Motivation,Intelligence, and Creative Behavior in Elementary School Children of Low-Creative Ability

Subjects were three groups of sixth-grade students relatively low in creative ability. It was predicted that a set of training sessions which included both instructions to respond creatively and verbal reinforcement for creative responding would be more effective in increasing creative responses than either simple practice or instructions to respond creatively without accompanying reinforcement. It was also predicted that more-intelligent subjects would benefit more than less-intelligent subjects from the experimental treatment which included reinforcement. Results confirmed the first hypothesis whether creative responding was operationalized in terms of number of responses, number of unique responses, or percentage of unique responses. The second hypothesis was not supported, but the main effect of intelligence was significant both for the number of unique responses and the percentage of unique responses, though not for the total number of responses.     

The Authored Voice: Emerging approaches to exegesis design in creative practice PhDs

Abstract

In 2004, Robert Nelson noted in creative, practice-led research degrees that the exegesis had been reconceptualised as a cultural contribution to scholarship. He suggested that the challenge this posed was the need for writing to interface effectively with the nature and calibre of the creative work. A decade on from his observation, this article employs a case study to discuss emerging approaches to the exegesis in the work of graphic design doctoral candidates at AUT University in New Zealand. Accepting the multi-perspectival and multi-voiced nature of the practice-led exegesis writer, it discusses approaches to both structure and presentation. In so doing, it also considers specific issues, including negotiated relationships between the role and the nature of the designer’s voice, systems of narration, and issues impacting upon both digital and print formats.     

Associations among preservice teachers’ psychological traits and classroom performance ratings

Abstract

Educational theorists and researchers have often overlooked potential links between successful teaching and a teachers personal qualities. This investigation explored associations among three psychological characteristics and classroom performance ratings of prospective teachers. Fifty‐three students enrolled in a teacher education program participated in the study. The students were assessed on personality style, creative thinking, motivation, and classroom performance competency during student teaching. Correlational statistical analysis found significant relationships among three creativity measures and ratings of preservice teachers’ classroom performance. Further, regression analysis revealed originality, one subscale of creativity, was a significant predictor of effective student teaching. Findings indicate that creative constructs may have potential value in assessing teacher education candidates.     

A Pilot Study in the Field of Professional Further Education — Cooperative Learning in a Multimedia Learning Environment

ABSTRACT

Based on cooperative learning models, the present study investigated the specific effects of performance, interpersonal relations and affective variables in a computer‐based cooperative learning environment. Subjects were male and female adults who studied a multimedia learning program as a professional training task. After randomization 50 subjects worked in cooperative settings, while 25 subjects worked individually as a control group. In keeping with our assumptions, the subjects benefited from being paired. Further advantages for cooperative learning seem likely if instructions are modified and cooperative strategies used.     

实施创新教育培养创新型人才

创新是一个民族的灵魂,是一个国家兴旺发达的不竭动力。时代发展呼唤创新型人才,社会进步需要培养众多的创新型人才。教育必须适应时代发展的需要,转变教育观念,加速创新型教师队伍建设,建立创新教育体系,培养具有强烈创新意识和较高创新能力的现代复合型人才。     

本土再生：生活教育理论的原创性

原创性不只是评价标准,更是研究品质和知识属性。“生活教育理论”是近代中国最具原创性的教育理论体系之一,近百年来在国内和国际上产生了深远的学术影响,在新时代中国的教育学发展中仍具有旺盛生命力。就创生路径而言,“生活教育理论”批判地借鉴了杜威教育思想,并结合中国传统文化与时代现实于理论根源处创造性再生。就原创品质而言,“生活教育理论”原创主体的精神特质在方法论层面启示了“为什么能够实现超越和原创”,原创内容的典型特色一定程度上呈现了其“如何实现了超越和原创”,而原创体系的绵延承续意味着教育理论的原创性必然需要经过历史性评判的检验和推动,这对当代中国教育学原创性研究得以实现具有极大的启发意义。     

民族地区高校“产学研用”合作的新视角探析

民族文化创意产业是提升民族地区文化软实力的重要着力点,是经济发展新的增长点。文章认为,民族文化创意产业的发展离不开高等教育的强力支持,而民族地区高校支持民族文化创意产业的发展,必须走＂产学研用＂相结合的道路。     

The Impact of Metacognitive Instruction on Creative Problem Solving

This study examined the impact of teaching creativity in the form of associative thinking strategies within a metacognitive framework. A representative sample of 30 university design students was selected from a larger section (N = 122) to participate in a 16-week supplemental course. Each week a new creative thinking strategy was integrated with activities to encourage metacognitive skill development. Upon completion of the course the treatment group had significantly higher scores on fluency and originality measures compared with their matched peers. In addition, students in the treatment condition received higher ratings on a summative domain-specific project judged by external design experts. Metacognitive Awareness Inventory scores increased for the treatment group but were stable over time for the comparison group.     

Self-efficacy and performance feedback: Impacts on cognitive load during creative thinking

Creative thinking is the ability to produce responses that are both original and useful. Like other complex thinking processes, creative thinking draws on higher-order cognitive resources. The impacts of feedback, cognitive load, and self-efficacy on traditional complex thinking activities are well documented; however, little is known about how these factors influence creative thinking, which is unique in its requirement of originality. We investigated the impacts of social comparison performance feedback and creative self-efficacy on cognitive load during two creative thinking (divergent thinking) tasks. Higher creative self-efficacy was associated with lower cognitive load during creative thinking. Positive feedback was associated with lower cognitive load compared to negative feedback. Higher cognitive load negatively impacted creative thinking performance, and the impacts of creative self-efficacy and performance feedback on creative thinking were partially mediated by cognitive load. Implications for providing feedback to students during creative thinking tasks are discussed.     

大学生创造性社会问题解决的结构及其与心理健康的关系

以分层取样的方式选取541名大学生,采用社会性问题（故事）情境和SCL-90,考察了创造性的社会问题解决的结构及其与心理健康的关系。结果表明,（1）大学生创造性的社会问题解决策略的独创性、流畅性、变通性、适当性、有效性具有良好的内部一致性,通过探索性因素分析可抽取发散思维能力和适宜性两个主因素,累积解释率为89.68%;（2）创造性的社会问题解决与心理健康不存在显著相关;（3）计算机专业在SCL-90上属低分组的学生的发散思维能力显著高于高分组,管理专业学生问题解决总体上显著高于艺术和计算机专业。专业类型在创造性问题解决与心理健康之间具有调节作用,特定专业（如管理专业）的训练更可能改善创造性社会问题解决的策略（包括适宜性和发散思维能力）。     

Children's creative potential: An empirical study of measurement issues

Relations between measures of creative potential and different scoring methods were examined in 154 French schoolchildren. The Test for Creative Thinking — Drawing Production (TCT-DP), parallel lines task from the Torrance Test for Creative Thinking, and an object-based creative drawing task were used. Factor analysis of TCT-DP subscores showed an originality factor and an appropriateness factor. The relations between these factors, judge's creativity ratings of the same drawings, and statistical originality scores based on the frequency of elements in the drawings were tested by means of a LISREL model. Moreover, TCT-DP scores correlated positively but weakly with performance in the parallel lines task and the object-based drawing task.     

Integrating philosophy into English curriculum: The development of thinking and language competence

Abstract

This article reports the results of a study that assesses the effectiveness of a Philosophy in Schools (PIS) program in developing English as a Second Language (ESL) students’ thinking skills and English competence in Hong Kong. In the study, training and support were provided for two English teachers to enable them to teach PIS to their Secondary 4 ESL students during English lessons. The students were found to be capable of reasoning and arguing about philosophical problems arising from various stimuli prepared by their teachers according to the English curriculum. Also, PIS was found to play an important role in promoting the students’ critical and creative thinking and enhance the development of their English language proficiency to a significant extent. The findings of this study suggest that integrating philosophy into the English curriculum can promote critical thinking, creative thinking, and English language proficiency in ESL students.     

The Educational Significance of Mental Tests

Abstract

The purpose of this study was to investigate the effectiveness of a training program in creative thinking and problem solving on children from varying racial backgrounds and social-class levels. The Ss were 218 fifth and sixth grade students. All Ss were administered the Torrance Tests of Creative Thinking, Form A. The experimental Ss participated in the eight-week Productive Thinking Program and the control Ss in the Gates-Peardon Reading Exercises. At the completion of the Program, all Ss were administered the Torrance Tests of Creative Thinking, Form B. The results indicate that participation in the Productive Thinking Program enabled the students to improve their creative thinking and problem-solving abilities. Neither race nor social-class level affected the child's ability to increase these skills.     

Training the Physical Education Teacher: A Worried Re‐Think

Abstract

The increasing demand on nurses to adopt the roles and responsibilities of full professional status have been reflected in nurse training by the move into higher education. However, while there are undoubted benefits to this move, the authors believe that it has been at the expense of student involvement in their courses and a widening of the gap between theory and practice.

This paper presents three strategies for addressing those problems. Firstly, the authors argue for a student‐centred humanistic approach to education within the constraints of a curriculum for professional training. Secondly, they present a strategy for narrowing the theory practice gap through the use of reflective practice. Finally, they outline an approach to continuous and ongoing course evaluation in which findings are immediately applied to produce a flexible and responsive curriculum. The paper concludes by arguing that this broad approach could be successfully employed in any professional training within the further and higher education framework.     

泉州地方高校培养本土文化创意人才的思考

通过分析泉州文化创意产业发展现状,以及态势及文化创意人才培养面临的问题,对泉州地方高校如何拓展办学思路、创新人才培养模式,适应地方文化产业发展人才需求等问题进行探究,提出了泉州地方高校创意人才培养的方法及途径。     

Effects of Training in the Use of Social and Cognitive Strategies: An Intervention Study in Secondary Mathematics in Co‐Operative Groups

ABSTRACT

This article reports on an intervention study into the effects of a training in the use of social and cognitive strategies on the learning outcomes of students in secondary mathematics education. Special attention is given to differential effects for high‐ and low‐achieving students. The focus on differential effects is derived from studies into learning in small co‐operative groups, and from the results of meta‐analyses into the effects of training in learning strategies. From these studies it can be concluded that in general such programs contribute to learning. However, it seems that low‐achieving students are unable to benefit from interventions of the kind investigated (i.e., co‐operative learning and training in learning strategies). The main question is whether it is possible to design an instructional program from which all students benefit, and from which the low‐achieving students profit more than their counterparts in the control‐program. In the present study three instructional programs for co‐operative learning were compared: (i) an experimental program with special instruction in the use of social strategies; (ii) an experimental program with special instruction in the use of cognitive strategies; and (iii) a control program without training in either cognitive or social strategies. The programs were identical with respect to mathematical content and general instructional settings (a combination of whole‐class instruction, working in co‐operative groups and individual work). The experiment addressed the following research question: what are the general and differential effects of a training in the use of social and cognitive strategies on the results of learning in secondary mathematics? The research was conducted in two schools for secondary education in a total of 21 classes, involving a total of 511 students. The design was a pretest‐posttest control group design, using two experimental groups and one control group. The data were analysed from a multi‐level perspective. The outcomes of the investigation clearly show the effects of the intervention. Teaching cognitive and social strategies has the expected, positive effects. In addition to this main effect, a compensatory effect for the low‐achieving students was found. The low‐achieving students in the experimental conditions outperformed their counterparts in the control group.

     

《光电子学中电磁场理论》研究生课程教学的思考

研究生课程教学是研究生培养的重要环节。搞好研究生专业基础课程建设,必须准确把握课程建设的目标和定位,合理设置研究生专业基础课程教学内容,并且注重在专业基础课程教学中培养研究生的创新思维和学术能力。     

Perceptions of students with emotional and behavioural difficulties

Abstract

The study explored prospective teachers’ concerns about KEYW ORDS pupils’ emotional and behavioural difficulties, their perceptions of self-efficacy in dealing with them and their coping strategies. The modification of prospective teachers’ perceptions across four levels of teacher training was also examined. Two hundred and eighty-four Greek prospective teachers completed an inventory presenting vignettes on pupils’ behaviour problems. It was found that prospective teachers were concerned about conduct and mixed difficulties, felt efficient in dealing with emotional difficulties, and suggested supportive coping strategies to handle them. These findings were consistent across the four levels of teacher training. The study is discussed in terms of its contribution to understanding prospective teachers’ decisions about emotional and behavioural difficulties, with regard to teacher training programmes.     

Becoming employable students and ‘ideal’ creative workers: exclusion and inequality in higher education work placements

In this paper we explore how the ‘employable’ student and ‘ideal’ future creative worker is prefigured, constructed and experienced through higher education work placements in the creative sector, based on a recent small-scale qualitative study. Drawing on interview data with students, staff and employers, we identify the discourses and practices through which students are produced and produce themselves as neoliberal subjects. We are particularly concerned with which students are excluded in this process. We show how normative evaluations of what makes a ‘successful’ and ‘employable’ student and ‘ideal’ creative worker are implicitly classed, raced and gendered. We argue that work placements operate as a key domain in which inequalities within both higher education and the graduate labour market are (re)produced and sustained. The paper offers some thoughts about how these inequalities might be addressed.     

Filmmaking education and enterprise culture: an ethnographic exploration of two filmmaking education contexts and their relation to bedroom culture and the creative workplace

ABSTRACT

Filmmaking education has never been firmly integrated into schooling and in past years has suffered from cuts to funding for formal and non-formal arts education and youth work. It continues to exist only by drawing on creative industry and cultural consumption practices as well as state funding. In this paper, we explore the filmmaking education contexts we encountered while doing our own pieces of year-long ethnographic research. These contexts import ‘enterprising’ ways of thinking, doing and being from the creative workplace and ‘bedroom culture’. Located across life’s domains, they address enterprising subjects who take pleasure in work, make use of leisure and are always learning. We argue that these filmmaking education contexts support young people to develop their private creative practice and introduce them to the possibility of work in the creative industries but, because of the enterprise culture in which they are entangled, uncritically address these young people as enterprising subjects.