Researching Creative LearningResearching Creative Learning



This book not only draws on this body of expertise but also consolidates it, making it the first methodological text exploring creativity.

Author: Pat Thomson

Publisher: Routledge

ISBN: 9781136881169

Category:

Page: 224

View: 863

It is a common ambition in society and government to make young people more creative. These aspirations are motivated by two key concerns: to make experience at school more exciting, relevant, challenging and dynamic; and to ensure that young people are able and fit to leave education and contribute to the creative economy that will underpin growth in the twenty-first century. Transforming these common aspirations into informed practice is not easy. It can mean making many changes: turning classrooms into more exciting experiences; introducing more thoughtful challenges into the curriculum; making teachers into different kinds of instructors; finding more authentic assessment processes; putting young people’s voices at the heart of learning. There are programmes, projects and initiatives that have consistently attempted to offer such change and transformation. The UK programme Creative Partnerships is the largest of these, but there are significant initiatives in many other parts of the world today, including France, Norway, Canada and the United States. This book not only draws on this body of expertise but also consolidates it, making it the first methodological text exploring creativity. Creative teaching and learning is often used as a site for research and action research, and this volume is intended to act as a textbook for this range of courses and initiatives. The book will be a key text for research in creative teaching and learning and is specifically directed at ITE, CPD, Masters and doctoral students.

Researching Creative LearningResearching Creative Learning



We have put this concern together with our experience in researching creative learning. We have organized the book around three broad issues that we know ...

Author: Pat Thomson

Publisher: Routledge

ISBN: 9781136881176

Category:

Page: 224

View: 350

It is a common ambition in society and government to make young people more creative. These aspirations are motivated by two key concerns: to make experience at school more exciting, relevant, challenging and dynamic; and to ensure that young people are able and fit to leave education and contribute to the creative economy that will underpin growth in the twenty-first century. Transforming these common aspirations into informed practice is not easy. It can mean making many changes: turning classrooms into more exciting experiences; introducing more thoughtful challenges into the curriculum; making teachers into different kinds of instructors; finding more authentic assessment processes; putting young people’s voices at the heart of learning. There are programmes, projects and initiatives that have consistently attempted to offer such change and transformation. The UK programme Creative Partnerships is the largest of these, but there are significant initiatives in many other parts of the world today, including France, Norway, Canada and the United States. This book not only draws on this body of expertise but also consolidates it, making it the first methodological text exploring creativity. Creative teaching and learning is often used as a site for research and action research, and this volume is intended to act as a textbook for this range of courses and initiatives. The book will be a key text for research in creative teaching and learning and is specifically directed at ITE, CPD, Masters and doctoral students.

The Routledge International Handbook of Creative LearningThe Routledge International Handbook of Creative Learning



Naranee Ruthra-Rajan is the Research Manager for Creativity Culture Education (CCE), a national organisation which aims to transform the lives of children ...

Author: Julian Sefton-Green

Publisher: Routledge

ISBN: 9781136730047

Category:

Page: 504

View: 473

Until now there has been no single text bringing together the significant literature that explores the dimensions of creative learning, despite the work of artists in schools and the development of a cadre of creative teaching and learning specialists.

Creative Research Methods in EducationCreative Research Methods in Education



Doing visual research with children and young people', in P. Thomson and J. Sefton-Green (eds) (2011) Researching Creative Learning: Methods and Issues, ...

Author: Kara, Helen

Publisher: Policy Press

ISBN: 9781447357063

Category:

Page: 208

View: 455

Co-authored by an international team of experts across disciplines, this important book is one of the first to demonstrate the enormous benefit creative methods offer for education research. It illustrates how using creative methods, such as poetic inquiry, theatre and animation, can support learning and illuminate participation and engagement.

Creative Teaching for Creative Learning in Higher Music EducationCreative Teaching for Creative Learning in Higher Music Education



'Razing Structures and Raising Creative Teaching and Learning in Institutional Program Curricula'. ... Research Studies in Music Education, 35(2), 197–212.

Author: Elizabeth Haddon

Publisher: Routledge

ISBN: 9781317158202

Category:

Page: 264

View: 332

This edited volume explores how selected researchers, students and academics name and frame creative teaching and learning as constructed through the rationalities, practices, relationships, events, objects and systems that are brought to educational sites and developed by learning communities. The concept of creative learning questions the starting-points and opens up the outcomes of curriculum, and this frames creative teaching not only as a process of learning but as an agent of change. Within the book, the various creativities that are valued by different stakeholders teaching and studying in the higher music sector are delineated, and processes and understandings of creative teaching are articulated, both generally in higher music education and specifically through their application within the design of individual modules. This focus makes the text relevant to scholars, researchers and practitioners across many fields of music, including those working in musicology, composition, performance, music education, and music psychology. The book contributes new perspectives on our understanding of the role of creative teaching and learning and processes in creative teaching across the domain of music learning in higher music education sectors.

Creative Learning to Meet Special NeedsCreative Learning to Meet Special Needs



But while there may be commonalities about what creative learning looks like ... Sefton-Green, J. and Thomson, P. (2010) Researching Creative Learning: ...

Author: Edward Sellman

Publisher: Routledge

ISBN: 9781136734106

Category:

Page: 120

View: 713

Creative Learning to Meet Special Needs shows teachers how to use creativity in the curriculum to support the learning of pupils with special educational needs.

Placing Students at the Heart of Creative LearningPlacing Students at the Heart of Creative Learning



When educators talk about creative learning they generally mean teaching which ... 2011) and Researching Creative Learning: Methods and Issues (Thomson and ...

Author: Nick Owen

Publisher: Routledge

ISBN: 9781136733680

Category:

Page: 152

View: 277

Developing a Creative Curriculum shows teachers how to introduce creativity to what is often seen as a prescriptive curriculum, and addresses the tensions between innovation and the requirement to follow the curriculum.

Creativity Under Duress in Education Creativity Under Duress in Education



Researching creative learning: Methods and approaches. London, UK: Routledge. Tseng, V., & Nutley, S. (2014). Building the infrastructure to improve the use ...

Author: Carol A. Mullen

Publisher: Springer

ISBN: 9783319902722

Category:

Page: 419

View: 269

Creativity Under Duress in Education? introduces a new framework—creativity under duress in education. Leading creativity researchers and educational scholars discuss creative theory and practice from an educational lens that is provocative. Across international contexts, this book combines insights from creativity and educational research; rich illustrations from classrooms, schools, and other professional settings, and practical ideas and strategies for how anyone invested in education can support creative teaching and learning. Readers will encounter diverse perspectives from an international cast of authors exploring cutting-edge ideas for creativity and innovation as a foremost priority for economies in the new millennium. At the same time, they consider forces of authority, control, and constraint that impact creative education and innovation within educational systems, extending to the professions. Educators and those interested in the future of education are vitally important to this conversation around research-based and practical analyses of creativity in and beyond the classroom. Addressed are these major issues: (1) creativity frameworks of theory and action in education, (2) research investigations into creativity and education, and (3) applications of creativity theory in real-world practice. Dynamic, this book presents a bridge between draconian contexts of assessment and explosive creativity in diverse places. A key contribution of the volume is its validation and promotion of creativity and innovation for students, teachers, professors, leaders, employers, policymakers, and others seeking ways to profoundly improve learning and transform education. In tackling the seemingly irreconcilable issues of creativity and accountability in K–12 institutions, higher education, and policy circles, worldwide, this work offers a message that is both cautionary and inspiring. Book editor Carol A. Mullen, PhD, is Professor of Educational Leadership at Virginia Tech, Virginia, USA. A twice-awarded Fulbright Scholar to China (2015) and Canada (2017), she was honored with the 2016 Jay D. Scribner Mentoring Award from the University Council for Educational Administration. She is author of Creativity and Education in China (2017) and co-editor of Education policy perils (2016).

Beyond TextBeyond Text



This original new book represents a variety of art forms across different professional contexts.

Author: Jeff Adams

Publisher: Intellect Books

ISBN: 9781789383577

Category:

Page: 300

View: 628

This original new book represents a variety of art forms across different professional contexts. Its focus is on the ways that educational practitioners and leaders from a range of cultures, disciplines, professions and organizations practice arts-based research, and it explores how these can enable innovative means of learning and enhance professional and organizational development. This vibrant project allowed for long term systematic conversations between a large and unusually diverse group of twenty-nine people from eight organisations in six countries. It was unusually diverse in many senses: for some the word ‘data’ meant little, for others it was central to their daily work; for some artistic practice was core, while for others the arts were a means to an end; while some were social entrepreneurs running their own companies others were researching in universities and a number were doing both; some were working within the STEM disciplines of business, management, engineering, science, technology, sustainability and the built environment, others were in the social sciences of social and health care, education and youth work while others were engaged in rapid or long term social and cultural action as a means of resisting state violence and military occupation; some worked in one of the safest countries on the planet, others in one of the most tear-gassed refugee camps in the world. Within these professional groups there were also ranges of experience, for example senior researchers, early career researchers, PhD students, seasoned professional artists and newcomers to arts forms. Whilst the main communication of this group was English, six other major languages were spoken, Estonian, Finish, Catalan, Spanish, Arabic and key stakeholders bought Swedish and Japanese into the space. This meant that while the conversations in and about arts-based practice were transnational, interdisciplinary and systematic, they had all the messy, troubled-ness that the intercultural on all of the above levels brings with it. This unique and exciting collection discusses how creative arts practices can have a significant impact on research across a range of international contexts, drawing on their own field of research and educational experience. For instance, drama, music, dance and visual arts can be used to understand how learners internalise concepts, reflect on how decisions are made in the midst of action in leadership education, or investigate the use of the intuitive alongside the rational and analytical in their educational experience. Non-textual arts-based forms of research can also provide modes of investigation into pedagogical and professional practices when applied to fields that normally lie outside of the arts. Its greatest strengths are its focus on arts-based research as a way of learning in a variety of contexts, and often in collaboration. Its consistent theoretical, artistic and professional engagements make it a very readable and engaging read. The representation of a variety of art forms across different professional contexts means that this book will have appeal to several readerships in higher education, including the following groups. Academics and practitioners using arts-based methods in organisation and business settings. Researchers in the arts and researchers generically in the social sciences, humanities and arts. University students of the arts, education and professional studies, especially those interested in the wider international and intercultural diversity of research methodologies. Those working in international research teams using any form of qualitative research will also find this collection very interesting. It also has potential interest for groups outside higher education with an interest in arts-based research – for example community groups looking to explore collaborative projects.

International Handbook of Research on Children s Literacy Learning and CultureInternational Handbook of Research on Children s Literacy Learning and Culture



London: Creativity, Culture and Education; Arts Council England. Thomson, P., and Sefton Green, J. (2010) Researching Creative Learning: Methods and Issues.

Author: Kathy Hall

Publisher: John Wiley & Sons

ISBN: 9781119237938

Category:

Page: 584

View: 939

The "International Handbook of Research in Children's Literacy, Learning and Culture" presents a careful distillation of the current research in the field of primary years literacy studies. Well known contributors critically review and synthesize seminal studies on various themes, offer fresh perspectives and conceptualizations, and point to new directions for further investigation and study. Chapters vividly illustrate the interdisciplinary nature of contemporary educational thinking and research on literacy by offering perspectives from a wide range of disciplines--from aesthetics and anthropology to cultural psychology and curriculum theory. Literacy topics are addressed in three sections, namely 'society, culture, and community', 'school, culture, and pedagogy', and 'teachers, culture, and identity'. In presenting cutting-edge knowledge on all aspects of literacy learning in the primary/elementary school years, the "International Handbook of Research in Children's Literacy, Learning and Culture" provides an essential resource for scholars, educators, and researchers in charting the future of the increasingly important field of literacy in the 21st century.

Transforming Troubled LivesTransforming Troubled Lives



Snapshots and portraits: The re-presentation of case-study research findings about creative learning and change. In P. Thomson & J. Sefton-Green (Eds.), ...

Author: John Visser

Publisher: Emerald Group Publishing

ISBN: 9781780527116

Category:

Page: 430

View: 816

Contains papers and discussions of the third International Conference of SEBDA in 2010 at Keble College, Oxford, UK. This title describes and critically examines strategies and interventions in meeting the educational and well being needs of the children and young people.

The Creative TurnThe Creative Turn



The great lakes center for education research & practice. Boulder, CO: Educaiton and the Pubilc Interest Center/Univ of Colorado.

Author: Anne M. Harris

Publisher: Springer Science & Business

ISBN: 9789462095519

Category:

Page: 188

View: 419

The conundrum of understanding, practising and teaching contemporary creativity is that it wants to be all things to all people. Almost all modern lists of creativity, creative thinking and how-to ‘becoming creative’ books begin with one premise: the creative individual/artist is not special, rather each of us is creative in a special way and these skills can – and must - be nurtured. Increasingly, industry and education leaders are claiming that creativity is the core skill to take us into a prosperous future, signalling the democratisation of creativity as industry. Yet centuries of association between aesthetics, mastery and creativity are hard to dismantle. These days, it is increasingly difficult to discuss creativity without reference to business, industry and innovation. Why do we love to think of creativity in this way and no longer as that rare visitation of the muse or the elite gift of the few? This book looks at the possibility that creativity is taking a turn, what that turn might be, and how it relates to industry, education and, ultimately, cultural role of creativity and aesthetics for the 21st century. In proliferating discourses of the commodification of creativity, there is one thing all the experts agree on: creativity is undefinable, possibly unteachable, largely unassessable, and becoming the most valuable commodity in 21st-century markets.

The SAGE Handbook of Research on Teacher EducationThe SAGE Handbook of Research on Teacher Education



Creative arts: An essential element in the teacher's toolkit when developing critical thinking in children. Australian Journal of Teacher Education, 38(7), ...

Author: D. Jean Clandinin

Publisher: SAGE

ISBN: 9781526415462

Category:

Page: 1288

View: 777

The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook: https://www.youtube.com/watch?v=Yee8cZVakfc

Handbook of Research on the Education of Young ChildrenHandbook of Research on the Education of Young Children



She co-authored the book chapter “Quantitative Research on Creativity” published in the Researching Creative Learning: Methods and Approaches (edited by.

Author: Olivia N. Saracho

Publisher: Routledge

ISBN: 9781136897023

Category:

Page: 480

View: 173

The Handbook of Research on the Education of Young Children is the essential reference on research on early childhood education throughout the world. This singular resource provides a comprehensive overview of important contemporary issues as well as the information necessary to make informed judgments about these issues. The field has changed significantly since the publication of the second edition, and this third edition of the handbook takes care to address the entirety of vital new developments. A valuable tool for all those who work and study in the field of early childhood education, this volume addresses critical, cutting edge research on child development, curriculum, policy, and research and evaluation strategies. With a multitude of new and updated chapters, The Handbook of Research on the Education of Young Children, 3rd Edition makes the expanding knowledge base related to early childhood education readily available and accessible.

The Routledge International Handbook of Research on Teaching ThinkingThe Routledge International Handbook of Research on Teaching Thinking



Revista de Educación (Inclusive Education Journal). Craft, A., Chappell, K. (2009). Fostering possibility through co-researching creative movement with 7–11 ...

Author: Rupert Wegerif

Publisher: Routledge

ISBN: 9781317752301

Category:

Page: 488

View: 748

The Routledge International Handbook of Research on Teaching Thinking is a comprehensive guide to research on teaching thinking. Teaching thinking is key to growing a more successful economy, is needed for increased democratic engagement and is vital for the well-being of individuals faced with the complexity of a globalised world. However, there are questions about what we mean by ‘thinking’, how best to teach it and how best to assess it, and it is these questions that this handbook explores and addresses. Containing surveys and summaries of international, cutting-edge research on every aspect of teaching thinking in a range of contexts, the handbook is thorough in its delivery, examining many different approaches and methods to help readers understand what teaching thinking is and how we can best take this movement forward. Key topics include: • Theoretical perspectives on teaching thinking • Approaches for teaching thinking • Developing creative thinking • Developing critical thinking and metacognition • The assessment of thinking • Teaching thinking in the context of STEM • Collaborative thinking and new technology • Neuro-educational research on teaching thinking This book is an essential guide for policy-makers, teachers and researchers who are interested in teaching thinking

Creative Approaches to Improving ParticipationCreative Approaches to Improving Participation



When educators talk about creative learning they generally mean teaching ... of Creative Learning and Researching Creative Learning, Methods and Issues).

Author: Helen Manchester

Publisher: Routledge

ISBN: 9781136734243

Category:

Page: 128

View: 297

Giving Pupils a Say about their Learning examines ways in which young people have been given a creative voice in the classroom, and have actively participated in their own learning, transforming classrooms, curricula, assessment structures and teaching practices.

Methods and Paradigms in Education ResearchMethods and Paradigms in Education Research



Youth voice and visual methods in creative learning and research. In P. Thomson & J. Sefton-Green (Eds.), Researching creative learning: Methods and issues ...

Author: Ling, Lorraine

Publisher: IGI Global

ISBN: 9781522517399

Category:

Page: 397

View: 129

The tools used in data collection have the ability to influence the ways information is perceived and generated. Analyzing research processes is a concept that can be overlooked, though is as important as the information itself. Methods and Paradigms in Education Research addresses the innovative formulaic approaches taken in research to challenge their effectiveness. Featuring coverage on selection, forms, and analytical procedures of data, this publication is essential for researchers, students, and academicians seeking current information on understanding research methodology.

Young Children s Creative ThinkingYoung Children s Creative Thinking



Research Report 356. London: DfES. Smith, A., Duncan, J. and Marshall, K. (2005) 'Children's perspectives on their learning: Exploring methods', ...

Author: Hiroko Fumoto

Publisher: SAGE

ISBN: 9781446258309

Category:

Page: 184

View: 812

The importance of promoting young children's creative thinking, and the social relationships which support it, is now seen as a vital element of good early childhood practice. The authors push forward our understanding of what young children's creative thinking is, and how it promotes young children's well-being. By drawing on research evidence, they examine key issues from the perspectives of the child, the parents or carers, and early childhood practitioners and make links between theory and practice. The book is divided into three key parts: - creative thinking, social relationships and early childhood practice - exploring perspectives in early childhood research - experiences of young children, parents and practitioners Chapters integrate practice, research and conceptual understanding to meet the needs of undergraduate and postgraduate students on any Early Childhood course.

Creating the CurriculumCreating the Curriculum



It became apparent from the research that there was uncertainty about the meaning of creative learning for those involved with CP.

Author: Dominic Wyse

Publisher: Routledge

ISBN: 9780415687690

Category:

Page: 151

View: 111

"Is there an 'ideal' primary school curriculum? Who should decide what the curriculum is? Should teachers have autonomy over how they teach? The curriculum is the heart of what teachers teach and learners learn: effective teaching is only possible with an effective curriculum. Yet in spite of its importance, there has been a crisis in curriculum that has been caused in large part by governments assuming direct control over the curriculum, assessment, and increasingly, pedagogy. Creating the Curriculum tackles this thorny issue head on, challenging student and practising primary school teachers to think critically about past and present issues and to engage with a new wave of curriculum thinking and development. Considering curriculum construction and its impact on teaching and learning in the four countries of the UK, key issues considered include: - Who should decide the curriculum, its aims and its values - The extent to which issues in primary education swing back and forth - Subjects versus thematic organisation, stages and phases, progression, breadth and balance - Prescription versus teacher autonomy - The key features of effective classroom practice - Strategies for assessing the whole curriculum - How language in the classroom influences curriculum design - Understanding curricula in the context of children's social and personal circumstances - Creativity, curriculum and the classroom Illustrated throughout with strategies and case studies from the classroom, Creating the Curriculum accessibly links the latest research and evidence with concrete examples of good practice. It is a timely exploration of what makes an effective and meanginful curriculum and how teachers can bring new relevance, motivation and powerful values to what they teach"--

Towards Creative Learning SpacesTowards Creative Learning Spaces



Learning Spaces. Boulder, CO: Educause. Clark, H., 2002, Building Education: The Role of the Physical Environment in Enhancing Teaching and Research.

Author: Jos Boys

Publisher: Routledge

ISBN: 9781136859656

Category:

Page: 198

View: 393

This book offers new ways of investigating relationships between learning and the spaces in which it takes place. It suggests that we need to understand more about the distinctiveness of teaching and learning in post-compulsory education, and what it is that matters about the design of its spaces. Starting from contemporary educational and architectural theories, it suggests alternative conceptual frameworks and methods that can help map the social and spatial practices of education in universities and colleges; so as to enhance the architecture of post-compulsory education.