Teaching for creativity: towards sustainable and replicable pedagogical practice   总被引：1，自引：0，他引：1  

Erica McWilliam  Shane Dawson 《Higher Education》2008,56(6):633-643

This article explores the pedagogical significance of recent shifts in scholarly attention away from first generation and towards second generation understandings of creativity. First generation or big ‘C’ creativity locates the creative enterprise as a complex set of behaviours and ideas exhibited by an individual, while second generation or small ‘c’ creativity locates the creative enterprise in the processes and products of collaborative and purposeful activity. Second generation creativity is gaining importance for a number of reasons: its acknowledged significance as a driver in the new or digital economy; recent clarification of the notion of ‘creative capital’; the stated commitment of a growing number of universities to ‘more creativity’ as part of their declared vision for their staff and students; and, the recognition that the creative arts does not have a monopoly on creative capability. We argue that this shift allows more space for engaging with creativity as an outcome of pedagogical work in higher education. The article builds on the project of connecting ‘creative capital’ and university pedagogy that is already underway, assembling a number of principles from a wide range of scholarship, from computer modelling to social and cultural theorising. In doing so, it provides a framework for systematically orchestrating a ‘creativity-enhancing’ learning environment in higher education.

Shane DawsonEmail:

  相似文献   

W(h)ither practitioner research?   总被引：1，自引：0，他引：1  

Erica McWilliam 《The Australian Educational Researcher》2004,31(2):113-126

The purpose of this paper is to understand better the possibilities for practitioner research as a mode of educational inquiry that is yet to be legitimated within the academy. The paper maps the current state of play, and then moves on to consider what might yet be done to optimise its potential to contribute to rigorous new thinking about educational practice. Its exploration is in three parts: first, it seeks to account for the ambivalent status of practitioner research in the larger context of the modern university; second, it moves on from this account to argue both the value and the limitations of practitioner research as a contemporary mode of knowledge production in education; and finally, it suggests ways that practitioner research might be less delimited in terms of its capacities to produce knowledge that is useful to a wider range of stakeholders.  相似文献   

A halter and a lead rope: shifting pedagogical imaginaries of becoming within a human–horse relationship     

Erica Hagström 《Gender and education》2016,28(2):298-313

ABSTRACT

This paper explores the process of becoming within the relation between a human and a horse, and seeks to reimagine pedagogy as a relational process of ‘becoming-animal’. In order to emphasise the relational space between a horse and a human, I begin with an experimental style of writing that traces specific moments between an actual relation between a horse and myself. Considering the relation as a singularity in this way acts as a method through which the pedagogical relation can be explored and new pedagogical images can be suggested. I then move onto to discuss Rosi Braidotti's post-humanist ideas on becoming and link these to the ideas of the ‘event’ and of ‘beginnings’ within the educational theory of Gert Biesta, drawing out two lines of thought. One line follows Braidotti's work on becoming-animal, and the other Paul Patton's work on the nuances of power relations between humans and horses. In conclusion, I discuss how this figuration of a halter and a lead rope in the human–horse relation helps to think pedagogy as rooted in becoming-animal and how this contributes to the development of new imaginaries of becoming.  相似文献   

From mountaintop to corporate ladder – what new professionals really really want in a capstone experience!     

Erica French  Janis Bailey  Elizabeth van Acker  Leigh Wood 《Teaching in Higher Education》2013,18(8):767-782

Capstone subjects are increasingly used in Universities worldwide to complete the undergraduate program experience and to transition graduates into the workplace. As such, capstones fulfil a large role consolidating one experience and traversing the gap to another. Yet, little is known or understood about their design, their implementation or evaluation. In this study we investigate the final-year experience from the student's perspective. We surveyed graduates from five Business Schools in Australia to identify perceptions of their final-year experience. Findings indicate that the transition experience of the student to professional is unique. In their liminal or intermediate state between student and professional they recognise the value of process skills, in particular the development of generic business skills related to application and the importance of opportunities for experiencing the application of theory in practice. The findings add a new understanding to the current literature which has not previously acknowledged the insight of the transitioning professional.  相似文献   

Processing of Sexual Media Messages Improves Due to Media Literacy Effects on Perceived Message Desirability     

Erica Weintraub Austin  Bruce E. Pinkleton  Yi-Chun Chen  Bruce W. Austin 《Mass Communication and Society》2013,16(4):399-421

This study tested the double-edged desirability hypothesis to investigate whether a lack of reduction in desirability perceptions signified failure of a media literacy intervention to reduce the appeal of sexual portrayals or whether it instead represented an improved awareness of message-design techniques and, therefore, a successful intervention. Data from two media literacy curriculum evaluations, both pretest–posttest quasi-experiments with control groups (N₁ = 922, M = 14.13, SD = 1.07; N₂ = 1,098, M = 14.26, SD = 1.06) showed that the media literacy treatment in both studies eliminated the effect of desirability on participants’ attitudes, reduced the effect of message desirability on participants’ expectancies, and reduced the effect of message desirability on participants’ efficacy in one of the evaluations. The results supported the double-edged desirability hypothesis, which holds that media literacy education can diminish the influence of desirable but unrealistic sexual media messages on adolescents’ decision making concerning sex, regardless of whether it decreases their affinity for the messages. This approach appears to represent a more effective alternative to demonizing media messages teens find desirable.  相似文献   

Using library search service metrics to demonstrate library value and manage workload     

Laurissa B. Gann  Greg F. Pratt 《Journal of the Medical Library Association》2013,101(3):227-229

  相似文献   

Book review     

Bruce C. Klopfenstein  Erica Weintraub Austin  Elizabeth J. Leebron 《广播与电子媒介杂志》2013,57(4):573-592

Kahin, B., & Keller, J. (Eds.). (1995). Public access to the Internet. Cambridge, MA: The MIT Press.

Kahin, B., & Keller, J. H. (Eds.). (In press). Coordinating the Internet. Cambridge, MA: The MIT Press.

Minow, N. W., & LaMay, C. L. (1995). Abandoned in the wasteland: Children, television, and the First Amendment. New York: Hill & Wang.

Messaris, P. (1997). Visual persuasion: The role of images in advertising. Thousand Oaks, CA: Sage Publications.  相似文献   

Effects of Age,Walking Speed,and Body Composition on Pedometer Accuracy in Children     

Scott J. Duncan  Grant Schofield  Elizabeth K. Duncan  Erica A. Hinckson 《Research quarterly for exercise and sport》2013,84(5):420-428

The objective of this study was to investigate the effects of age group, walking speed, and body composition on the accuracy of pedometer-determined step counts in children. Eighty-five participants (43 boys, 42 girls), ages 5–7 and 9–11 years, walked on a treadmill for two-minute bouts at speeds of 42, 66, and 90 m·min^-1 while wearing a spring-levered (Yamax SW-200) and a piezoelectric (New Lifestyles NL-2000) pedometer. The number of steps taken during each bout was also recorded using a hand counter. Body mass index (BMI) was calculated from height and mass, and percentage of body fat (%BF) was determined using hand-to-foot bioelectrical impedance analysis. The tilt angle of the pedometer was assessed using a magnetic protractor. Both pedometers performed well at 66 and 90 m·min^-1, but undercounted steps by approximately 20% at 42 m·min^-1. Although age group, BMI, waist circumference, and %BF did not affect pedometer accuracy, children with large pedometer tilt angles (≥ 10°) showed significantly greater percent bias than those with small tilt angles (< 10°). We suggest that the style of waistband on the child's clothing is a more important determinant of tilt angle and thus pedometer accuracy than body composition. Our results also indicate that the NL-2000 pedometer provides similar accuracy and better precision than the SW-200 pedometer, especially in children with large tilt angles. We conclude that fastening pedometers to a firm elastic belt may improve stability and reduce undercounting in young people.  相似文献   

‘In the hands of the Receivers’: The Politics of Literacy in The Savage by David Almond and Dave McKean     

Erica Hateley 《Children‘s Literature in Education》2012,43(2):170-180

David Almond and Dave McKean??s The Savage is a hybrid prose and graphic novel which tells the story of one young man??s maturation through literacy. The protagonist learns to deal with the death of his father and his own ??savage?? self by writing a graphic novel. This article reads The Savage in the context of earlier, ??Northern?? literacy narratives??particularly Tony Harrison??s poem ??Them & [uz]?? and Barry Hines?? Kes??through the discourse of neoliberalism and the notion of the reluctant boy reader. It is suggested that Almond and McKean are influenced by currently dominant ideologies of gender and literacy.  相似文献   

Purposeful Reflections: Scaffolding Preservice Teachers' Field Placement Observations     

Erica R. Hamilton  Deborah Vriend Van Duinen 《The Teacher Educator》2013,48(4):367-383

ABSTRACT

In this qualitative study we examine preservice teachers' abilities to connect theory and practice through the use of a collaboratively developed field observation guide, namely the “Targeted Field Observation Guide.” The goal in developing and implementing this field-based observation guide was to help preservice teachers make explicit, purposeful connections between their required, course-embedded field placements and the secondary undergraduate content area literacy courses in which they were enrolled. Forty-three preservice teachers participated in this study and were enrolled in a large public university or a small private college in the Midwestern United States. Analysis of participants' weekly written reflections shared via computer-mediated communication (Google Docs) reveals that using a field-based observation guide further supported connections and conversations with peers regarding their field reflections and observations. However, many participants' reflections still demonstrated limited connections between theory and practice.  相似文献