Teachers’ Perceptions of Creativity in the Classroom

Kettler, Todd; Lamb, Kristen N.; Willerson, Amy; Mullet, Dianna R.

doi:10.1080/10400419.2018.1446503

Cited by 99 publications

(87 citation statements)

References 33 publications

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“…Abramo and Reynolds (2015) labelled the personality traits of a creative educator as: responsiveness, comfort with ambiguity, combination of disparate ideas, and fluid and flexible identities, as necessary to foster teaching for creativity. There is an appreciation that these traits are considered a minority mindset within educator thinking (Dweck, 2017;Kettler et al, 2018). Craft (2003) believes attitudes and strategies that foster everyday creativity show the potential to stir creative traits within us all.…”

Section: The Creative Educatormentioning

confidence: 99%

Safe Spaces for Enabling the Creative Process in Classrooms

Fuss¹,

Daniel

2020

AJTE

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Based on interviews with five creative professionals this article looks to investigate the creative experience as a source of data on how educators might create space for enabling the creative process in the classroom. Looking toward professional artists who are also committed educators provides core commentary on how to maximise creative experiences in the classroom. Whilst acknowledging the importance of physical space, the following article looks purposefully toward how to enable space as an internal state of being, with the intent toward establishing transdisciplinary discussions that stimulate and provoke creative pedagogical research across an interdependent continuum. The research concludes that enabling space for the creative process lies in the educators’ ability to create safe physical, social and emotional spaces for exploring creative processes. Implications for initial teacher education, professional development and classroom practice are identified.

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Section: The Creative Educatormentioning

confidence: 99%

Safe Spaces for Enabling the Creative Process in Classrooms

Fuss¹,

Daniel

2020

AJTE

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“…La creatividad es posible en diferentes áreas curriculares, siendo las actividades interdisciplinarias las que parecen ser más propicias. Se destaca la importancia de las concepciones de los docentes en la potenciación de la creatividad (Kettler, Lamb, Willerson y Mullet, 2018;Mullet, Willerson, Lamb y Kettler, 2016). Glaveanu (2018) personas pueden ser creativas.…”

Section: Contexto Conceptualunclassified

Todos podemos ser creativos. Aportes a la educación

Elisondo

Piga

2019

DSE

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“…Both expository and argumentative essays are frequently dealt with within curriculum that require comprehension and evaluation of the general concepts. 24,25 However, the two types of writing tasks involve different reasoning skills. Expository writing requires reasoning skills like classification, comparison, definition, and illustration; it requires a structured interpretation of the texts and thus can improve comprehension.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Writing on Academic Performance for Medical Students

Kim

Yang

Lim

et al. 2020

Preprint

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Background Since the 1970s, writing has been widely used in classroom settings. Writing enhances learning, but there are limited studies that prove its effectiveness, especially in the medical education setting. The purpose of this study, therefore, is to investigate the effect of writing on medical students’ academic performance. Methods An experiment was conducted with 139 medical students from Seoul National University College of Medicine. They were randomly assigned to three different groups: self-study (SS), expository writing (EW), and argumentative writing (AW) group. Each group studied the given material by the method they were assigned, and they were tested on their understanding and transfer of knowledge. We also tested students’ higher-order thinking ability using Remote Association Test (RAT). Results The results showed that the writing groups displayed better performance than the SS group in transfer type items, while there was no difference in scores between the EW and AW group. The three groups did not show any difference in rote-memory type items, but RAT scores have a positive correlation with rote-memory scores. Conclusions This study provides empirical evidence for writing to be adopted in classrooms for greater educational benefits, especially in medical education. These findings indicate that writing can enhance learning and higher-order thinking, which are critical for medical students.

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Teachers’ Perceptions of Creativity in the Classroom

Cited by 99 publications

References 33 publications

Safe Spaces for Enabling the Creative Process in Classrooms

Safe Spaces for Enabling the Creative Process in Classrooms

Todos podemos ser creativos. Aportes a la educación

The Impact of Writing on Academic Performance for Medical Students

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