Creative Curriculum Research Articles

The Emergence of Entrepreneur Competencies Toward Hospitality Management Education Transformation

The purpose of this study is to provide an implication model of Creative Entrepreneurship for hospitality management and education. It is obvious that many new ventures are established within the hospitality sector, which may be termed entrepreneurial businesses. The university, including Hospitality Management Education plays a major role as home for faculty who innovate, take calculated risks, and act in a proactive manner. As the vehicle for economic and social change, Academic entrepreneurs in hospitality education are exploring opportunity, leveraging resources, creating change as its transformation. The creative entrepreneurial curriculum will bring positive impact to the process of the above transformation. It is the way how entrepreneurship manifests itself to the body of hospitality education. Insight of the discussion also defining stages of entrepreneurship curriculum implementation as well as identifying relevant competencies required to succeed the learning process. The study takes a qualitative research by delivering a literature approach as well as utilizing previous empirical research in implementing entrepreneurship in education field. The result shows that entrepreneurship stakeholders can use the findings of the study to implement and improve curriculum design, delivery methods and assessment strategies in their efforts to advance entrepreneurship in hospitality management education.

Efficacy of an Emotion self-regulation Program for Promoting Development in Preschool Children

ABSTRACTThis work reports the results of an evaluation study to assess the efficacy of the Early HeartSmarts (EHS) program in schools of the Salt Lake City, Utah, School District. The EHS program is designed to guide teachers with methods that support young children (3–6 y old) in learning emotion self-regulation and key age-appropriate socioemotional competencies with the goal of facilitating their emotional, social, and cognitive development. The study was conducted over one school year using a quasiexperimental longitudinal field research design with 3 measurement points (baseline, preintervention, and postintervention) using The Creative Curriculum Assessment (TCCA), a teacher-scored, 50-item instrument measuring students growth in 4 areas of development: social/emotional, physical, cognitive, and language development. Children in 19 preschool classrooms in the Salt Lake City School District were divided into intervention and control group samples (n = 66 and n = 309, respectively; mean age = 3.6 y). The intervention classes were specifically selected to target children of lower socioeconomic and ethnic minority backgrounds. Overall, there is compelling evidence of the efficacy of the EHS program in increasing total psychosocial development and each of the 4 development areas measured by the TCCA: the results of a series of analyses of covariance found a strong, consistent pattern of large, significant differences on the development measures favoring preschool children who received the EHS program over those in the control group.

Inspiring the Creativity and Imagination of University Students During Creative Curriculum by Teaching Design

The aim of this study is to explore the creativity and imagination of analogy technique how to be inspired university students to produce works by instructional design. The researcher used work analysis and in-depth interview as research method to examine creator's creative thinking. There were 40 works evaluated by 3 judges and ranked top 3 works. The Piano Card is selected as an example to discuss. The findings of this study are as follows: 1. How to inspire the creativity and imagination? The analogy of Piano Card used direct analogy to inspire the creativity and imagination. 2. How to apply NM analogy? We can apply KW-QA-QB-QC-ABD steps to create Piano Card within paper speaker 3. What is the main emphasized opinion of instructional design? The instructor design creative show as motivation is the most important process of instructional design.

Rethinking the Standardized Test: The Pursuit of Diversity and Standardization

There are growing concerns that the national policy of student assessment may lead to increased competitions between schools and prevent schools from maintaining diverse and creative curriculum for well-rounded education in Korea. The primary purpose of the study is to provide a brief understanding of Korea's national assessment policy and introduce two cases in which schools have successfully pursued both educational goals simultaneously – improving test scores in basic subjects and maintaining diverse and creative curriculums for well-rounded education.

Evaluation of Two Observational Assessment Systems for Children's Development and Learning

This study provided preliminary evidence for the reliability and validity of Teaching Strategies GOLD, a recently developed observational system for assessing young children's development and learning. The measurement properties of Teaching Strategies GOLD were compared with those of an older instrument, The Creative Curriculum Developmental Continuum for Infants, Toddlers & Twos, using a sample of children from birth to age 2. Results showed that both instruments had adequate internal consistency reliability, although Teaching Strategies GOLD produced a slightly better level of internal consistency. Results demonstrated the expected relationship between age and child development. The Rasch analyses supported the construct validity of the instrument. The item hierarchy reflected typical patterns of development and learning for young children. The distribution of the Teaching Strategies GOLD items was improved over the items of The Creative Curriculum Developmental Continuum for Infants, Toddlers & Twos. R...

The momentum behind the International Primary Curriculum in schools in England

The year 2007 saw a discrete yet significant development in the sphere of ‘international education’ in England: a doubling in number of state‐funded schools offering the International Primary Curriculum. This curriculum had been developed in 2000 for the Shell Company Group of Schools. It first emerged in England in 2003; two years later it had become the major form of international curricula in England. This development is mainly a by‐product both of government policy‐making encouraging a ‘global dimension’ in primary schools aimed at the ‘2020 Generation’, and also of documentation recommending a more innovative and creative primary curriculum. This paper investigates the potential for further growth of the International Primary Curriculum in England. Political developments, however, point to possible growth among independent schools, which may extend the possibilities for a more general critical discourse.

An education that pierces what the knife cannot: A student perspective

If personalized medicine is the way of the future, and the physician's approach to each patient becomes more individualized and team-based, so must the professors' approach to the medical student experience. Mayo Medical School has an innovative curriculum designed to respect and enhance the individual interests of its students. A former educator herself, and now a medical student, the author advocates for further creative curriculum design to enhance healthy student attitude learning in medical school. In her personal testimony to the healing power of art and story, she cautions institutions that ignore integrating humanities into their curriculum that their student physicians will build self-protective barriers without self-reflection. She argues students must have more avenues to express their emotions during difficult transitions and ethical dilemmas. This commentary describes extracurricular student projects during anatomy, and includes an example of student reflective writing in anatomy. The author suggests that narrative medicine as an emerging discipline would be an effective educational strategy when applied to any aspect of the medical curriculum, and should be considered by more medical schools for further progress in medical education.

E-Portfolio: a pedagogical tool to enhance creativity in student's project design

This study aims to evaluate if the integration of the design of an E-portfolio within the courses framework on a personal and professional project may allow creative curriculum. The E-portfolio is the final production of a four steps pedagogical scenario: seek information on professional and scholarly environment, make a physical box that represents itself, design a mind map - an e-portfolio, and reuse it one year after. This scenario has been tested on ninety bachelor students. Answers to questionnaires enable us to open our analysis towards finer assumptions to test later on the structure and the contents of the E-portfolio conceived.

Toward a Productive and Creative Curriculum in Architecture

A model of curriculum development that enables students of architecture in the developing nation of Taiwan to draw on their own life experiences in formulating their own architectural education is proposed. Such an ideology recognizes that while education certainly includes the acquisition of the technical skills needed to ply one’s trade, its more important aspect is the development of the ability to learn throughout life and to apply those skills creatively as social, economic, and cultural contexts change. An architecture curriculum that accomplishes this end will draw on existing designs and encourage input from a wide variety of disciplines and cultures, especially including the humanities and social sciences. In particular, it will recognize the philosophical tradition of epistemology and the epistemological tradition of constructivism. Moreover, such an architectural curriculum will shift its focus of study from the modern tradition of aesthetics to the postmodern concern for environmental ethics. For both practical and cultural reasons, these changes will not be easy, but they are necessary.

The influence of the Creative Learning Assessment (CLA) on children's learning and teachers' teaching

AbstractThis paper describes the development and use of the Creative Learning Assessment (CLA) as a means of evidencing, supporting and promoting children's creative learning in arts‐based contexts. The research team at the Centre for Literacy in Primary Education (CLPE) worked with a group of teachers in inner‐city Lambeth primary schools to develop an assessment system to record the impact of a creative curriculum on children's achievement and to enable schools to justify a broad‐based provision. The Assessing Learning and Communication in Creative Learning Contexts project, funded by CfBT Education Trust (CfBT), aimed to offer teachers a view of creative learning development and a framework for teacher assessment. It set out to provide a close focus on the learner and a valuable source of information for curriculum planning. This article discusses the effect of working with the CLA on children's learning and on teachers' practice through a case study of one project school, and the implications for schools and classrooms from the perspectives of the researcher and the teacher.

Brief Communication: Imaginative, Innovative, and Creative Curriculum (IICC)

Brief Communication: Imaginative, Innovative, and Creative Curriculum (IICC)

Risk: the ethics of a creative curriculum

Higher education in the UK espouses to develop intelligence and critical skills in undergraduates. To do this requires exposing students to challenge and thus risk. However, current models of quality assurance are risk‐averse and thus potentially limit the scope of creative learning and teaching strategies. Using two case studies, this paper argues for a utilitarian risk‐management model that can accommodate creative learning and teaching strategies, while making sensible decisions about risk management

Detracking in Context: How Local Constructions of Ability Complicate Equity-Geared Reform

Background/Context Recent sociocultural studies of detracking describe the ways in which notions of ability—local understandings of students’ intellectual capacities—are at play in these settings, shaping both the politics and the practice of the reform. This study extends this examination into the classrooms of detracking schools. Purpose This article considers the enactment of detracking in the ninth grade social studies classrooms of three public high schools. Through a detailed look at classroom life in racially and socioeconomically distinct public high school settings, it explores how local notions of ability shape the implementation of classroom practices in general and of detracking reform in particular. Setting The research took place in three public comprehensive high schools in a northeastern state with the following student populations: 1) low income and predominantly African American and Latino students; 2) high income and predominantly White students; 3) socioeconomically diverse and predominantly African American and White students. Research Design This study used an interpretive research methodology and a multiple case study design. Data Collection and Analysis Data was collected at each of the three schools over the course of an academic year in the following ways: 1) extensive observations of detracked ninth grade social studies classes; 2) interviews with students and teachers participating in those classes; 3) shadowing of students through the school day; 4) collection of school generated documents. Findings/Results At the low income, majority African American and Latino school, detracking reform was framed by a discourse of deficit that posited all of the school's students as unwaveringly low in ability, and classroom practices provided little opportunity for students to either display or develop competence. In contrast, detracking at the suburban, homogeneous school spurred a creative curriculum targeted to the needs of individual students in the heterogeneous classroom, all of whom were presumed to be bright, motivated and college bound despite varied skills. At the racially and socioeconomically integrated school, a community and school system in which people were highly concerned with issues of equity and diversity, teaching practices in the detracked classroom emphasized flexibility and personalization, providing opportunities for students to examine social and cultural issues in a discussion-centered framework. Students, both within and among the three schools, experienced detracking reform in ways that were distinct and not equally beneficial. Conclusions Translating a structural reform into change that is meaningful for students is a complex endeavor. Effective detracking involves changes at multiple levels: in institutional structures, classroom practices, and teacher and student beliefs about ability.

CREATIVE CURRICULUM VISUALIZATION IN A 3D CVE: EXPERIENCES AND GUIDELINES

This paper describes experiences of using a 3D collaborative virtual environment (CVE) as a tool for a creative collaborative visualization of curriculum content in a university course. The goal of this project was to improve the students' understanding of the curriculum and explore the possibilities of 3D CVEs in this context. The project resulted in a number of original virtual constructions, visualizing topics and concepts introduced in the course. Based on this experience, the paper discusses the suitability of 3D CVEs for the task of creative curriculum visualization and elaborates on some pedagogical aspects.

Moon people factoids

Getting children to analyse data in the form of ‘factoid’ type tables

Dance Educator Enrichment Program (DEEP): A Model for Professional Development

In 2001, North Carolina Dance Theatre, The University of North Carolina at Charlotte, and the Charlotte-Mecklenburg School system joined forces to create a multidimensional, professional development program for dance professionals (teachers and artists) in the public schools called, The Dance Educator Enrichment Program (DEEP). DEEP was designed to strengthen and enrich the teaching skills of dance educators while providing additional resources for teachers and professional artist-educators. Using the Capturing Creativity curriculum, created for the North Carolina Dance Theatre based upon its current repertory, dance educators participated in workshops with artist-educators who would later conduct comprehensive dance lessons and residencies in the schools. After each dance workshop, educators received a volume of lesson materials to enrich their classroom resources. A second tier of this program, called DEEP Peer Circle, was formed as a support group for dance educators and professional artist-educators where they could evaluate and analyze their own teaching methods, style, and lesson choices with others. Ultimately, this model for professional development provided a comprehensive way to help dance educators create a learning environment to promote creativity, inquiry, analysis, and interaction while linking the professional dance world to the public school classroom. A two-year evaluation study was conducted simultaneously with the model. This article shares the evidence of the efficacy of the DEEP program.

The Rehabilitative Role of Arts Education in Prison: Accommodation or Enlightenment?

AbstractThe prisoner constituency is one of the most excluded in society. Addressing recidivism requires amongst other considerations, an enabling of these individuals to fulfil rehabilitative intent. The article argues that this necessitates an educational discourse and methodology that is embedded in concepts of emancipation and empowerment, where creativity and heuristic learning enable personal transformation. The arts are one of the agents that can naturally encourage spontaneous and participatory learning, enabling a more liberating and self‐directed rehabilitative process. Notwithstanding, arts education in prison illuminates the struggle between individual creative needs and social accommodation. Historically the shifting paradigm of penal policy has reflected a wider political intention. But there is an irony as the New Labour government that champions social inclusion has overseen the reduction of opportunity in prison to engage with the arts, replaced by an instrumental agenda concerning basic, key and cognitive skills. Furthermore, this has arguably been costly and ineffectual, hence the need to accommodate a more creative and expressive curriculum. The article has been divided into two parts. The first examines competing discourses of penal educational provision in order to assess the role of the arts. The second part examines a radical educational agenda of inclusion based on emancipatory theory, as a conduit for personal transformation, in which the creative arts have a central role.

미국 교육과정 구성법의 전개와 그 발달사적 특징

The purpose of this study is to generally review the evolution of the curriculum making in the 1900’s-1950’s and to explore meaning of it in a developmental history. The curriculum making refers to the technique of curriculum construction in the light of tenet of so called scientific curriculum development rather than a constructivist’s idea or constructivism as a educational epistemology. So this study examines the characteristic of technique of the curriculum making and explains the historical evolution of the curriculum making in general. The technique of the curriculum making includes the subjects method focusing on subject making by subject matter specialist, the adult activity analysis focusing on analysis of future life of adult and job analysis by F. Bobbitt and C. Charters, the social functions focusing on scope with social functions and sequence with interests, there by work unit resulting in core curriculum by Caswell and Campbell, the needs to youth life focusing on needs and area of problem of youth learner with co-meeting of teacher and learner by H. Alberty, persistent life situation focusing on relation of daily life and persistent life situation by Stratemeyer, et al., and the structure of discipline focusing on the structure of knowledge by Bruner. This study focuses a characteristic and meaning of mode of ’How to make a curriculum’ in a developmental history and evolution. The curriculum making in these days is understood as a reality with socio-historical background. Major elements including establishment of educational objectives, scope, sequence, and unit are interrelated on the basis of the particular orientation and ideas influencing on technique of curriculum making. According to the meaning and the nature of the curriculum making in an historical exploration, a evolution of period by curriculum making is summarized as follows; introductory exploring period, initial establishing period, expansive developing period, and discipline-based period. There are many tasks we should solve for the future concerning context-driven curriculum making, construction beyond Tylerian approach, and our own creative curriculum making.

Creative Approaches to Raising Achievement of Adult Learners in English Further Education

Seventy-two per cent of Britain's further education students on courses funded by the English Further Education Funding Council (FEFC) are adult learners aged 19 or over, yet an average 37% of them currently do not achieve their qualification aims (FEFC, 1999), despite the British government's drive to improve attainment among these cohorts. The price paid by adult learners is disillusion and a feeling of failure, while colleges loose a leg of the FEFC's funding tripod. But a far more worrying prospect is the fact that adult learners will form the bulk of extra 700,000 disciples of learning that the Government is bringing into further education by 2002, at an estimated cost of 2.5 billion over the same period. Will it be business as usual? This paper draws on recent work on improving retention in further education (see Ogunleye, 2000a). It examines the extent of the problem of underachievement of adult learners and the paucity of current colleges' solutions to the problems. It explores briefly the concept of creativity and argues that a solution to improving achievement of adult learners lies in fostering creativity in the learning process through creative curriculum, teaching and instructional techniques. Because of space constraints, readers who are interested in a full discussion on how the current teaching and learning in English education ignores creativity are referred to DfEE (1999b). Also, for a full discussion on examples of good practice and creative teaching approaches that have been tried in particular contexts, readers are referred to Lobuts and Pennewill (1984), Mayer (1989) and James (1999). The words student and learner are used interchangeably throughout this paper.

Developing a creative curriculum for those working with clients who misuse substances

A substance misuse curriculum was developed using a creative approach. Key players identified were: a community outreach worker, a nurse consultant, a communication expert and an academic. Communication was seen as a fundamental and integral cornerstone of practice and played a major role in the curriculum. The increased awareness of coexisting morbidity was also seen as a growing and relevant issue. Practitioners were involved and played a pivotal role in this development. The role of the academic was to facilitate the process and ensure that the curriculum was evidence‐based, creative and utilised the philosophy of problem‐based learning.