Creativity In Classroom Research Articles

Constructivist Pedagogy to Promote Cultural Learning in Counselor Education

ABSTRACT Counselors are most effective when they approach client concerns through a multicultural lens. Educators can utilize creative classroom activities with students to promote cultural competence and broaden worldviews for counselors in training. This paper will present classroom activities and assignments for developing cultural competence while encouraging creative thinking in beginning counselors.

Classroom Creativity: Pedagogical Adaptability in Film

Classroom Creativity: Pedagogical Adaptability in Film

A creative classroom for everyone: An introduction to a small ‘c’ creativity framework

This study presents two case studies of teachers who participated in a large-scale, NSF-funded professional development project. It investigates how teachers’ curricular choices affect the amount of student creativity produced in their classrooms. The study demonstrates how creativity is fostered in students through various styles of teacher beliefs and practices. Analysis includes determining Consensual Assessment Technique (CAT) scores for student products and continua scores along a Small ‘c’ Creativity Framework. The data shows a relationship between teachers’ CAT scores, framework scores, and school context. The framework was determined to be a successful tool for understanding the degree to which teachers foster small ‘c’ creativity. Other themes emerged that could be examined in future studies, including: 1) teachers’ allotment of time and small group collaboration; 2) teachers’ beliefs about creativity; and 3) school context.

How Creativity in STEAM Modules Intervenes with Self-Efficacy and Motivation

Many current curricula, in going beyond traditional goals, increasingly foster creativity in science classrooms, declaring creativity a core skill of the 21st century. For enhancing creativity in science classrooms, the subject Arts is considered to offer a potential way from STEM (Science, Technology, Engineering, Mathematics) to STEAM (STEM with Arts)). The Horizont-2020 project Creations prepared more than 100 creativity-enhancing STEAM modules based on the 5E instructional model. STEM subjects were mathematics, biology, physics, chemistry or technology, and often interdisciplinary for different school and class levels between the ages of nine and nineteen. All modules provided a social environment fostering creativity where students imagine, explore, experiment, test, manipulate, and speculate. Exemplarily, five modules including physics, math, and biology, were selected, for monitoring motivation and creativity. The first was measured on the level of career-motivation and self-efficacy, the latter focused on two sub-constructs: active cognition such as idea processing (Act), and a mental state of creative immersion (Flow). Subjects were a sample of 995 students (9–18 years). In summary, no gender impact or age effect appeared in any of the monitored variables. Participation intervened with Self-Efficacy and Act, while Career Motivation or Flow did not. Act as a cognitive variable associated with creativity might be more sensitive to changes, whereas Flow as a parameter measuring a state of mind related to emotion appears more stable. Path analysis supported the role of creativity for Career-Motivation by promoting Self-Efficacy. Conclusions for appropriate educational settings to foster STEAM environments are discussed.

Social and Creative Classrooms

Students use computers outside and inside of math classes and they enjoy them immeasurably more outside of math class. That's because, outside of class, they use their computers in ways that are creative and social. The same can and must be true about computers inside of math class.

Students’ Perception of Classroom Environment in China and its Relationship to Creativity of Students Who Have Visual Impairments

This study aimed to investigate the perceptions of students with visual impairments (VIs) about their classroom environments; the creativity level of students with VIs; and the influence of classroom environments on the development of students’ creativity. This study used the “Creative Classroom Environment Scale for School for The Blind” (CCES-SB) to investigate students’ perceptions of their classroom environment from five dimensions: teacher leadership, teacher support, student relationship, student communication, and student participation. The verbal sub-tests of “Evaluation of Potential Creativity” (EPoC) was used to investigate students’ creativity level. A total of 189 students with VIs from 10 Schools for the Blind in China participated in the CCES-SB. Among these samples, a total of 32 students were chosen to participate in the EPoC. The results showed that students’ perceptions of the English classroom environment were significantly lower than those of Chinese and Math classroom environments. With increasing grade levels, students’ convergent thinking scores increased accordingly, while divergent thinking scores showed an upward tendency in the fourth to the fifth grade, but declined in the fifth to sixth grade. The divergent thinking of students with low vision was significantly lower than that of students who are legally blind. The “student relationship”, one dimension of the CCES-SB, has shown a significantly positive correlation with students’ convergent thinking level. It suggested that teachers could develop classroom environments to promote students’ creativity level, especially by establishing positive student relationships. More attention should be paid to the divergent thinking of students with low vision.

Science Process skills analysis in children aged 4-6 years at Santa Lusia Medan Kindergarten

This study examined the skills of science process in children aged 4-6 years and became the formulation of this research, the problem is how science process skills of children aged 4-5 years and 5-6 years in Santa Lusia Kindergarten Medan. This research aimed to find out how science process skills of children aged 4-6 years in Santa Lusia Kindergarten Medan. The source of the research data was from teachers in kindergarten and the subject is in learning. Based on the initial survey, the research subject in this study was 20 children with 6 children as sample. Children aged 4-5 3 children consisting of 2 boys and 1 girl and for ages 5-6 3 children consisting of 2 boys and 1 girl that divided into 3 categories, which is a child who has Active, medium and low science process skills. The research methods used qualitative descriptive. The data collection techniques were done with an in-depth observation and interview to the resource teacher, the teachers of the creative classroom Santa Lusia Kindergarten Medan. Data was analyzed by data collection, data reduction, data presentation, withdrawal of conclusions and verification. The results showed that the skills of the science process demonstrated by children aged 4-6 years was medium category. Because of the 20 children who were observed only 5 children who had active skills of science processes and 12 children had medium science skills that last there are 3 children who belong to the low science process..

Barriers and facilitators to obesity prevention dissemination and implementation efforts in the childcare centre setting from the provider perspective.

It has been established that the childcare centre (CCC) is a setting suitable for healthy weight promotion efforts. As the field advances, it is important to understand the barriers and facilitators to early childhood obesity prevention implementation and dissemination efforts from the CCC providers' perspective. This is especially true among those who serve low-income and diverse populations to maximize scalability success. Focus groups were held in English or Spanish with CCC providers across six CCCs who implemented healthy caregivers-healthy children (HC2), an early childhood healthy weight promotion programme targeting 2- to 5-year-olds from low-resource backgrounds. Centres represented both rural and urban environments. Focus groups were audio recorded, transcribed, and coded. A thematic analysis that combined a deductive and inductive approach was conducted. Codes were analysed using Dedoose to identify general themes and subthemes. CCC providers stated that (a) children understood the nutritional benefits of healthy foods; (b) improved cognitive development as a result of HC2; (c) parents were barriers to HC2 implementation efforts, particularly in terms of cooperative healthy lifestyle efforts; and (d) modelling healthy eating and making healthy CCC environmental changes facilitated HC2 implementation. Overall, HC2 was well received by CCC teachers, and they shared creative classroom HC2 adaptions and improvements. CCC providers can provide valuable insight to guide early childhood healthy weight promotion programme dissemination and implementation efforts. Although they value the implementation of HC2 programme in their classroom settings, they perceive parents as somewhat obstructive. This information is critical to informing future healthy weight promotion efforts in this setting, especially among low-resource families. It is important to continue to include the CCC provider viewpoint in future obesity prevention efforts to maximize scalability and sustainability efforts.

창의적 체험 활동 및 학급운영을 활용한 초등학교 진로교육 방법

본 연구는 창의적 체험 활동 및 학급운영 전반을 통해 이루어질 수 있는 다양한 초등학교 진로교육 활동의 범주를 살펴보고, 범주별 프로그램을 운영하는데 필요한 방법론 및 유의점 을 제안하는 데 목적을 두었다. 이를 위해 창의적 체험 활동 활용 진로교육 및 진로체험에 관한 선행 연구와 관련 정책 문서들을 분석하였다. 분석 결과, 본 연구에서는 창의적 체험 및 학급 운영을 활용한 진로교육 방법을 운영 형태에 따라, 진로체험 활동, 상급 학교 연계 교육, 진로동아리, 학급 운영을 통한 진로교육, 가정 연계 및 학부모 참여 진로교육으로 구분 하였다. 다음으로 운영형태별 방법론 및 유의점 등을 선행 연구에 기반을 두어 탐색하였다. 마지막으로 지역사회 연계 진로교육에 대한 교사들의 인식 개선과 초등학교 발달단계에 적 합한 진로체험 제공을 위한 제도적 개선점 등을 제언하였다.

Promoting Passion-Based Learning as a Solution of Improving Creativity in English Classroom

This article investigates a pedagogical interference in promoting creativity
 
 in English classroom that describe the importance of creativity in learning process. The article explores the idea of passion-based learning in improving creativity in the classroom specially in English subject. By using secondary data both from journals, books, and internet sites, researcher is able to apply descriptive analysis through literary review methods. Promoting passion-based learning might be a possible way to improve creativity in English Classroom. Passion-based learning could be a solution that give ownership and authority to students to explore their own creativity in the classroom hence give them meaningful learning. Some tangible ways in this article could be applied by English teachers to create passion-based learning in English classroom that can improve the students’ reading, listening, speaking and writing skill and creativity. The emerging challenge found in this study is passion-based learning is difficult to apply in large class since it gives freedom to students choose what they want to learn hence classroom activities will not be feasible to control. Besides, passion- based learning needs creative and skilful teachers to come up with various and interesting ideas to stimulate dynamic in classroom. Therefore, the quality of teacher is highly considered in applying passion-based learning. Teachers should be expert in subjects they teach. Promoting teacher professional development need to be considered to improve creativity in English classroom with given English teachers’ opportunities to explore their potentials.

The role of English in the conversation of humankind: humanism and creativity in Newbolt (1921) and the national curriculum (2014)

ABSTRACTThe centenary of the publication of The Teaching of English in England provides an opportunity to consider the current National Curriculum for English in England from a historical perspective. This paper reports on a hermeneutic study that explores the humanist values underpinning Newbolt’s Report and how they shape the creative practice the Report advocates, in relation to the current curriculum. It briefly considers the reasons behind the current creativity- and risk-averse orders and the possible impact on creative classroom practice, concluding that an awareness of the tradition of creativity in English teaching (in particular, through Newbolt) is important to shape future practice. In so doing, it promotes hermeneutics as an approach to educational research.

Data of creative classroom environment in primary school (Grade 3–6)

Data of creative classroom environment in primary school (Grade 3–6)

Creativity and elementary students’ multimodal narrative representations

Creativity has been identified by many scholars as a fundamental capability to cultivate in individuals in school and in society at large. Internationally, educators are exploring how to foster creativity in classrooms. A brief review of relevant literature on defining creativity, nurturing creativity in classrooms, and assessing creative products is followed by a description of a study that featured nine-year-old students designing and producing creative products. Two of the main purposes of the classroom-based research were to develop students’ visual meaning-making skills and competencies by focusing specifically on elements of visual art and design in picturebooks, and to extend their narrative competence through a focus on metafictive literature. A retrospective analysis of specific activities that occurred during the research with respect to their potential for nurturing habits of mind associated with creativity is followed by the analysis of one student’s creative product, her multimodal narrative representation. The discussion includes consideration of the importance of educators deepening their theoretical and practical knowledge of the construct of creativity as they endeavour to teach about, for and about creativity, and to) assess creative learning by students.)

THE ROLE OF PROFESSIONAL DEVELOPMENT IN PROMOTING UNIVERSITY TEACHERS TEACHING PROFESSION – A CASE STUDY: KING KHALID UNIVERSITY TEACHERS, COLLEGE OF SCIENCE AND ARTS, KINGDOM OF SAUDI ARABIA, FORMER UNIVERSITY: SUDAN UNIVERSITY OF SCIENCE AND TECHNOLOGY, KHARTOUM, SUDAN

The purpose of this study is to investigate to what extent professional development promotes university teachers teaching profession. The researcher used the quantitative method of the research representing in interviews with university teachers at King Khalid University who is the sample of the study. The main findings of the research: firstly; high-quality professional development provides room for teachers to think outside the box and aspires for better. Secondly, teachers will interchange ideas when they collaborate in professional development sessions. Finally, professional development helps teachers’ to be creative and innovative inside classrooms. Article visualizations:

Empowering English Speakers Through Diversification and Promotion of World Englishes

Proficiency in English language today doesn’t depend on the way language is taught or spoken in classrooms but on creativity and productivity of its diverse teachers and learners. Non-native speakers outnumber native speakers today calling for promoting equity and the concept of World Englishes through respecting diversification in language classes. English needs a paradigm shift as far as language learning and teaching is concerned because the need today is to address the socio-linguistic aspects of its diverse learners and teachers. A study was done on roughly 75 teachers both NNESTs and NESTs to prove the research question. Both native and non-native teachers agreed that being a native isn’t necessary to teach language better. Students were also questioned, and the results revealed they had no preference for native speakers or their accents. Therefore, these findings point to the necessity of having collaborative approaches to promote a stronger foundation of mutual respect, effective communication and interaction in TESOL classrooms. To improve the linguistic and literary creativity in English classrooms, language teaching needs a new rhetoric approach of world Englishes, thus respecting diversity in tones and accents of its learners and teachers both. The racist concept of native speakerism needs to be dismantled. A pluralistic view in daily pedagogical approaches and texts from varied socio-linguistic backgrounds will help improve productivity in classes. Mutual intelligibility and not accent should be the key to language learning in TESOL classrooms. It’s essential that intelligibility rather than accent be promoted to encourage mutual interaction in TESOL classrooms.

Educational Consequences of Creativity: A Creative Learning Perspective

Abstract How can creativity be encouraged in schools and what are the educational consequences of doing so? We address this question from a creative learning perspective. Specifically, we open by discussing how this question can be approached from at least two different perspectives: one that positions creativity and academic learning as competing goals and another that conceptualizes these goals as compatible. We discuss how a creative learning perspective helps to reframe this question and clarify the educational consequences of doing so. We close by briefly outlining five considerations for promoting favorable outcomes with respect to encouraging creativity in schools and classrooms.

Dynamics of digital media in school music contexts

Abstract This study focuses on participants’ behaviours and practices as they discovered, produced and shared music using digital devices. Three broad areas of engagement include students’ perception of digital music reception, self-production and transmission. A constructivist–interpretivist viewpoint frames the theoretical perspective of the study. Interviews and observations of four high school students and their music teacher comprise the data. Detailed accounts illustrate the perceptions of the participants, building a thick description. The study also considers what a music teacher understood about her students’ out-of-school musical interactions. The findings are represented in a visual model demonstrating the convergence and divergence of digital music engagement in a high school setting. Themes of experiencing music for personal identity, creativity and popular culture intermix in classroom and informal learning contexts. The outcomes may suggest possible paths for connecting in-school and out-of-school music learning with digital devices.

Uso da Tecnologia na Prática Pedagógica: Influência na Criatividade e Motivação de Alunos do Ensino Fundamental

RESUMO Este estudo comparou alunos de escolas que usam tecnologias de informação e comunicação nas práticas pedagógicas e de instituições que não fazem uso desses recursos. Participaram 76 alunos do 5º ano do ensino fundamental, os quais responderam a três instrumentos sobre criatividade, clima de sala de aula para criatividade e motivação para aprender. Os resultados indicaram médias mais altas em criatividade figural e motivação extrínseca entre alunos cujos professores utilizavam tecnologia. Os alunos das escolas sem uso da tecnologia relataram maior interesse pela aprendizagem. Este estudo contribuiu para desmistificar a ideia de que a utilização de tecnologias na prática docente é uma condição essencial para o desenvolvimento da criatividade e da motivação do aluno.

Teachers' Innovativeness and Teaching Approach: The Mediating Role of Creative Classroom Behaviors

We examined the associations between teachers' innovativeness, creative classroom behaviors, and teaching approach (constructivist and traditional) focusing in particular, on the mediating role of teachers' creative classroom behaviors in the relationship between their innovativeness and their teaching approach. We recruited 247 teachers (80.6% women, 19.4% men) working in early childhood centers and junior classes at elementary schools in Turkey to participate in the study. Participants reported on their innovativeness, creative classroom behaviors, and teaching approach. There was a positive association between creative classroom behaviors and use of the constructivist teaching approach, and a negative association between innovativeness and use of the traditional teaching approach. Mediation analysis results showed that there was an indirect effect from innovativeness to the constructivist teaching approach through creative classroom behaviors but this effect did not occur when a traditional teaching approach was used. Implications of our findings are discussed.

Perceptions of Digital Tools and Creativity in the Classroom

We explore how digital tools can support children's creativity in classroom. In response to a growing need for tools to support children's digital literacy, we take a step forward to explore digital tools to support children's digital creativity. We draw insights from interviewing twelve K-6 teachers about their experience using digital tools in the classroom. Findings uncover teachers' perceptions of the role digital tools play in the classroom, intersections between accessibility, usability, and developmental appropriateness of digital tools. The article generates insights on the role of digital tools used by teachers, pedagogic methods, school contexts, and access to interactive technology.