Submitted in fulfilment of the requirements for the degree DOCTOR OF EDUCATION in the Department of Education Psychology of the Faculty of Education at the University of Zululand, 2000. / The aim of the investigation was to establish effects of the educator-learner ratio on invitational learning by means of a literature and empirical study. As an introduction, invitational learning was reviewed and the role of the educator and learner was highlighted. The educator acts in loco parentis and therefore plays a vital role in the promotion of invitational learning. The relationship of trust, understanding and authority between the educator and learner is a necessary prerequisite for creating an invitational learning climate. It is of paramount importance that, for successful invitational learning to take place, both educator and learner must enter into a mutual relationship of trust, understanding and authority. The various factors affecting invitational learning in a class with an unfavourable educator-learner ratio were discussed. Factors concerning the learners, their attitudes towards learning, their discipline, perception of their educators and their self-concept all have an effect upon the success of invitational learning. The role of the educator, his attitude, motivation, self-concept, salaries, incentives, job satisfaction, etc. also have an effect upon invitational learning. Factors such as management's authority style, class size, educational resources, physical provisions, etc. also impact upon the promotion of invitational learning. For the purpose of the empirical investigation a self-structured questionnaire was utilized. An analysis was done of 150 questionnaires completed by educators teaching at primary schools in the Durban South and Port Shepstone area. The data was processed and interpreted by means of descriptive and inferential statistics. In conclusion, a summary and findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings, the following recommendations were made: - All learners should be governed by a code of conduct that will enhance positive behaviour and attitude towards learning. - All educators should be governed by a code of conduct that will prohibit unprofessional behaviour. - That further research must be done regarding educator-learner ratio and its effect on invitational learning.

This study aims to explore teachers’ experiences of an invitational learning environment in culturally diverse Foundation Phase classrooms. Foundation Phase teachers as well as members from the School Management Team were identified as participants to create in-depth information on the topic of research. An interpretivist research paradigm was used to portray the lived experiences and personal responses of the participants. A combined theoretical framework consisting of the Open Systems Theory and The Invitational Learning Theory guided this research. The literature in this study provides a detailed discussion of Invitation Education (IE) the roles and responsibilities of stakeholders in creating invitational learning environments, the relationship between culture and invitational educational, the effects of the environment on invitational teaching and learning. Semi-structured interviews, observation and visual data formed the data collection instruments in this study. Data were coded, examined and emerging themes were identified. The teachers and school management team members who participated in this study shared their insight in invitational learning environments, their methods for creation as well as the challenges that prevented their creation. This research summarised teachers experiences in creating an invitational learning environment and provided valuable techniques to create invitation and methods for overcoming challenges. / Dissertation (MEd)--University of Pretoria, 2019. / Early Childhood Education / MEd / Unrestricted