The importance of fostering student creativity in higher education has been widely recognized, due to the need for preparing young people for the uncertain and complex world of work, which requires individuals to be able to use their creative abilities. Despite this recognition, the encouragement of creativity in higher education has been a challenge for faculty. Although there is agreement that college students should be creative, college faculty are generally not familiar with learning and teaching environments that promote creativity. Furthermore, many factors impact creativity expression in higher education institutions, such as students' resistance, organizational structure of universities, faculty attributes and pedagogical practices. This article addresses various challenges to creativity blooming in higher education, as well as some factors that facilitate its nurturance in this type of educational setting. Keywords:Creativity, higher education, faculty, students, pedagogical practices. Criatividade na Educação Superior:Desafi os e Fatores Facilitadores Resumo A importância de se estimular a criatividade de estudantes da educação superior tem sido amplamente reconhecida devido à necessidade de preparar os jovens para o mundo incerto e complexo do trabalho, que requer dos indivíduos habilidade para utilizar suas capacidades criativas. Apesar desse reconhecimento, o incentivo à criatividade na educação superior tem se constituído um desafi o para os professores. Embora haja consenso de que os estudantes universitários sejam criativos, os professores, em geral, não estão familiarizados com ambientes de ensino-aprendizagem promotores da criatividade. Além disso, muitos fatores impactam a expressão criativa em instituições de ensino superior, tais como resistência dos estudantes, estrutura organizacional das universidades, atributos dos professores e práticas pedagógicas. Este artigo discute vários desafi os ao fl orescimento da criatividade na educação superior, bem como alguns fatores que facilitam seu desenvolvimento nesse tipo de contexto educativo. Palavras-chave:Criatividade, educação superior, professores, estudantes, práticas pedagógicas.
My Class Activities (MCA) is an instrument that has been used for evaluation of university-based Saturday enrichment programs, but was originally normed using students in regular schools. A sample of MCA scores from 826 students in grades 3-8 from a Saturday enrichment program was used. Four different MCA models were evaluated: (a) the original MCA model containing interest, challenge, choice, and enjoyment; (b) a model including a second-order term connecting enjoyment and interest; (c) a three-factor model containing a combination of interest and enjoyment, challenge, and choice; and (d) the original MCA model after two items were removed. Results indicated that the original MCA four-factor structure provided a better fit when used with the Saturday enrichment sample than did the second-order and the three first-order factor models. However, the best solution regarding model fit was found using the original model, but with the removal of two poorly functioning items. This study highlighted the importance of evaluating an instrument whenever used with a different population than that on which it was originally normed. With two items deleted from the challenge scale, MCA is a potential tool for use in enrichment program evaluation that provides measures of four motivational dimensions often emphasized in programs for high-ability students.
The effect of the 2008 Recession has reverberated throughout public education in the United States. This paper examines how the gifted education funding in the state of Texas changed following the Great Recession. The framework of a generalized longitudinal mixed effect model was used to explore this topic. Data acquired from the Texas Education Association included financial and demographic information on Texas School districts (n = 1,025) between the 1999-2000 and 2014-2015 academic school years. The primary finding was that the Great Recession adversely affected suburban school districts. These districts saw a greater percentage point reduction of budget allocated toward gifted programming (-.24) than rural (-.08), town (-.05), or urban (-.08) school districts (t = 2.72, p < .01).
Level 4 (expanding)Able to use English in concrete and abstract situations as a means for learning in academic content areas, although may exhibit minor errors of conventions that do not impede communicationUnderstand and use specialized academic vocabulary and expressions and construct sentences with varying linguistic complexity and lengths in oral and written communication Level 5 (bridging) Communicate effectively with various audiences and recognize implicit meanings Speak, understand, read, write, and comprehend in English without difficulty and use technical academic vocabulary and expressions Use sentences with varying linguistic complexity and lengths in extended oral and written communication Oral and written language is comparable to English-speaking peers Note. TESOL = Teachers of English for Speakers of Other Languages. Adapted from "TESOL Pre-K-12 English language proficiency standards framework," by Teachers of English to Speakers of Other Languages, 2006.
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