Developing conceptual frameworks for creativity, ICT and teacher education     

Avril Loveless  Jeremy Burton  Keith Turvey 《Thinking Skills and Creativity》2006,1(1):3-13

This paper presents the first phase of a study in teacher education, which explored how a conceptual framework for creativity with information and communication technology (ICT) might be developed and expressed in professional development for primary education pre-service and newly qualified teachers. The Creativity and Professional Development Project (C&PD) involved 16 education ICT specialists in the final stage of their BA in an English University. They participated in the project to investigate their classroom practice in the use of ICT to promote creativity in the making of digital video movies, and to reflect upon the development of their pedagogy with ICT in primary classrooms. The analysis focuses on the student teachers’ experience of engaging in creative activities to prepare, teach and evaluate a school-based project, and identified themes of their understandings and personal experience of creativity, the contribution of ICT, and their reflections on professional development. This analysis raises the issue of designing learning experiences, which promote and support creativity with ICT in the context of teacher learning. A conceptual framework to describe creative practices with ICT in teacher education was developed from the study.  相似文献   

Differences in memory retrieval: a construct validity investigation     

J A List  D P Keating  W E Merriman 《Child development》1985,56(1):138-151

Long-term memory retrieval efficiency was investigated as a potential underlying source of individual and developmental differences in cognitive functioning. Fourth-grade, eighth-grade, and college-aged subjects participated in a task using the Posner letter-matching paradigm. Letter pairs were presented simultaneously under physical-match and name-match instruction conditions. Reaction times were used to estimate parameters of long-term memory retrieval efficiency, basic encoding, decision, and response time, and name and physical output interference. Psychometric tests of verbal and spatial ability were included to assess convergent and discriminant validity of hypothesized relationships between aptitude test performance and basic cognitive processes. Developmental differences were observed in most but not all of the processing variables. Individual difference analyses indicated that less confounded estimates of processing parameters were not systematically related to verbal ability at any age level. Basic encoding and response speed was the most consistent correlate of spatial ability. The results suggest difficulties in previous interpretations of NIPI-verbal ability relationships. The study of cognitive processes in interaction and embedded in meaningful tasks is discussed.  相似文献   

Perception of numerical invariance in neonates   总被引：8，自引：0，他引：8  

S E Antell  D P Keating 《Child development》1983,54(3):695-701

40 healthy, normal newborn infants were evaluated with reference to their ability to discriminate among visual stimulus arrays consisting of 2 versus 3 or 4 versus 6 black dots. Infants made this discrimination within a habituation/dishabituation paradigm for the small number sets (2 to 3 and 3 to 2) but not for the larger sets (4 to 6 and 6 to 4). We argue that this suggests the ability to abstract numerical invariance from small-set visual arrays and may be evidence for complex information processing during the first week of life.  相似文献   

Formative Evaluation of the Early Development Instrument: Progress and Prospects     

Daniel P. Keating 《Early education and development》2007,18(3):561-570

This article is a commentary for the special issue on the Early Development Instrument (EDI), a community tool to assess children's school readiness and developmental outcomes at a group level. The EDI is administered by kindergarten teachers, who assess their kindergarten students on 5 developmental domains: physical health and well-being, social competence, emotional maturity, language and cognitive development, and communication skills and general knowledge. In this commentary, the author critically integrates research findings from projects that used the EDI to assess children's development at a community or population level, as presented in the research articles of this special issue. In addition, the EDI is situated in the school readiness literature, and forthcoming research directions and challenges that will largely determine the risk-benefit ratio of the EDI are discussed in regard to the following 3 topics: the advantages and limitations of using teacher judgment for the EDI, the establishment of the EDI's reliability and validity at a group (community, population) level, the EDI's effectiveness for intervention and program evaluation and measurement.  相似文献   

Spaces for learning: development and validation of the School Physical and Campus Environment Survey     

David Zandvliet  Avril Broekhuizen 《Learning Environments Research》2017,20(2):175-187

  相似文献   

The Influence of Physical Education on Physical Activity Levels of Urban Elementary Students     

Brian D. Dauenhauer  Xiaofen D. Keating 《Research quarterly for exercise and sport》2013,84(3):512-520

Abstract

The purpose of this study was to examine the role of physical education in shaping physical activity patterns. Seventy-one Hispanic and African American elementary students participated in the study. Students attended one 30- and one 60-min physical education class weekly. Pedometer steps were used to estimate physical activity. Data suggest that students did not engage in enough physical activity on a daily basis to incur health benefits. There were significant step differences in 0-, 30-, and 60-min physical education days, with the most steps occurring on 60-min days. Results from the study suggest physical education may be an important source of physical activity for Hispanic and African American students, especially girls, and may influence participation in physical activity outside of class.  相似文献   

Information and communications technology as a catalyst for professional growth     

Avril Loveless 《Technology, Pedagogy and Education》2013,22(3):325-328

  相似文献   

Frameworks for analysing technology,pedagogy and education     

Avril Loveless 《Technology, Pedagogy and Education》2013,22(3):231-234

  相似文献   

The Current Often Implemented Fitness Tests in Physical Education Programs: Problems and Future Directions     

Xiaofen Deng Keating 《Quest (Human Kinetics)》2013,65(2):141-160

This paper aims to examine current nationwide youth fitness test programs, address problems embedded in the programs, and possible solutions. The current Fitnessgram, President's Challenge, and YMCA youth fitness test programs were selected to represent nationwide youth fitness test programs. Sponsors of the nationwide youth fitness test programs need to (a) carefully examine the efficacy of youth fitness test batteries in promoting student healthrelated fitness, (b) increase the accountability of youth fitness testing, (c) add a written test on student fitness knowledge to the fitness test programs, and (d) select and develop more efficient test items in each test component.  相似文献   

'Well,I've Not Done Any Work Today. I Don't Know Why I Came to School'. Perceptions of Play in the Reception Class     

Iris Keating  Hilary Fabian  Pam Jordan  Di Mavers  Joy Roberts 《Educational studies》2000,26(4):437-454

The place of play in the education of young children has been the focus of much interest in the past. But the findings from this research project demonstrate that there remains a significant amount of confusion about the role that play has in young children's education. In particular we found that there is a clear distinction between the rhetoric and reality of play in the reception class. Further, there was evidence of real anguish for some early years workers who were failing to offer the play activities that they knew should be provided. These findings are particularly interesting at present, since the debate on the role of play has once again emerged as fundamental in the attempt to define a curriculum appropriate to the needs of the 3-6 year olds who, from the year 2000, will be required to work within the highly contentious Foundation Stage of the National Curriculum.  相似文献