psychometrics of the ISS-R, further

research is required. In particular, there is a need to examine the stability and factorial structure of the

instrument across age, gender, country, and other school-environment demographics.

In summary, the ISS-R is a valuable and informative instrument for use by schools in assessing

school climate (invitational qualities). It is a constructive descriptive-purpose instrument that is

grounded in theory, user- friendly, supplements other types of evaluations (e.g., focus groups,

interviews, document analysis), and can be used in pre-post analyses of intervention programs.

of 49

To obtain an extensive annotated bibliography of research studies on invitational theory and

practice, please contact Dr. Jenny Edwards at Fielding Graduate University, [email protected].

References

Bond, T., & Fox, C. (2001). Applying the Rasch model: Fundamental measurement in the human

sciences. Mahwah, NJ: Erlbaum.

Cohen, J. (2006). Social, emotional, ethical and academic education: Creating a climate for learning,

participation in democracy and well-being. Harvard Educational Review, 76(2), 201-237.

Cohen, J., McCabe, E., Michelli, N., & Pickeral, T. (2009). School climate: Research, policy, practice,

and teacher education. Teachers College Record, 111(1), 180-213.

Combs, A. (Ed.) (1962). Perceiving, behaving, becoming: A new focus for education. Washington, DC:

Association for Supervision and Curriculum Development.

Combs, A., Richards, A., & Richards, F. (1976). Perceptual psychology: A humanistic approach to the

study of person. New York, NY: Harper & Row.

Ellis, A. (1962). Reason and emotion in psychotherapy. New York, NY: Lyle Stuart.

Ellis, A. (1970). The essence of rational psychotherapy. New York, NY: Institute for Rational Living.

Fan, W., Williams, C., & Corkin, D. (2011). A multilevel analysis of student perceptions of school

climate: The effect of social and academic risk factors. Psychology in the schools, 48(6), 632-647.

Freiberg, H. (Ed.). (1999). School climate: Measuring, improving and sustaining healthy learning

environments. Philadelphia, PA: Falmer.

Huebner, E., & Diener, C. (2008). Research on life satisfaction of children and youth: Implications for

the delivery of school-related services. In M. Eid & R. Larsen (Eds.), The science of subjective well-

being (pp. 376-392). New York, NY: Guilford.

Journard, S. (1968). Disclosing man to himself. Princeton, NJ: Van Nostrand.

Meichenbaum, D. (1974). Cognitive behavior modification. Morristown, NJ: Plenum.

Meichenbaum, D. (1977). Cognitive behavior modification: An integrated approach. New York, NY:

Plenum.

of 49

Novak, J. (Ed.) (1992). Advancing invitational thinking. San Francisco, CA: Caddo Gap.

Novak, J. (2002). Inviting educational leadership: Fulfilling potential and applying an ethical

perspective to the educational process. London: Pearson.

Novak, J., Rocca, W., & DiBiase, A. (Eds.). (2006). Creating inviting schools. San Francisco, CA:

Caddo Gap.

Purkey, W. (1970). Self concept and school achievement. Englewood Cliffs, NJ: Prentice-Hall.

Purkey, W. (1978). Inviting school success: A self-concept approach to teaching and learning.

Belmont, CA: Wadsworth.

Purkey, W. (2000). What students say to themselves: Internal dialogue and school success. Thousand

Oaks, CA: Corwin Press.

Purkey, W., & Fuller J. (1995). The Inviting School Survey (ISS) user’s manual. Greensboro, NC: The

University of North Carolina at Greensboro.

Purkey, W., & Novak, J. (1996). Inviting school success: A self-concept approach to teaching,

learning, and democratic practice (3rd ed.). Belmont, CA: Wadsworth.

Purkey, W., & Novak, J. (2008). Fundamentals of invitational education. Kennesaw, GA: International

Alliance for Invitational Education.

Purkey, W., & Schmidt, J. (1987). The inviting relationship: An expanded perspective for professional

helping. Englewood Cliffs, NJ: Prentice-Hall.

Purkey, W., & Schmidt, J. (1990). Invitational learning for counseling and development. Ann Arbor,

MI: Eric/Caps Clearinghouse. The University of Michigan.

Purkey, W., & Schmidt, J. (1996). Invitational counseling: A self-concept approach to professional

practice. Pacific Grove, CA: Brooks/Cole.

Purkey, W., & Stanley, P.H. (1991). Invitational teaching, learning and living. Washington, DC:

National Education Association Professional Library Publication.

Rasch, G. (1980). Probabilistic models for some intelligence and attainment tests. Chicago, IL:

University of Chicago Press.

of 49

Rogers, C. (1969). Freedom to learn. Columbus, OH: Merrill.

Smith, K. (2005). The Inviting School Survey-Revised (ISS-R): A survey for measuring the invitational

qualities (I.Q.) of the total school climate. Journal of Invitational Theory and Practice, 11, 35-53.

Smith, K. (2011). Cross cultural equivalence and psychometric properties of the traditional Chinese version

of the Inviting School Survey-Revised. Journal of Invitational Theory and Practice, 17, 37-51.

Smith, K., & Bernard, J. (2004). The psychometric properties of the Inviting School Survey (ISS): An

Australian study. Journal of Invitational Theory and Practice, 10, 7-25.

SPSS (2009). PASW Statistics (Version 18) [Computer software]. Chicago, IL: Author.

Zullig, K., Koopman, T., Patton, J., & Ubbes, V. (2010). School climate: Historical review, instrument

development, & school assessment. Journal of Psychoeducational Assessment, 28, 139-152.

of 49

Appendix A:

The Inviting School Survey-Revised (ISS-R©

): English, Traditional and Simplified Chinese

PEOPLE ITEMS 3. The principal involves everyone in the decision-making process. 6. Teachers in this school show respect for students. 9. Teachers are easy to talk with. 12. Teachers take time to talk with students about students’ out-of-class activities. 15. Teachers are generally prepared for class. 18. Teachers exhibit a sense of humor. 21. People in this school are polite to one another. 24. Teachers work to encourage students’ self-confidence. 27. The principal treats people as though they are responsible. 30. Students work cooperatively with each other. 33. People in this school want to be here. 36. People in this school try to stop vandalism when they see it happening. 39. Teachers appear to enjoy life. 42. School pride is evident among students. 45. Teachers share out-of-class experiences with students. 48. Teachers spend time after school with those who need extra help.

PROGRAM ITEMS 2. Everyone is encouraged to participate in athletic (sports) programs. 10. There is a wellness (health) program in this school. 17. School programs involve out of school experience. 23. Good health practices are encouraged in this school. 31. Interruptions to classroom academic activities are kept to a minimum. 38. The school sponsors extracurricular activities apart from sports. 46. Mini courses are available to students.

PROCESS ITEMS 1. Student discipline is approached from a positive standpoint. 7. Grades are assigned by means of fair and comprehensive assessment of work and effort. 14. All telephone calls to this school are answered promptly and politely. 22. Everyone arrives on time for school. 29. People often feel welcome when they enter the school. 35. Many people in this school are involved in making decisions. 43. Daily attendance by students and staff is high. 50. Classes get started quickly.

POLICY ITEMS 5. Teachers are willing to help students who have special problems. 11. Students have the opportunity to talk to one another during class activities. 19. School policy encourages freedom of expression by everyone. 26. The messages and notes sent home are positive. 34. A high percentage of students pass in this school. 41. School buses wait for late students. 47. The grading practices in this school are fair.

PLACE ITEMS 4. Furniture is pleasant and comfortable. 8. The air smells fresh in this school. 13. The school grounds are clean and well-maintained. 16. The restrooms in this school are clean and properly maintained. 20. The principal’s office is attractive. 25. Bulletin boards are attractive and up-to-date. 28. Space is available for student independent study. 32. Fire alarm instructions are well posted and seem reasonable. 37. Classrooms offer a variety of furniture arrangements. 40. Clocks and water fountains are in good repair. 44. There are comfortable chairs for visitors. 49. The lighting in this school is more than adequate.

of 49

TRADITIONAL CHINESE VERSION

啟發潛能教育學校問卷調查，修訂版啟發潛能教育學校問卷調查，修訂版啟發潛能教育學校問卷調查，修訂版啟發潛能教育學校問卷調查，修訂版 (ISS-R) 感謝感謝感謝感謝您您您您參與我們這參與我們這參與我們這參與我們這份份份份調調調調查問卷查問卷查問卷查問卷。。。。這項調這項調這項調這項調查所需的時間將不會超過二十分鐘便能完成查所需的時間將不會超過二十分鐘便能完成查所需的時間將不會超過二十分鐘便能完成查所需的時間將不會超過二十分鐘便能完成。。。。我們只需要分析集合了的整體數據，因此我們只需要分析集合了的整體數據，因此我們只需要分析集合了的整體數據，因此我們只需要分析集合了的整體數據，因此您您您您的個人意見將予以保密。的個人意見將予以保密。的個人意見將予以保密。的個人意見將予以保密。

A. 國際國際國際國際啟發潛能教育聯盟啟發潛能教育聯盟啟發潛能教育聯盟啟發潛能教育聯盟 (IAIE) 提供給提供給提供給提供給您您您您的密碼：的密碼：的密碼：的密碼：

B. 您您您您將會使用將會使用將會使用將會使用哪哪哪哪一個版本？一個版本？一個版本？一個版本？

• 英文英文英文英文

• 繁體中文繁體中文繁體中文繁體中文

• 簡體中文簡體中文簡體中文簡體中文

C. 學校名稱：學校名稱：學校名稱：學校名稱：

D. 性別：性別：性別：性別：

• 男男男男

• 女女女女

E. 您您您您是一位：是一位：是一位：是一位：

• 學生學生學生學生

• 教師教師教師教師

• 行政人員行政人員行政人員行政人員

• 家長家長家長家長

• 輔導員／輔導教師輔導員／輔導教師輔導員／輔導教師輔導員／輔導教師

• 其他其他其他其他

F. 如果如果如果如果您您您您是一名學生，是一名學生，是一名學生，是一名學生，您您您您多大年紀？多大年紀？多大年紀？多大年紀？

of 49

指引指引指引指引以下是以下是以下是以下是50項關於貴校的陳述。項關於貴校的陳述。項關於貴校的陳述。項關於貴校的陳述。請按五個回應等級，選擇請按五個回應等級，選擇請按五個回應等級，選擇請按五個回應等級，選擇您您您您在多大程度上同意或不同意這一項觀點。在多大程度上同意或不同意這一項觀點。在多大程度上同意或不同意這一項觀點。在多大程度上同意或不同意這一項觀點。

1. 以正面積極的角度看待學生紀律。以正面積極的角度看待學生紀律。以正面積極的角度看待學生紀律。以正面積極的角度看待學生紀律。

• 非常同意非常同意非常同意非常同意

• 同意同意同意同意

• 未能作決定未能作決定未能作決定未能作決定

• 不同意不同意不同意不同意

• 非常不同意非常不同意非常不同意非常不同意

• 不適用不適用不適用不適用(這問題不適用於本校這問題不適用於本校這問題不適用於本校這問題不適用於本校)

2. 學校鼓勵學校鼓勵學校鼓勵學校鼓勵��個學生參與體育（運動）活動。個學生參與體育（運動）活動。個學生參與體育（運動）活動。個學生參與體育（運動）活動。







3. 校長在決策過程中能讓各人參與。校長在決策過程中能讓各人參與。校長在決策過程中能讓各人參與。校長在決策過程中能讓各人參與。







4. 校校校校內家具舒適整潔內家具舒適整潔內家具舒適整潔內家具舒適整潔。。。。







5. 教師願意協助有特別需要的學生。教師願意協助有特別需要的學生。教師願意協助有特別需要的學生。教師願意協助有特別需要的學生。







of 49

6. 本校教師對學生予以尊重。本校教師對學生予以尊重。本校教師對學生予以尊重。本校教師對學生予以尊重。







7. 以各類公平和全面的評估多方面反映學生表現及所付出的努力。以各類公平和全面的評估多方面反映學生表現及所付出的努力。以各類公平和全面的評估多方面反映學生表現及所付出的努力。以各類公平和全面的評估多方面反映學生表現及所付出的努力。







8. 學校空氣清新。學校空氣清新。學校空氣清新。學校空氣清新。







9. 教師平易近人。教師平易近人。教師平易近人。教師平易近人。







10. 校校校校內有著重學生健康發展的活動內有著重學生健康發展的活動內有著重學生健康發展的活動內有著重學生健康發展的活動。。。。







of 49

11. 學生有機會在課堂活動中互相交流。學生有機會在課堂活動中互相交流。學生有機會在課堂活動中互相交流。學生有機會在課堂活動中互相交流。







12. 教師願意付出時間與學生談論課堂以外的事情。教師願意付出時間與學生談論課堂以外的事情。教師願意付出時間與學生談論課堂以外的事情。教師願意付出時間與學生談論課堂以外的事情。







13. 學校清潔學校清潔學校清潔學校清潔、、、、保養妥善。保養妥善。保養妥善。保養妥善。







14. 學校的來電學校的來電學校的來電學校的來電查詢都獲得迅速和禮貌的答覆查詢都獲得迅速和禮貌的答覆查詢都獲得迅速和禮貌的答覆查詢都獲得迅速和禮貌的答覆。。。。







15. 教師整體上備課充足。教師整體上備課充足。教師整體上備課充足。教師整體上備課充足。







of 49

16. 學校洗手間清潔學校洗手間清潔學校洗手間清潔學校洗手間清潔、、、、保養妥善。保養妥善。保養妥善。保養妥善。







17. 學校活動包括校外的體驗。學校活動包括校外的體驗。學校活動包括校外的體驗。學校活動包括校外的體驗。







18. 教師有幽默感。教師有幽默感。教師有幽默感。教師有幽默感。







19. 學校政策鼓勵學校政策鼓勵學校政策鼓勵學校政策鼓勵��個人自由表達。個人自由表達。個人自由表達。個人自由表達。







20. 校長室校長室校長室校長室佈佈佈佈置吸引。置吸引。置吸引。置吸引。







of 49

21. 學校成員以禮相待。學校成員以禮相待。學校成員以禮相待。學校成員以禮相待。







22. 大家準時回校。大家準時回校。大家準時回校。大家準時回校。







23. 學校有推動學生及教職員注重健康。學校有推動學生及教職員注重健康。學校有推動學生及教職員注重健康。學校有推動學生及教職員注重健康。





• 非常不同意非常不同意非常不同意非常不同意不適用不適用不適用不適用(這問題不適用於本校這問題不適用於本校這問題不適用於本校這問題不適用於本校)

24. 教師致力增加學生的自信心。教師致力增加學生的自信心。教師致力增加學生的自信心。教師致力增加學生的自信心。






• 不適用不適用不適用不適用(這問題不適用於本校這問題不適用於本校這問題不適用於本校這問題不適用於本校))

25. 壁報板壁報板壁報板壁報板佈佈佈佈置吸引置吸引置吸引置吸引、、、、合時。合時。合時。合時。







of 49

26. 學校發給家長的訊息及資料是正面的。學校發給家長的訊息及資料是正面的。學校發給家長的訊息及資料是正面的。學校發給家長的訊息及資料是正面的。







27. 校長把人們看作都是具責任感的。校長把人們看作都是具責任感的。校長把人們看作都是具責任感的。校長把人們看作都是具責任感的。







28. 校校校校內有提供給學生自學的地方內有提供給學生自學的地方內有提供給學生自學的地方內有提供給學生自學的地方。。。。







29. ��當進入學校，經常讓人有賓至如歸的感覺。當進入學校，經常讓人有賓至如歸的感覺。當進入學校，經常讓人有賓至如歸的感覺。當進入學校，經常讓人有賓至如歸的感覺。







30. 同學們能彼此協作。同學們能彼此協作。同學們能彼此協作。同學們能彼此協作。







of 49

31. 學校會盡量避免影響課堂教學活動的事情發生。學校會盡量避免影響課堂教學活動的事情發生。學校會盡量避免影響課堂教學活動的事情發生。學校會盡量避免影響課堂教學活動的事情發生。







32. 火警告示火警告示火警告示火警告示合合合合理地張貼理地張貼理地張貼理地張貼於當於當於當於當眼處眼處眼處眼處。。。。







33. 學校成員對學校有歸學校成員對學校有歸學校成員對學校有歸學校成員對學校有歸屬屬屬屬感。感。感。感。







34. 大大大大部部部部分學生能分學生能分學生能分學生能夠取得合格成績夠取得合格成績夠取得合格成績夠取得合格成績。。。。







35. 不不不不少少少少校校校校內成員參與學校的決定內成員參與學校的決定內成員參與學校的決定內成員參與學校的決定。。。。







of 49

36. 校校校校內成員當看到有蓄意破壞公物的行內成員當看到有蓄意破壞公物的行內成員當看到有蓄意破壞公物的行內成員當看到有蓄意破壞公物的行為為為為時會時會時會時會嘗試制止嘗試制止嘗試制止嘗試制止。。。。







37. 課室課室課室課室內的家具能作多元化的安排內的家具能作多元化的安排內的家具能作多元化的安排內的家具能作多元化的安排。。。。







38. 學校資助學生參與運動以外的課外活動。學校資助學生參與運動以外的課外活動。學校資助學生參與運動以外的課外活動。學校資助學生參與運動以外的課外活動。







39. 教師看來教師看來教師看來教師看來享受享受享受享受生活的生活的生活的生活的樂趣樂趣樂趣樂趣。。。。







40. 時時時時鐘鐘鐘鐘和和和和飲水飲水飲水飲水機的機的機的機的維修維修維修維修保養保養保養保養良好良好良好良好。。。。







of 49

41. 校校校校車車車車等待等待等待等待遲到遲到遲到遲到的學生。的學生。的學生。的學生。







42. 學生對於自學生對於自學生對於自學生對於自己己己己是學校的一員是學校的一員是學校的一員是學校的一員而而而而感感感感到到到到自自自自豪豪豪豪。。。。







43. 學生及教職員的出學生及教職員的出學生及教職員的出學生及教職員的出席率高席率高席率高席率高。。。。







44. 學校學校學校學校為訪客為訪客為訪客為訪客提供提供提供提供舒舒舒舒適的適的適的適的座椅座椅座椅座椅。。。。







45. 教師教師教師教師樂樂樂樂於與學生分於與學生分於與學生分於與學生分享享享享課外經驗。課外經驗。課外經驗。課外經驗。







of 49

46. 學校有學校有學校有學校有向向向向學生提供學生提供學生提供學生提供興趣班興趣班興趣班興趣班。。。。







47. 校校校校內的評分制度是公平的內的評分制度是公平的內的評分制度是公平的內的評分制度是公平的。。。。







48. 教師會在課教師會在課教師會在課教師會在課後後後後協助有特別需要的學生。協助有特別需要的學生。協助有特別需要的學生。協助有特別需要的學生。







49. 學校的學校的學校的學校的照明十照明十照明十照明十分充足。分充足。分充足。分充足。







50. 課堂能課堂能課堂能課堂能迅速開始迅速開始迅速開始迅速開始。。。。







of 49

SIMPLIFIED CHINESE VERSION

启发潜能教育学校问卷调查，修订版启发潜能教育学校问卷调查，修订版启发潜能教育学校问卷调查，修订版启发潜能教育学校问卷调查，修订版 (ISS-R) 感谢您参与我们这份调查问卷。感谢您参与我们这份调查问卷。感谢您参与我们这份调查问卷。感谢您参与我们这份调查问卷。这项调查所需的时间将不会超过二十分钟便能完成。这项调查所需的时间将不会超过二十分钟便能完成。这项调查所需的时间将不会超过二十分钟便能完成。这项调查所需的时间将不会超过二十分钟便能完成。我们只需要分析集合了的整体数据，因此您的个人意见将予以保密。我们只需要分析集合了的整体数据，因此您的个人意见将予以保密。我们只需要分析集合了的整体数据，因此您的个人意见将予以保密。我们只需要分析集合了的整体数据，因此您的个人意见将予以保密。

A. 国际启发潜能教育联盟国际启发潜能教育联盟国际启发潜能教育联盟国际启发潜能教育联盟 (IAIE) 提供给您的密码：提供给您的密码：提供给您的密码：提供给您的密码：

B. 您将会使用哪一个版本？您将会使用哪一个版本？您将会使用哪一个版本？您将会使用哪一个版本？ • 英文英文英文英文 • 繁体中文繁体中文繁体中文繁体中文

• 简体中文简体中文简体中文简体中文

C. 学校名称：学校名称：学校名称：学校名称： D. 性别：性别：性别：性别：

• 男男男男

• 女女女女

E. 您是一位：您是一位：您是一位：您是一位： • 学生学生学生学生 • 教师教师教师教师 • 行政人员行政人员行政人员行政人员

• 家长家长家长家长 • 辅导员／辅导教师辅导员／辅导教师辅导员／辅导教师辅导员／辅导教师 • 其他其他其他其他

F. 如果您是一名学生，您多大年纪？如果您是一名学生，您多大年纪？如果您是一名学生，您多大年纪？如果您是一名学生，您多大年纪？

of 49

指引指引指引指引以下是以下是以下是以下是50项关于贵校的陈述。项关于贵校的陈述。项关于贵校的陈述。项关于贵校的陈述。请按五个回应等级，选择您在多大程度上同意或不同意这一项观点。请按五个回应等级，选择您在多大程度上同意或不同意这一项观点。请按五个回应等级，选择您在多大程度上同意或不同意这一项观点。请按五个回应等级，选择您在多大程度上同意或不同意这一项观点。

1. 以正面积极的角度看待学生纪律。以正面积极的角度看待学生纪律。以正面积极的角度看待学生纪律。以正面积极的角度看待学生纪律。


• 同意同意同意同意 • 未能作决定未能作决定未能作决定未能作决定 • 不同意不同意不同意不同意 • 非常不同意非常不同意非常不同意非常不同意 • 不适用不适用不适用不适用(这问题不适用于本校这问题不适用于本校这问题不适用于本校这问题不适用于本校)

2. 学校鼓励每个学生参与体育（运动）活动。学校鼓励每个学生参与体育（运动）活动。学校鼓励每个学生参与体育（运动）活动。学校鼓励每个学生参与体育（运动）活动。 • 非常同意非常同意非常同意非常同意


3. 校长在决策过程中能让各人参与。校长在决策过程中能让各人参与。校长在决策过程中能让各人参与。校长在决策过程中能让各人参与。



4. 校内家具舒适整洁。校内家具舒适整洁。校内家具舒适整洁。校内家具舒适整洁。



of 49

5. 教师愿意协助有特别需要的学生。教师愿意协助有特别需要的学生。教师愿意协助有特别需要的学生。教师愿意协助有特别需要的学生。



6. 本校教师对学生予以尊重。本校教师对学生予以尊重。本校教师对学生予以尊重。本校教师对学生予以尊重。



7. 以各类公平和全面的评估多方面反映学生表现及所付出的努力。以各类公平和全面的评估多方面反映学生表现及所付出的努力。以各类公平和全面的评估多方面反映学生表现及所付出的努力。以各类公平和全面的评估多方面反映学生表现及所付出的努力。 • 非常同意非常同意非常同意非常同意


8. 学校空气清新。学校空气清新。学校空气清新。学校空气清新。 • 非常同意非常同意非常同意非常同意


of 49

9. 教师平易近人。教师平易近人。教师平易近人。教师平易近人。 • 非常同意非常同意非常同意非常同意


10. 校内有着重学生健康发展的活动。校内有着重学生健康发展的活动。校内有着重学生健康发展的活动。校内有着重学生健康发展的活动。 • 非常同意非常同意非常同意非常同意


11. 学生有机会在课堂活动中互相交流。学生有机会在课堂活动中互相交流。学生有机会在课堂活动中互相交流。学生有机会在课堂活动中互相交流。



12. 教师愿意付出时间与学生教师愿意付出时间与学生教师愿意付出时间与学生教师愿意付出时间与学生谈论谈论谈论谈论课堂以课堂以课堂以课堂以外外外外的的的的事情事情事情事情。。。。 • 非常同意非常同意非常同意非常同意


of 49

13. 学校清洁学校清洁学校清洁学校清洁、、、、保保保保养妥善养妥善养妥善养妥善。。。。



14. 学校的学校的学校的学校的来电来电来电来电查查查查询询询询都都都都获获获获得迅速和得迅速和得迅速和得迅速和礼礼礼礼貌的答貌的答貌的答貌的答复复复复。。。。 • 非常同意非常同意非常同意非常同意


15. 教师整体上教师整体上教师整体上教师整体上备备备备课课课课充足充足充足充足。。。。



16. 学校学校学校学校洗手洗手洗手洗手间清洁间清洁间清洁间清洁、、、、保保保保养妥善养妥善养妥善养妥善。。。。



of 49

17. 学校活动学校活动学校活动学校活动包括包括包括包括校校校校外外外外的体的体的体的体验验验验。。。。



18. 教师有教师有教师有教师有幽默幽默幽默幽默感。感。感。感。 • 非常同意非常同意非常同意非常同意


19. 学校政策鼓励每个人自学校政策鼓励每个人自学校政策鼓励每个人自学校政策鼓励每个人自由由由由表表表表达达达达。。。。 • 非常同意非常同意非常同意非常同意


20. 校长校长校长校长室布置吸引室布置吸引室布置吸引室布置吸引。。。。 • 非常同意非常同意非常同意非常同意


of 49

21. 学校成员以学校成员以学校成员以学校成员以礼礼礼礼相待。相待。相待。相待。



22. 大家大家大家大家准准准准时回校。时回校。时回校。时回校。 • 非常同意非常同意非常同意非常同意


23. 学校有学校有学校有学校有推推推推动学生及教动学生及教动学生及教动学生及教职职职职员员员员注注注注重健康。重健康。重健康。重健康。 • 非常同意非常同意非常同意非常同意


24. 教师教师教师教师致致致致力力力力增加增加增加增加学生的自学生的自学生的自学生的自信心信心信心信心。。。。 • 非常同意非常同意非常同意非常同意


of 49

25. 壁报板布置吸引壁报板布置吸引壁报板布置吸引壁报板布置吸引、、、、合时。合时。合时。合时。



26. 学校发给家长的学校发给家长的学校发给家长的学校发给家长的讯息讯息讯息讯息及及及及资料资料资料资料是正面的。是正面的。是正面的。是正面的。



27. 校长校长校长校长把把把把人们看作都是具人们看作都是具人们看作都是具人们看作都是具责任责任责任责任感的。感的。感的。感的。 • 非常同意非常同意非常同意非常同意


28. 校内有提供给学生自学的地方。校内有提供给学生自学的地方。校内有提供给学生自学的地方。校内有提供给学生自学的地方。



of 49

29. 每每每每当进入当进入当进入当进入学校，学校，学校，学校，经经经经常让人有常让人有常让人有常让人有宾至宾至宾至宾至如如如如归归归归的感的感的感的感觉觉觉觉。。。。



30. 同学们能同学们能同学们能同学们能彼彼彼彼此协作。此协作。此协作。此协作。



31. 学校会学校会学校会学校会尽量避免影响尽量避免影响尽量避免影响尽量避免影响课堂教学活动的课堂教学活动的课堂教学活动的课堂教学活动的事情事情事情事情发生。发生。发生。发生。 • 非常同意非常同意非常同意非常同意


32. 火警告示火警告示火警告示火警告示合合合合理理理理地地地地张贴张贴张贴张贴于于于于当眼处当眼处当眼处当眼处。。。。 • 非常同意非常同意非常同意非常同意


of 49

33. 学校成员对学校有学校成员对学校有学校成员对学校有学校成员对学校有归属归属归属归属感。感。感。感。 • 非常同意非常同意非常同意非常同意


34. 大大大大部部部部分学生能分学生能分学生能分学生能够够够够取得合格成取得合格成取得合格成取得合格成绩绩绩绩。。。。 • 非常同意非常同意非常同意非常同意


35. 不不不不少少少少校内成员参与学校的决定。校内成员参与学校的决定。校内成员参与学校的决定。校内成员参与学校的决定。 • 非常同意非常同意非常同意非常同意


36. 校内成员校内成员校内成员校内成员当当当当看到有蓄意破看到有蓄意破看到有蓄意破看到有蓄意破坏坏坏坏公物的行公物的行公物的行公物的行为为为为时会时会时会时会尝试尝试尝试尝试制制制制止止止止。。。。 • 非常同意非常同意非常同意非常同意


of 49

37. 课课课课室室室室内的家具能作多元化的安排。内的家具能作多元化的安排。内的家具能作多元化的安排。内的家具能作多元化的安排。 • 非常同意非常同意非常同意非常同意


38. 学校学校学校学校资资资资助学生参与运动以助学生参与运动以助学生参与运动以助学生参与运动以外外外外的课的课的课的课外外外外活动。活动。活动。活动。 • 非常同意非常同意非常同意非常同意


39. 教师看教师看教师看教师看来享受来享受来享受来享受生活的生活的生活的生活的乐趣乐趣乐趣乐趣。。。。 • 非常同意非常同意非常同意非常同意


40. 时钟和时钟和时钟和时钟和饮水饮水饮水饮水机的机的机的机的维修维修维修维修保保保保养良好养良好养良好养良好。。。。 • 非常同意非常同意非常同意非常同意


41. 校校校校车车车车等待等待等待等待迟迟迟迟到的学生。到的学生。到的学生。到的学生。 • 非常同意非常同意非常同意非常同意


42. 学生对于自学生对于自学生对于自学生对于自己己己己是学校的一员是学校的一员是学校的一员是学校的一员而而而而感到自感到自感到自感到自豪豪豪豪。。。。 • 非常同意非常同意非常同意非常同意


43. 学生及教学生及教学生及教学生及教职职职职员的出员的出员的出员的出席率高席率高席率高席率高。。。。 • 非常同意非常同意非常同意非常同意


44. 学校学校学校学校为访客为访客为访客为访客提供舒适的提供舒适的提供舒适的提供舒适的座椅座椅座椅座椅。。。。



of 49

45. 教师教师教师教师乐乐乐乐于与学生分于与学生分于与学生分于与学生分享享享享课课课课外经验外经验外经验外经验。。。。 • 非常同意非常同意非常同意非常同意


46. 学校有学校有学校有学校有向向向向学生提供学生提供学生提供学生提供兴趣班兴趣班兴趣班兴趣班。。。。 • 非常同意非常同意非常同意非常同意


47. 校内的评分制度是公平的。校内的评分制度是公平的。校内的评分制度是公平的。校内的评分制度是公平的。 • 非常同意非常同意非常同意非常同意


48. 教师会在课教师会在课教师会在课教师会在课后后后后协助有特别需要的学生。协助有特别需要的学生。协助有特别需要的学生。协助有特别需要的学生。 • 非常同意非常同意非常同意非常同意


of 49

49. 学校的学校的学校的学校的照明照明照明照明十分十分十分十分充足充足充足充足。。。。



50. 课堂能迅速课堂能迅速课堂能迅速课堂能迅速开始开始开始开始。。。。 • 非常同意非常同意非常同意非常同意


of 49

Appendix B: 2005-2010 Graphic ISS-R Descriptive Statistics

Of the 6,038 participants, 5,850 satisfactorily completed the ISS-R (96.49%):

Admin

Teachers

Students

Parents

Others

Total

Male

90

293

1,076

305

67

1,831

Female

117

976

1,343

1,322

261

4,019

Total

207

1,269

2,419

1,627

328

5,850

0

2000

4000

2005-20062007-2008

2009-2010

638 1236

4189

0

25

50

2005-20062007-2008

2009-2010

19

34

41

0

1000

2000

3000

4000

Males

Females

1831

4019

0

25

5039

2 4

2

31

of 49

0

1000

2000

3000

207

1269

2419

1627

328

0

1000

2000

3000

90

293

1076

305

67

Males

Females

0

25

50

46

21

11

0

10

20

30

40

41

14

1111

1

of 49

0

25

50

Private

Public

25

53

0

10

20

30

40

29

12

5 7

12

2

6

4

1

Private

Public

The following are the 2010 statistics delimited by the following criteria:

1. Only the 2010 Inviting School Award or Fidelity Award winners (3,979 participants / 37 schools);

and then

2. Participants who completed the ISS-R satisfactory (3,797 participants / 37 schools); and finally

3. Schools that had less than 100 participants (1,528 participants / 32 schools).

Based on the above criteria, the final 2010 sample used to develop primary descriptive

statistics was 1, 528 participants from 32 schools with the following participant distribution:

Admin

Teachers

Students

Parents

Others

Total

Male

35

109

277

49

31

501

Female

48

286

403

210

80

1,027

Total

83

395

680

259

111

1,528

of 49

0

500

1000

1071

10647

304

0

10

20

22

2

1

7

0

250

500

750

83

395

680

259

111

0

500

1000

Males

Female

501

1027

of 49

0

200

400

600

800

48

286403

210

80

35

109

277

49

31

Males

Females

0

10

20

22

55

0

10

20

16

6

3

7

0

10

20

Private

Public

1121

of 49

0

10

20

11

6

4

5

3

3

Private

Public

SubscaleSubscaleSubscaleSubscale MeanMeanMeanMean SDSDSDSD MinMinMinMin MaxMaxMaxMax

PeoplePeoplePeoplePeople 86.66% 86.66% 86.66% 86.66% 9.64%9.64%9.64%9.64% 35.00% 35.00% 35.00% 35.00% 100%100%100%100%

ProgramsProgramsProgramsPrograms 87.73% 87.73% 87.73% 87.73% 9.70%9.70%9.70%9.70% 42.86%42.86%42.86%42.86% 100%100%100%100%

ProcessesProcessesProcessesProcesses 85.54% 85.54% 85.54% 85.54% 10.16% 10.16% 10.16% 10.16% 37.50%37.50%37.50%37.50% 100%100%100%100%

PoliciesPoliciesPoliciesPolicies 87.11% 87.11% 87.11% 87.11% 9.70%9.70%9.70%9.70% 31.43%31.43%31.43%31.43% 100%100%100%100%

PlacesPlacesPlacesPlaces 84.91%84.91%84.91%84.91% 10.47% 10.47% 10.47% 10.47% 33.33%33.33%33.33%33.33% 100%100%100%100%

TotalTotalTotalTotal 86.27% 86.27% 86.27% 86.27% 9.26% 9.26% 9.26% 9.26% 36.00%36.00%36.00%36.00% 100%100%100%100%

N N N N = 1,528= 1,528= 1,528= 1,528

ProgramsProgramsProgramsPrograms ProcessesProcessesProcessesProcesses PoliciesPoliciesPoliciesPolicies PlacesPlacesPlacesPlaces

PeoplePeoplePeoplePeople .80*.80*.80*.80* .89*.89*.89*.89* .89*.89*.89*.89* .83*.83*.83*.83*

ProgramsProgramsProgramsPrograms .76*.76*.76*.76* .78*.78*.78*.78* .76*.76*.76*.76*

ProcessesProcessesProcessesProcesses .85*.85*.85*.85* .83*.83*.83*.83*

PoliciesPoliciesPoliciesPolicies .80*.80*.80*.80*

PlacesPlacesPlacesPlaces ----------------

N N N N = 1,528; *= 1,528; *= 1,528; *= 1,528; *p p p p < .001< .001< .001< .001

SubscaleSubscaleSubscaleSubscale NNNNitemsitemsitemsitems AlphaAlphaAlphaAlpha

PeoplePeoplePeoplePeople 16161616 .93.93.93.93

ProgramsProgramsProgramsPrograms 7777 .82.82.82.82

ProcessesProcessesProcessesProcesses 8888 .85.85.85.85

PoliciesPoliciesPoliciesPolicies 7777 .81.81.81.81

Places Places Places Places 12121212 .89.89.89.89

Total Total Total Total 50505050 .97 .97 .97 .97

N N N N = 1,528= 1,528= 1,528= 1,528

As can be determined from the above psychometrics, it is expected that schools should attempt

to achieve approximately 85% on each of the ISS-R subscales and the total scale.

of 49

Appendix C: International Alliance for Invitational Education Privacy Statement

The International Alliance for Invitational Education (IAIE) is committed to ensuring the

privacy of all information it collects. Organizational and personal information supplied to IAIE will

only be used for administrative and educational purposes of the IAIE. Organizational and personal

information collected by the IAIE will only be disclosed to third parties with the written consent of the

organization or person concerned, unless otherwise prescribed by law.

Appendix D: International Alliance for Invitational Education Mission Statement

The International Alliance for Invitational Education is chartered by the State of North Carolina

as a not-for-profit organization. Members consist of an international network of professional helpers

who seek to apply the concepts of invitational theory and practice to their personal and professional

lives. A democratic society is ethically committed to seeing all people as able, valuable, and

responsible, to valuing cooperation and collaboration, to viewing process as product in the making, and

to developing untapped possibilities in all worthwhile areas of human endeavor.

Because the International Alliance for Invitational Education is dedicated to democratic

principles, its mission is to enhance life-long learning, promote positive change in organizations,

cultivate the personal and professional growth and satisfaction of educators and allied professionals,

and enrich the lives of human beings personally and professionally.

Invitational theory and practice maintains that every person and everything in and around

schools and other organizations adds to, or subtracts from, the process of being a beneficial presence in

the lives of human beings. Ideally, the factors of people, places, policies, programs and processes

should be so intentionally inviting as to create a world in which each individual is cordially summoned

to develop intellectually, emotionally, socially, physically, and morally.

How the Alliance began

On a summer afternoon in 1982, a group of 12 educators and related helping professionals from

throughout the United States and Canada met the on the campus of Lehigh University and founded the

Alliance for Invitational Education. From these twelve charter members, the Alliance membership has

grown to over 1,000 professionals representing 13 countries.

As we head into the wind and follow the stars to the new century,

we can enter in our log, as did Christopher Columbus, "This day we sailed on."

2015 issr manualthe iss-r identifies the extent to which respect is manifested in the school...

Documents