Creative Education Research Papers - Academia.edu (original) (raw)

The ecosystem approach to human health attempts to develop community capacity to address environmental health concerns by crossing disciplinary boundaries and promoting equity and widespread participation. Role-play, a technique increasingly used in other training programs, is now being used in programs to promote ecosystem health. Here we analyze a socio-dramatization recently used in Ecuador in an ecosystem health-training course. We explore the complexities that must be addressed in order to foster the use of this technique to achieve its intended progressive objectives. Drawing on Spivak's distinction between political representation and artistic representation, we analyze some of the issues encountered in using role-play to facilitate understanding of politically charged environmental health issues with an intercultural and interdisciplinary group. We highlight the successes achieved, but conclude that without adequate guidance in understanding and deconstructing the archetypes and actions presented by the group, the full scope of the lessons that role-play has to offer remain untapped. We therefore finish by noting that expertise in performance techniques for community empowerment and cultural emancipation would be a useful addition to interdisciplinary teams endeavoring to promote ecosystem and human health using theatrical techniques.

- by and +1
- •
- Cultural Studies, Theatre Studies, Environmental Education, Performance Studies

This is a narrative inquiry about the implementation of creativity, creative risk taking and productive failure in six international contexts. There are many insights offered for the implemntatiojn fo creatvity, risk taking and productive... more

How does an early academic, who has specialized training in educational statistics and measurement, approach the teaching of a primary mathematics methods course for first and second year pre-service teachers? The research study presented here explores the design and delivery of a newly developed, singlesemester (36 hours over 9 weeks), course for a combined first and second year pre-service teachers in primary mathematics in a Bachelor of Education (BEd) program. Over the nine week period, the course lecturer and tutorial instructors used action research methodologies to collect and analyze data from the course. Through these data collection and analysis, the authors identified students' common concerns and apprehensions and utilized them as a basis for efforts to enact change for the betterment of the students involved in the class. The collection and analysis of the data as well as the specific actions taken by the authors to these identified concerns and apprehensions are the focus of this paper.

- by Lyndal Hellaby and +2
- •
- Education, Action Research, Mathematics Education, Creative Education
- by harwati hashim
- •
- Sociology, Education, Politics, Creative Education

Sexual education is crucial for reducing sexual risk behaviors (or at least not to enable their increase). The goal of this study was to evaluate the implementation of sexual education in schools. For the quantitative study, all schools (clustered in Schools Organic Units-SOUs) in mainland Portugal were invited to participate. Study 1-A total of 428 school principals, 424 coordinating teachers of health education, belonging to 428 Organic Units (OU), which correspond to 53% of the Portuguese public SOU, corresponding to 617,701 students and 60,595 teachers participated in the quantitative study. Study 2-For the qualitative study, interviews were conducted. Analysis of the results of both studies emphasized that Law n.˚ 60/2009 (6 th August) is being fulfilled with regard to the implementation of sexual education as well as the number of hours established for its implementation. In general the SOUs organized an office that provides information and support for students and manages its functioning. The implementation of the Law is, overall, ranked as good/very good (83.7%). However, during the qualitative study, school principals and teachers emphasize that SOUs are making a huge effort to implement the Law, some of them questioning their ability to continue this process due to the present conditions. Principals and teachers reported the need to "revitalize" this area, underlining the need to maintain the Law and one annual "Call" from which the Ministry of Education and Science receives proposals for funding schools for projects in the area of health promotion, and teacher training.

- by Lucia Ramiro and +2
- •
- Education, CE, Creative Education

Information skills assist students to develop and apply new understanding in their field of study, and thus hold a key to knowledge building process in higher learning. A qualitative study was conducted to explore the role of personal factors in the application of information skills among university students in Malaysia. The study was conducted in a Malaysian public university and the participants were 31 lecturers, librarians and students who were involved in student information skills programs run by the university library. The study observed the programs and examined the programs' learning and teaching materials and interviewed the lecturers, librarians and students. The study found that personal learning orientations and goals influenced students' application of information skills across their university learning. The study suggested that in order to assist students to use information skills throughout their university learning, universities must help students to align their personal learning orientations toward university learning, as well as to help student to develop long term personal learning goals.

- by Rosseni Din
- •
- Education, Higher Education, Malaysia, Information Skills (Library Science)

Occupational stress has a significant impact on student learning and thereby on the contribution that such institutions can make to society. This affects organizational performance by reducing productivity and ef-ficiency which affect the organization negatively. The aim of the current study was to determine the fac-tors associated with occupational stress and their relationship with organizational performance at one of the private universities in Sudan. A total of 150 male and female employees from different departments and with various educational levels in the main building of the university were randomly selected. Data was collected using a questionnaire with background questions, job stressors such as role conflict and ambiguity, lack of participation in decision making, lack of authority, workload, unsatisfactory working conditions and interpersonal relationships, and statements about the effect on organisational performance. Questions were based on three- and four-point scale...

- by Ahlam El shikieri
- •
- Education, Higher Education, Biophysical Chemistry, Medicine

We investigated whether individuals with training in the visual arts show superior performance on geometric reasoning tasks, given that both art and geometry entail visualization and mental manipulation of images. Two groups of undergraduates, one majoring in studio art, the other majoring in psychology, were given a set of geometric reasoning items designed to assess the ability to mentally manipulate geometric shapes in two-and three-dimensional space. Participants were also given a verbal intelligence test. Both training in the arts and verbal intelligence were strong predictors of geometric reasoning, but training in the arts was a significant predictor even when the effects of verbal intelligence were removed. These correlational findings lend support to the hypothesis that training in the visual arts may improve geometric reasoning via the learned cognitive skill of visualization.

- by Caren Walker and +1
- •
- Education, Creative Education

Providing feedback on second language (L2) writing is an essential part of a writing teacher's job. Even though each student may have different needs for and expectation of written feedback, they may not be given the chance to choose their preferred types of feedback as decisions are often made by the teachers. Motivated by this concern, this study aims to examine the current written feedback received by secondary school students in Malaysia and to reveal how they perceived the feedback. 90 students from three schools in the State of Johor were recruited as respondents and were surveyed using a self-completed questionnaire adapted from the literature. The study revealed interesting findings of erratic feedback frequency across teachers and the dominance of feedback on writing content rather than form. The participants were also found to be affected adversely emotionally despite their acknowledgment that the feedback led them to improve their writing. The study concludes by highlighting the need for a standard guideline from local education authorities to guarantee fair and equal treatment in the essay grading practice across the nation.

- by Azim Saidon
- •
- Education, Creative Education

In 2019, Covid-19 has been declared as a global pandemic. Online remote teaching and learning is the most practical solution to continue teaching and learning particularly at tertiary institutions. There is a drastic change from face-to-face teaching and learning to a fully online teaching and learning environment. Tertiary institutions need to ensure that they consolidate the curriculum and adjust it in accordance with online teaching and learning. In accordance with the new normal in teaching and learning, educators must adapt to new and creative strategies to engage students during online remote teaching and learning. This paper is a literature review on 1) the challenges faced by tertiary institution educators in online remote teaching and learning and 2) strategies that they used to carry out their teaching during this Covid-19 outbreak in order to overcome those challenges.

- by Maslawati Mohamad
- •
- Sociology, Scientific publishing, Creative Education

Many students with autism and intellectual disability demonstrate atypical sensory behaviours which impact on their schooling. Few studies provide empirical support for teachers using planned sensory activities in special education classrooms. Aim: To determine whether a classroom based Sensory Activity Schedule (SAS) improves behavioural outcomes for one student with ASD who demonstrated atypical sensory processing and associated challenging behaviour. Methods: Critical case study methods were used to describe changes in the frequency of challenging behaviour "incidents" recorded for one eight year old student with autism over one school term during implementation of a Sensory Activity Schedule. Results: There was a reduction in the reported frequency of challenging behaviour incidents which were associated with sensory triggers over one school term. Conclusion: When applied with caution, in context, and with appropriate training, a Sensory Activity Schedule was associated with a reduction in challenging behaviour incidents for one student with autism during classroom activities.

- by Christine Chapparo
- •
- Education, Creative Education

English as a Second Language (ESL) in Malaysia faces many challenges due to multicultural and environmental factors such as lack of interactive speaking environment, lack of exposure, and unconvincing of teaching and learning method. Moreover, the evolutions of the generations contribute a great impact to the changes in our education sector especially in terms of teaching and learning process. It is important to understand basic needs and distinctions across generation for developing pedagogy that reaches the unique population. Currently, the wave of latest generation entered and occupied in most sectors including industrial and educational sectors are known and recognised as Generation Z. Therefore, this paper reviews the needs of Gen Z that would be essential in contributing to a successful teaching and learning method in ESL lesson. This paper also discusses further about the strategies utilised by successful language learner among Gen Z which is the use of social media as a medium of interaction in enhancing writing skill. In conclusion, this study proposes a new alternative in conducting writing activity during ESL lesson for a continuous learning process.

- by harwati hashim
- •
- Education, Creative Education

Enhancing creativity is an important issue worldwide, but it is perceived and addressed different-ly from a population to another. Creativity is considered as an essential life skill, a major compo-nent of human intelligence, and the most important topic in the education of the gifted and ta-lented students. Nations rely on youth to use their skills at the highest level possible to contribute to improving all life aspects including solving problems creatively, developing genuine innova-tions, and leading communities to productivity. Literature indicates that creativity should be nur-tured in all students to become successful continued learners, and in gifted students to facilitate their talent development and extend their growth in optimal ways. This paper further discusses the nature of creativity, proposes a broad conceptualization of creativity based on the humanistic approach and positive psychology, and suggests teaching practices for fostering creativity in the general classroom.

- by Majed Wadaani
- •
- Psychology, Education, Creativity, Intelligence

In the cognitive form in which they develop their learning, human beings are submitted to a series of interfering factors for the process to happen. One of these factors is the way they absorb, learn and store knowledge. Constant questions on the teaching and learning process are discussed not only in pedagogy. The debate to improve education practices is present in any knowledge area and the issue is no different in the business area. This research aims to describe active learning methods as alternatives to improve the teaching and learning process in accounting. The study reveals the importance and use of active learning methods in accounting teaching and demonstrates what is being done in Brazil in this regard. The study presents some experiences to apply these methods in Brazilian literature, including problem based learning (PBL). A descriptive and exploratory research method is used. Based on the study, it is concluded that a knowledge process on active teaching methods applied to the business area is just beginning and that these can be used to improve the learning process of today's and future accounting professionals. Although few studies have been published in Brazil, the use of active learning methods has demonstrated efficiency and students' adherence, as it contributes to their learning process. In most cases, these methods are superior to traditional teaching methods.

- by Vilma Slomski and +1
- •
- Education, Creative Education

The major theme of this chapter appears at the intersection of two large fields of scientific inquiry: creativity and bilingualism. The first section presents a brief description of bilingualism studies and outlines possible cognitive mechanisms encouraged by an individual's cross-linguistic and cross-cultural experiences. Based on those findings, the author proposes an educational model that accounts for both bilingual and creative aspects of human development. Both bilingual and creative educational models are gaining increasing credibility in the scientific, educational, and legislative communities. The overview of this evidence is presented in the second section of the chapter, which recognizes the necessity of fostering students’ creative potentials and bilingual abilities. The analysis of various teaching strategies inherent to both types of education programs that shaped the construction of a theoretical framework for the Bilingual Creative Education program is presented in the third section.

- by Anatoliy Kharkhurin
- •
- Education, Teacher Education, Creativity, Multilingualism

Albeit school teachers ’ traditional concepts are believed one of the obstacles of fostering children’s creativity, their voices and demands were not heard among the attempts of promoting creativity education in Taiwan. This study aims to gain an in-depth understanding of primary school teachers ’ responses of adopting creative pedagogy in an Asian context. Ten-week lessons based on the framework of creative pedagogy were designed and taught to two six-grade classes by the researcher. During the lessons, the classroom teachers acted as non-participant observers; their views concerning the pedagogy and ethos were collected through individual interviews in the end of the project. Strategies employed in the lessons were considered useful in developing creative qualities. Tensions of adopting creative pedagogy were also indicated. Their concerns revealed certain misconceptions of as well as the support they need in adopting creative pedagogy. A need to contextualise creative pedagogy is...

- by Yu-sien Lin
- •
- Psychology, Learning and Teaching, Drama In Education, Creative Pedagogy

The aim of this study is to develop an understanding of how teachers in a lower secondary school deal with challenging situations in the classroom and whether or not they experience that they can obtain help in coping with these situations. Three teachers with five to nine years of teaching experience took part in semi-structured interviews. Before the interviews and before they started to write log book entries for fourteen days to document and reflect on these situations as they occurred in their work in school, the teachers were told that they were to focus on what they felt were challenging situations in their practice. The study shows that these three teachers have various experiences of what they find is difficult to tackle, and that these situations are related to experiences they have had before they started in their profession, and to their values and beliefs. The study also shows that there are common situations that the three teachers perceive as difficult. It becomes evident from the analysis of the data material that they think that good relations between teacher and pupils and between pupils themselves, thus a trustful learning environment, are a good foundation from which to learn to deal with challenging situations in the classroom. They also agree that sharing experiences and solving problems together helps them to tackle challenging situations in school. The teachers think that their basic teacher education has had little influence on their school practice, and they emphasise that further education taken either on campus or with school as the learning arena helps them in their daily practice when confronted with challenging situations.

- by May Britt Postholm
- •
- Education, Creative Education

Vocabulary is an important component in acquisition of a language. The use of teaching aids can improve students' mastery of vocabulary learning. This study aims to identify the use of teaching aids in the teaching and learning of Arabic Language Vocabulary at National Religious Secondary Schools and Government-aided Religious Schools from the perspective of teachers and students. This study uses a survey based on a set of questionnaire as instrument of data collection method which involves 31 teachers and 324 Form Four students who are randomly selected from secondary schools in Malaysia. The results show that the usage of teaching aids in teaching and learning of Arabic vocabulary is at a moderate level. Pedagogical implications of study show that teachers need to constantly improve the use of textbooks and dictionaries as the main teaching aids and try to enhance students' mastery of vocabulary learning by diversifying the other types of teaching aids.

- by Arafat Noor
- •
- Education, Creative Education
- by Jason Wells
- •
- Information Technology, Education, Assessment, Computer Security

Τhe aim of the present study is to adapt the "Teacher Multicultural Attitude Survey (TMAS)" developed by Ponterotto, Baluch, Greig, & Rivera (1998), to Greek teachers. More specifically, it examines the reliability and validity of the "Teacher Multicultural Attitude Survey (TMAS)" as an appropriate instrument for the evaluation of Greek teachers' multicultural attitudes. The Greek version of the questionnaire was administered to 273 teachers from different regions of Greece and its validity and reliability were tested. The data analysis led to a three-factor structure. The results indicated that the Greek version of the "Teacher Multicultural Attitude Survey (TMAS)" is a reliable psychometric tool and can be used to evaluate Greek teachers' style toward multiculturalism.

- by Anastasia Psalti
- •
- Psychology, Education, Creative Education

In art and design education the relationship between student and tutor is close, developed through studio-based practice as described by Schön (1985) and others. Even when online learning is used in creative arts there is still an important dialogic element, a 'kind of exchange' (Shreeve et al 2010) which forms one of the signature pedagogies of art and design (Sims & Shreeve 2012). Studio learning is based on enquiry and transmission models of education are subverted to be replaced with 'reverse transmission' models where students tell the tutor about their learning (Orr et al 2014). This enquiry based approach to creative pedagogy configures the curriculum as active, generative, contingent and dynamic. This 'sticky curriculum' requires negotiation on the part of the student and the tutor (Orr and Shreeve forthcoming). The kinds of knowledges employed in creative practice are multiple and complex, and evidenced through doing, being and becoming. There is great interest across the disciplines in enquiry based learning EBL) and this approach – which is new in some disciplines (e.g. Duch et al 2001)-has underpinned studio pedagogy for decades (Schön 1985). Studio EBL is concerned with creating a learning activity usually based on a sticky and complex project, which has open ended solutions, deliberately setting out a scenario which requires engagement by the student who finds their own route through the task. Through engagement with materials, users and the environment (physically and socially) the student creates new and innovative products, artefacts, services or performances which have not been seen before. This new outcome places the student (even at undergraduate level) as the owner and originator of new knowledge changing the balance of expertise and power relations in the learning environment. This approach to pedagogy decentres the expertise of the tutor. A creative project brief will be ambiguous. The centrality of ambiguity challenges the orthodoxy of transparency found in contemporary education discourse (Austerlitz et al 2008). The concept of ambiguity is key to understanding art and design education ontology. Ambiguity is central to creative learning because it enables the individual students to gain confidence and autonomy as artists and designers. If students and tutors are unable to manage ambiguity in the learning environment the students may never pass over this 'threshold concept' (Osmond et al 2009) and become creative practitioners. The studio tutor has an ambiguous role which shifts and changes in response to individual learners, the demands of the university, the changing environment of cultural and professional practice beyond the university and the situations they themselves create as opportunities for learning. At times they will need to be an interpreter, a peer, a provocateur, a friend, a guide, a dictator, a parental figure, an ignorant schoolmaster (Rancière 1991, Orr & McDougall 2014).

- by Susan Orr
- •
- Creativity, Design education, Art and Design Education, Enquiry Based Learning

Cross-linguistic skills transfer from the first language (L1) to the second/foreign language (L2) has been widely investigated and the impact of L1 on L2 learning has been documented. On the other hand, there are few studies that have investigated the reverse transfer of skills that are from L2 to L1. These studies support the CRT hypothesis which claims that such a transfer exists and that when an intervention program for the improvement of specific linguistic skills in L2 is applied in children with learning disabilities there is an improvement of the same skills in their L1, except for spelling skills (Abu-Rabia & Bluestein-Danon, 2012; Abu-Rabia, Shakkour, & Siegel, 2013). In the present study, a linguistic skill transfer from L2 (English) to L1 (Greek) is investigated, after an intervention in the L2, among secondary school students with learning disabilities (LD). The students (mean age 13.6 years old) were divided into an experimental group which received an intervention in L2's decoding and spelling skills and also into a control group which did not receive any intervention. Both groups were tested in their decoding reading skills and spelling in both languages. Our results showed that there was a transfer from L2 to L1 for decoding skills in the intervention group but not for spelling. These findings are in line with the CRT Hypothesis giving support to a linguistic skill transfer from L2 to L1, except for orthographic knowledge which seems to be language specific.

- by maria seg
- •
- Education, Creative Education

The article relates a theoretical and conceptual research, whose main objective was to develop a model to guide the production of educational microcontent to be used in virtual learning environment with mobility, from interconnections between Pedagogy, Communication and Semiotics. It discusses technologies and mobile devices, mobile learning, microlearning, microcontent and hypermedia, educational microcontent and hybrid languages. It highlights the challenges related to the introduction of mobile devices in educational practices. It considers the physical constraints and the fragmented nature of mobile interaction, under which microcontent is, at the same time, accessible and gifted with pedagogical elements. Educational microcontent is analyzed from the hypermedia perspective, considering the dominance of hybrid languages in digital media. A methodology of educational microcontent production for virtual learning environment is presented, considering the predominance of hybrid languages. This methodology is constituted by the processes: pedagogical architecture and architecture of languages, which represent the main flows of activities and tasks. The research conclusions indicate that: a) the model developed presents the conceptual and theoretical elements essential to the production of microcontent education for mobile learning; b) the concepts and grounds presented in the research are considered preliminary conceptual and theoretical elements; c) the developed model provides grants to developing new research proposals and has the potential to encourage new academic research projects; d) the model has the possibility of being used in didactic-pedagogical projects that focus, for example, collaborative learning and co-authorship.

- by Marcia Souza
- •
- Language, Creative Education, Mobile Devices

The lack of language skills among ESL learners could affect their ability to work collaboratively at the undergraduate level. This study looks at how collaborative writing in a language course could be enhanced by the use of an interactive on-line tool called Padlet. 87 participants taking a language course in a public university in Malaysia were involved in the research. The study was aimed to improve language and communication skills, increase motivation, lower anxiety and encourage students to become more autonomous. A series of tasks were designed using Padlet and carried out through the semester. Student's posts and feedback in the form of a questionnaire were analysed. The findings showed that Padlet motivates students to participate in class activities, lower anxiety, encourages interaction among class members and instructor, and improves language accuracy through learning from peers. Padlet could be effectively used in an undergraduate course to facilitate collaborative writing among lower proficiency ESL learners.

- by Aida Abdul Rashid
- •
- Psychology, Education, Creative Education

The study aims to examine the state of mathematics and science education in pre-schools of Botswana. The study intended to find out the knowledge base of the teachers, the content and the process of activities that were carried out in pre-schools, and also gauged availability and usage of resources in pre-schools, while identifying the challenges faced and the strategies used to overcome by the teachers, in carrying out Maths and Science activities. The study adopted both quantitative and qualitative approaches. The research was done using survey questionnaire and observation techniques and was conducted in 26 pre-schools in Gaborone. The sample comprised of 64 teachers and 17 administrators who were identified by using purposive sampling techniques. Quantitative data was also analysed using SPSS version 20, and responses to Open-ended questions were analysed qualitatively. The findings showed that the trained teachers although not in ECE, claimed to have some knowledge base of mathematics and science, and identified pedagogy to be more important than content, for teaching science and mathematics at ECE. They however, were of the view that ECE teacher training influences the knowledge base of the teachers, and hence specialised training in ECE is necessary. The study also showed that mathematics activities were predominant in the pre-schools as compared to science activities; the teachers frequently engaged in mathematics and science activities outdoors; and the mathematics and science corners that were available in most centres, were not utilised adequately. It further revealed that an equal number of the teachers, i.e. almost half of them, faced challenges while teaching mathematics and science in pre-schools, as those who did not. The study therefore recommended ECE teachers' professional training on knowledge, pedagogy and content; and the menu to include more indoor and science activities.

- by Marea Tsamaase
- •
- Education, Early Childhood Education, Creative Education

The doctoral dissertation is defined as an original contribution to a field. By definition, this makes the dissertation a creative product, and the result of a creative process. The creative process of doctoral work has historically not been highlighted. The same is true for education as a whole. While there is an increasing call for greater creativity in education, they remain aspirational. In this article we describe the underlying premises and some of the practices of a doctoral degree that has been designed with the intention of foregrounding the creative process.

- by Alfonso Montuori and +1
- •
- Creative Writing, History, Intellectual History, Sociology

A study was conducted to investigate the epistemological aspects found in the curriculum, teaching, learning and practice of Medical Laboratory Technology (MLT) in Uganda. The study involved the analysis of the curriculum document for the diploma in MLT implemented at Mulago Paramedical Schools (MPS) in Kampala Uganda. It further involved getting the views of learners, educators and clinical supervisors of the MLT diploma programme. The results of the study revealed that various epistemological aspects were applied during the development and implementation of the MLT curriculum as well as during the practice of MLT in Uganda. Application of these aspects during curriculum development and implementation led to acquisition of various types of knowledge. It further led to the development of different and appropriate ways of knowing that is necessary for the training and practice of MLT.

- by Christopher Mugimu
- •
- Education, Creative Education, Implementation

Educational policy and practice have long been disconnected. This paper explores the experiences of two former teachers turned teacher educators as they examine unintended consequences of policy reform. This paper positions No Child Left Behind’s and Individuals with Disabilities Education Act’s “Highly Qualified Teachers,” “Annual Yearly Progress,” and the issues of “evidence-based practices” alongside the authors’ personal school-based examples to demonstrate (dis)connections between policy, schools, and classrooms. The analysis provides a critique of these policies to demonstrate where teacher educators can take an active role in helping future teachers understand implications of these policies.

- by Svjetlana Curcic
- •
- Education, Creative Education

We investigated into combining motherhood with academic life concentrating on the struggles of student-mothers. The study adopted the mixed method design affirming the qualitative data with quantitative data. The purposive and convenient sampling procedures were used to select the sample from the University of Cape Coast Distance Education, Oyoko Study Center. The study found that majority of respondents go through academic struggles such as inability to attend face-to-face lectures regularly because of tiredness, sickness of child, taking baby to child welfare clinic and lack of lactating rooms for breastfeeding of babies. To cope with the struggles respondents relied on paid house helps, keeping children at day care centers, raising loans and relying on husbands and friends for support. The study recommended for the provision of lactating rooms, day care centers and counselling services for student-mothers on all centers of the College of Distance Education.

- by vincent minadzi
- •
- Education, Creative Education

This paper examines the pedagogical legacy of Friedl Dicker-Brandeis (1898-1944), an avant-garde artist and progressive art teacher of the interwar period. As a collaborative effort, it promotes an interdisciplinary approach to the analysis and interpretation of Friedl's teaching method, combining art history with education (Reform Pedagogy) and study into resilience (social pedagogy and developmental psychology). While incarcerated in the Terezín ghetto (1942-1944), Friedl organized children's art classes within which she used an experimental method based on her own schooling experience in Vienna and at the State Bauhaus in Weimar. Offering her students a perfect outlet for processing their traumatic experience by the means of creativity and self-expression, she became a perfect example of what would today be described as a resilience tutor. A group of collages and drawings will be shown and analyzed.

- by Misha Sidenberg and +1
- •
- Psychology, Education, Jewish Studies, Resilience

Can academia be a place where engage our creativity and experience the joy of inquiry?
I reflect on my educational experiences as a starting point for an exploration of the way that education can be a joyful process if framed as an opportunity for what I call "creative inquiry." I outline some dimensions of an attitude of creative inquiry, focusing on Wonder, Passion, Hope, and Conviviality. I then explore a number of different metaphors for inquiry and the way they can frame our attitude and evoke different moods.

- by Alfonso Montuori
- •
- Education, Humanities, Social Sciences, Transformative Learning

Albeit school teachers' traditional concepts are believed one of the obstacles of fostering children's creativity, their voices and demands were not heard among the attempts of promoting creativity education in Taiwan. This study aims to gain an in-depth understanding of primary school teachers' responses of adopting creative pedagogy in an Asian context. Ten-week lessons based on the framework of creative pedagogy were designed and taught to two six-grade classes by the researcher. During the lessons, the classroom teachers acted as non-participant observers; their views concerning the pedagogy and ethos were collected through individual interviews in the end of the project. Strategies employed in the lessons were considered useful in developing creative qualities. Tensions of adopting creative pedagogy were also indicated. Their concerns revealed certain misconceptions of as well as the support they need in adopting creative pedagogy. A need to contextualise creative pedagogy is urged in this paper.

- by Yu-sien Lin
- •
- Learning and Teaching, Drama In Education, Creative Education

Capacities and qualities of creativity have been identified by researchers and strategies in fostering children's creative thinking skills were proposed to create supportive environments in an educational setting. There is little consistent rhetoric, however, among these insights and strategies concerning different aspects of fostering creativity. In light of this, a three-element framework of creative pedagogy is proposed to offer a more holistic view of enhancing creativity through teaching, to cover the aspect of creative learning which was overlooked in the past, and to provide a different explanation to some arguments about teaching creativity. This framework is also a starting point for studies which intend to understand the teachers and pupils' responses to creative pedagogy, and to provide implications for applying creative pedagogy in a classroom and in Asian context as well. In the end, several possible routes are suggested for future research in creative pedagogy. Rationale Different Rhetoric of Fostering Creativity Although the argument exits for long that whether creativity can be increased, there seems to be a consensus view within the realm of education that creativity is amenable to teaching

Στην εργασία αυτή παρουσιάζεται το εγχείρημα χρήσης ευέλικτων υλικών σε χώρο προσχολικής
αγωγής με παιδιά ηλικίας 2,5-4,5 ετών. Οργανώνοντας τον χώρο ενός νέου παιδικού σταθμού, βασικό μας
μέλημα ήταν η ανάπτυξη της δημιουργικότητας και της φαντασίας. Μελετώντας παιδαγωγικές θεωρίες και
παιδαγωγικά προγράμματα από διάφορες περιοχές του κόσμου συνδυάσαμε τη χρήση των ευέλικτων υλικών
(looseparts ή openended) με τις συνήθεις γωνιές παιχνιδιού και μελετήσαμε τις αντιδράσεις, καθώς και την
εμπλοκή των παιδιών σε αυτά.

A study was conducted to identify concepts about the particulate nature of matter among secondary-and high-school students (N = 187) and to address some misconceptions regarding this topic, especially the misunderstandings related to the vague ideas of the relationship between the macro and micro world. Data were collected using both quantitative (six-item multiple-choice instrument in a pre-test-post-test design) and qualitative (semi-structured focus group interviews) methods. Paired-samples t-test analysis showed that students experienced significantly higher results in the post-test when compared to the pre-test, thus confirming the efficiency of the intervention program in facilitating the understanding of some basic elements of the theory and practice concerning the particulate nature of matter (widely known as particle theory concepts, a term which will be used in this paper as well) among students of different levels of study. The findings revealed seven misconceptions prevalent by more than 20% of students and some additional ones emerged from the in-depth focus group discussions. The analysis of the content of textbooks indicated that some erroneous chemical concepts might have been formed as a result of the teaching of chemistry and that of physics, as well. The use of animations and molecular models had a positive effect on students and pointed to the need of introducing, in the chemistry teaching, the new material more visually.

- by Bojan Soptrajanov
- •
- Education, Creative Education

This series emerges out of recent rapid advances in creativity-and arts-informed research in education that seeks to reposition creativity studies within (and in conversation with) education as a multi-and interdisciplinary fi eld.

- by Pingge Roni
- •
- Creative thinking, Creative Education

The history of curriculum development has been characterized and a series of "crises" with the pendulum shifting between traditionalists' call for getting back to the basics and the progressives' focus on the learner. However, tracing this history, one can see a common theme in the criticisms expressed by both parties: the failure of the existing curriculum to meet the demands presented by an increasingly complex society. I follow this theme in order to provide historical context for contemporary calls by scientists and educators for wider use of systems-oriented curricula (i.e. curricula designed to improve systems thinking) at primary, secondary, and tertiary levels of education. With this context, one can view these current calls not as a radical shift of direction, but as a logical next stage in the evolution of curriculum. I conclude with a call for more research assessing the effectiveness of systems-oriented instruction and provide guidelines for enhancing the usefulness of such research in the current United States system.

- by Richard Plate
- •
- Education, Systems Thinking, Complexity, Creative Education

Health-related quality of life (HRQOL) is recognized as an important health outcome measurement for pediatric patients. HRQOL in children is needed to gain a better understanding of the impact of public policies, interventions, therapies, and the prediction of health and social care need. In view of the lack of reliable HRQOL instruments for children in Arabic, the present study aims to translate the PedsQL TM 4.0 self-report and proxy-report for young child (aged 5 -7 years), and child (aged 8 -12 years), evaluate psychometric properties of the Arabic Lebanon version; and to evaluate HRQOL of children in rural and urban areas in Lebanon. Methods: PedsQL TM 4.0 was translated and adapted into Arabic using the standard approach provided by Varni J. W. The Arabic version was administered to a representative sample of 368 children aged 5 -12 years and their parents. The psychometric properties were then evaluated. Results: The rate of missing data for self-report and proxy-report was very low (0.51% and 0.46% of items). All child self-report, and parent proxy-report subscales exceeded the minimum reliability standard of 0.70 for alpha coefficient, except emotional subscale of young child self-report and proxy-report, and, the social subscale of child self-report (alphas ranging from 0.60 to 0.66). Factor analysis yielded patterns of factor correlation comparable to the original version. The emotional functioning of children is low, where most children feel afraid, sad, and angry. Children resident in rural areas had higher social scores than those in urban areas. The HRQOL of girls is higher than boys; Children undergoing treatment for cancer rated their HRQOL as poorer in all dimensions. Conclusions: The results support the validity of the PedsQL TM 4.0 self-report and proxy-report Arabic version. Habitat has a minor influence on HRQOL of children. Further psychometric evaluation in a larger sample of children, in other departments of Lebanon is recommended to provide firmer conclusions.

- by Ibtissam Sabbah
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- Education, Creative Education

In this article it is proposed that approached in the right way, literature reviews can be an opportunity for creative inquiry. The process of the literature review is framed as a participation in a community, a dialogue with those who are part of the community now, and with one’s “ancestors.” The literature review can also explore the deeper underlying assumptions of the larger community or communities of inquiry one is joining and one’s own beliefs, assumptions, and attachments. Three levels are proposed that each provide a different perspective on the construction of knowledge. The article concludes with a brief overview of the way inquiry, specifically in the context
of the literature review, can also be an opportunity for self-inquiry.

- by Alfonso Montuori
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- Sociology, Psychology, Education, Humanities

The aim of this study was twofold: (a) To carry out an in-depth investigation of pre-service teachers (PTs) beliefs regarding creativity and the perceived barriers of creative processes within early childhood education, and (b) To examine the extent to which PTs reflect their creativity within their pedagogical practices. The participants (n = 45) were university seniors attending an early childhood education programme. The study results demonstrated a lack of knowledge and experience regarding creativity in education as one of the most stated inadequacies among PTs, and as a result, a need for additional coursework and/or practice-based courses regarding creativity in order to more adequately familiarise PTs with a breadth of approaches that incorporate creativity across the curriculum. The results also revealed that the most common barrier recognised in creative processes of PTs was pressure on teachers due to the parents’ expectations regarding student outcomes. The results of this study provided a more comprehensive look into the nature of creativity from a holistic perspective as well as how to improve early childhood teacher education programmes in terms of effective teaching strategies for creativity.

The teaching of mathematics involves logical and abstract reasoning that is often associated with belief, prejudices and difficulties. Therefore, students can develop an aversion to this science. This scenario may be even more complex when it involves blind students. However, creative didactic and pedagogical practices can help to deconstruct such adversities. The aim of the study was to test if eight workshops that were carried out the making four origami pieces (a small Box at it covers, a Rabbit face, and a "Bandeirinha de São João"-small flag of St. John party) could promote the construction of knowledge about geometry in 14 blind students. These students from the sixth to ninth year of elementary school are regularly enrolled of Benjamin Constant Institute, RJ, Brazil, and intend the after class. Eight workshops with 100 minutes each were conducted in September and October 2015 (n = 4) and in March and April 2016 (n = 4). Among eight paper types offered for students to make origami the kinds, we identified that the papers denominated waxed and sulfite were those who favored the realization of folds while Kraft one facilitated favored the discovery of the folds. On average, the questions concerning the geometric shapes and their elements obtained by the origami were answered correctly by eight students both for making the Box and its cover; as for the Rabbit face, and by ten students for making of small flag of St. John party. These results demonstrated the effectiveness of origami to teaching math to teenagers blind students.

- by Neuza Rejane Wille Lima
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- Education, Creative Education

Dalton education is the largest educational reform movement in the Netherlands. Around eighty years ago it spread throughout the world; Dalton education was found in the USA, England, Australia, Germany, the Netherlands, the Soviet Union, India, China and Japan. Today there is a revival of interest in England and Germany. We examine the origins of Dalton education by comparing the work of its founder Helen Parkhurst (1886–1973) with developments in American education towards the end of the nineteenth century. From 1870 onwards, in numerous American cities, there were experiments with alternatives for lockstep teaching, including experiments with individualised instruction, individual assignments, differentiation, self-direction, self-pacing, freedom, tutor learning and co-operation. In part, these innovations stemmed from methods that were already customary prior to the dissemination of lockstep teaching – methods which, at the onset of the twentieth century, were actually still common in rural one-room schools. The Dalton Plan proves to be not very original. Parkhurst recycled various ideas and methods which had already been developed and tried out in the preceding decades. Her pretension of having introduced something new and authentic is implausible. That raises two questions: how to explain the discrepancy between the image Parkhurst presents of her own work and the image derived from historical comparison, and how to explain the popularity of the Dalton Plan in the 1920s, given that it was not unique or particularly innovative.

- by Theorem Conferences and +2
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- Music Education, Teaching and Learning, Education, Sociology of Education

The purpose of this study was to determine the effects of cooperative learning on students' mathematics achievement in secondary school students in Pekanbaru, Indonesia. In addition, this study also determined students' perception concerning cooperative learning. The samples of this study consisted of 61 Form Three students. In order to control the differences of dependent variables, a pre-test was given before treatment. After treatment, a post-test was administered to both groups. Two types of instruments were used to collect the data: the mathematics achievement test and open-ended questions on cooperative learning. The pre-test and the post-test data were analyzed using t-test. Content analysis was used for the open-ended questions on cooperative learning. The results showed that there was a significant difference of mean in students' mathematics achievement between the cooperative group and the traditional group. Content analysis data revealed that students in the cooperative group were able to increase their understanding and to develop their self-confidence.

- by Effandi Zakaria
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- Education, Creative Education, Self Confidence

Schools’ administrators and teachers feel the necessity to apply
creative education within their learning environments, despite
grappling with understandings of what creativity is and how
best teachers can foster it in their students. This qualitative
international study spanning the USA, Canada, Singapore, and
Australia investigates teachers’ perceptions regarding creative
pedagogies that enhance creativity. Analyzing teachers’
reflections on classroom pedagogy and school practice, this
study explores ways teachers nurture critical thinking that foster
creative intelligences. This study identifies pedagogical practices
involving dialogic scaffolding, inter-disciplinarity, and creative
environments and school practices that promote learning and
thinking “out-side the box” in secondary school learners. This
article posits a creativity index through which schools can gauge
and assess attributes to nurturing creativity.

- by Anne M Harris and +1
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- Creativity, Creative Industries, Creative thinking, Critical Thinking and Creativity

In this paper we report on the operation and results of a pilot trial on the use of Science-Fiction Prototyping (SFP) as a means to motivate students to engage with STEM and language learning courses. In particular we describe two case studies. The first was conducted in Shijiazhuang University, China, and involved approximately 102 students following a course aimed at improving their English language abilities for computer science applications. The second case study concerned the use of micro science-fiction prototypes, in the form of Twitter-fiction, as a means of motivating pre-university students to take up STEM studies and careers. Finally, the paper concludes by describing future directions of this work

- by Shumei Zhang and +1
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- Creative Writing, Teaching and Learning, Education, Teaching English as a Second Language

This study is an investigation of the role of some basic reading skills of dyslexic (n = 27) and normal readers of Arabic: A reading-age-matched group (n = 29) and a chronological age-matched group (n = 31). The children were tested on reading and cognitive measures, all of which had vowelized and unvowelized versions: phonological, orthographic, reading, spelling, syntax, and working memory skills. The results of the MANOVA revealed significant differences between the dyslexic readers and the two control groups on most measures. Moreover, main effects of vowels and roots were found. In other words, subjects were much better at the vowelized than the unvowelized tests and used morphology to assist their reading accuracy. However, the Stepwise Regression analysis revealed that syntax, reading measures (isolated words, real roots and false roots), morphology and spelling were the most powerful predictors of reading accuracy among dyslexic and normal readers.

- by Salim Abu-Rabia
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- Education, Morphology, Creative Education

Instead of providing a rationale for introducing multi-competence perspective and defending it against the monolingual perspective, which is extensively presented in many chapters of this volume, this chapter employs the framework of multi-competence to present the next step in multilingual creativity research. The focus group in this research should consist of individuals with different histories of acquisition and use of their languages. This ensures manipulation of various factors related to an individual’s multi-competence. These factors should be carefully examined with respect to their potential impact on cognitive mechanisms and personality traits contributing to increase in an individual’s creative abilities. Once the link between an individual’s multi-competence and creative functioning is established, researchers can think about methods and strategies facilitating these connections and therefore increasing an individual’s multi-competence and creative potentials. That is, education researchers and educators should look into development of educational programs fostering these instances.

- by Anatoliy Kharkhurin
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- Education, Creativity, Multilingualism, Bilingual Education