Mapping the outcomes of a school-based cultural programme

Briguglio, Marie; Debattista, Adrian

doi:10.1016/j.ccs.2017.09.001

Cited by 7 publications

(7 citation statements)

References 29 publications

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“…Kreattiv has funded projects in creative disciplines such as music, dance, and drama; film and photography; storytelling and publication of books, booklets, and web material (Briguglio & Debattista, 2017). During the scholastic year under study (2016)(2017), 17 projects received Kreattiv funds.…”

Section: Interventionmentioning

confidence: 99%

“…DOI: 10.1002/jocb.543 practitioners, educators and students in a manner similar to the UK's Creative Partnerships program (2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011), erstwhile described as "the most ambitious, biggest and longest running arts education intervention in the world" (Thomson et al, 2018, p. 15). While a descriptive study was carried out on Kreattiv's first three years of operation (Briguglio & Debattista, 2017), no research has been published to date on the direct impact of Kreattiv on creativity itself.…”

Section: Introductionmentioning

confidence: 99%

“…A government‐funded, arts‐based intervention aimed at supporting creativity projects in schools to complement the educational curriculum, Kreattiv involved collaborations between creative practitioners, educators and students in a manner similar to the UK’s Creative Partnerships program (2002–2011), erstwhile described as “the most ambitious, biggest and longest running arts education intervention in the world” (Thomson et al., 2018, p. 15). While a descriptive study was carried out on Kreattiv ’s first three years of operation (Briguglio & Debattista, 2017), no research has been published to date on the direct impact of Kreattiv on creativity itself.…”

Section: Introductionmentioning

confidence: 99%

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Assessing Creativity in Secondary Schools: A Focus on the Impact of an Arts‐based Intervention

Briguglio

Baldacchino

Mangion

2022

Journal of Creative Behavior

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As programs aimed at fostering creativity in educational settings become more widespread, assessing their impact becomes increasingly important. This article responds to calls for evidence‐based policy in this field by assessing the impact on creativity of a government‐funded arts‐based educational program in Malta (European Union). A quasi‐experimental design was adopted and data was collected pre‐ and post‐intervention from a test group and a control group of students across nine secondary schools (n = 400 pre‐intervention and n = 259 post‐intervention). Students undertook a total of four Divergent Thinking tests, which culminated in indices comprising ideational fluency, flexibility, originality, novelty, relevance, and elaboration. Ordinary Least Squares models of creativity were estimated revealing a strong positive association between creativity scores and participation in the program. Difference‐in‐Differences analyzes with matched pre‐ and post‐intervention responses (n = 380), further confirmed that participation in the program positively impacts creativity scores, particularly among students who did not self‐select into the project and who had low prior exposure to creative experiences. We also observe an overall decline in creativity between the start and end of the scholastic year. These results suggest that arts‐based programs can be effective in enhancing (at worst, preserving) students’ creativity.

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Section: Interventionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Assessing Creativity in Secondary Schools: A Focus on the Impact of an Arts‐based Intervention

Briguglio

Baldacchino

Mangion

2022

Journal of Creative Behavior

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“…In the last five years of research mapping is quite a concern in many areas, but more mapping in the context of the environment, compared with the school mapping. Some countries are already conducting research on school mapping to various destinations were China [29], UK [29,30], Malta [31], Chile [32], New Zeland [33], Spain [34], English [35,36], Minnoseta [37], Myanmar [20], India [19], Aurangabad [18], Kenya [38], US [39,40,41], Ghana [42], Malaysia [43,44], Canada [45], Hawai [46], Europe [47,48], and Australia [49].…”

Section: Resultsmentioning

confidence: 99%

School Mapping Using Geographic Information System

Ana¹,

Khoerunnisa²,

Muktiarni³

et al. 2021

Proceedings of the 6th UPI International Conference on TVET 2020 (TVET 2020)

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Development of school mapping research in various countries illustrates how to improve the quality of human resources by optimizing mapping research. This article aims to explore the development of school mapping, examine the types of school mapping tools used, and explore the data presented in school mapping. The method used is a systematic literature review. The results showed that several countries had conducted school mapping research are UK,

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“…Several countries that have carried out school mapping for various purposes are China [21], UK [22,23], Malta [24], Chili [25], New Zeland [26], Spanyol [27], Inggris [28,29], Minnoseta [30], Myanmar [19], India [18], Aurangabad [17], Kenya [31], US [32][33][34], Ghana [35], Malaysia [36], Kanada [37], Hawai [38], Eropa [39,40], and Australia [41]. Literature research results, most of the school mapping studies focus on three things, namely evaluation of school policies or broader policies relating to the evaluation of the education system applied [23,35,40,41] utilization of mapping tools as an infrastructure database [18,19], and school information delivery tools to help prospective users determine school choices [17].…”

Section: Introductionmentioning

confidence: 99%

Should Vocational Schools be Strategically Located with Relevant Industries to Reduce Graduates’ Competency Gaps?

Khoerunnisa¹,

Wahyudin²,

Handayani³

et al. 2020

Proceedings of the 4th Asian Education Symposium (AES 2019)

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The shrinkage of employment opportunities due to the rapid development of technology requires responsive vocational education in adjusting graduates' competencies needed. This research was conducted to describe the availability of Agroindustry vocational schools with relevant food industries based on the regional potential to reduce the gap in graduate competency. The method used is descriptive qualitative. 47 Agroindustry vocational schools spread in 14 regencies in West Java, and 120 food industries spread across 15 regencies. The low percentage of availability of Agroindustry vocational schools and the food industry is not aligned with the potential of the region that has been established. The availability of vocational schools and relevant industries based on location provides opportunities for vocational schools to collaborate and implement link and match programs. Synchronization of the expertise areas of vocational schools with superior potential areas in each province needs to be identified.

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Mapping the outcomes of a school-based cultural programme

Cited by 7 publications

References 29 publications

Assessing Creativity in Secondary Schools: A Focus on the Impact of an Arts‐based Intervention

Assessing Creativity in Secondary Schools: A Focus on the Impact of an Arts‐based Intervention

School Mapping Using Geographic Information System

Should Vocational Schools be Strategically Located with Relevant Industries to Reduce Graduates’ Competency Gaps?

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