Using Mental Imagery to Enhance Gifted Elementary Students’ Creative Writing

Jampole, Ellen S.; Konopak, Bonnie C.; Readence, John E.; Moser, Elias

doi:10.1080/0270271910120301

Cited by 25 publications

(17 citation statements)

References 15 publications

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“…The use of ''image recall'' (Jampole et al 1991(Jampole et al , 1994Long and Hiebert 1985;Soh 2000;Lee 1992) was introduced by the researcher. This strategy was a creative writing strategy which was used to retrieve images from the long-term memory of the students (Tse and Cheung 1993).…”

Section: The Williams Scale (Williams 1993)mentioning

confidence: 99%

Effects of hierarchical versus sequential structuring of teaching content on creativity in Chinese writing

Cheung

2009

Instr Sci

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This research employed the Learning Study approach which refers to a blend of Japanese ''lesson study'' and design-based research to provide support to teachers to teach creatively in Chinese writing. It reports a serendipity finding that remarkable differences in the creativity scores among these classes were noted even though they had the same learning objectives with the same lesson plan. Examining how teachers structure writing activities in a unit is essential to the understanding of how creativity works in the context of classroom instruction. We suggested that these differences were associated with the effects of hierarchical and sequential structuring of teaching content on creativity in Chinese writing. Possible ways of understanding creativity in a domain-specific training and disseminations of the findings are suggested.

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Section: The Williams Scale (Williams 1993)mentioning

confidence: 99%

Effects of hierarchical versus sequential structuring of teaching content on creativity in Chinese writing

Cheung

2009

Instr Sci

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“…Samples were taken from the participating classes after the school had undertaken a training program in Chinese creative writing using the method of "guided fantasy" (Long & Hiebert, 1985;Jampole et al, 1991Jampole et al, , 1994 for three months. On 9th December 1999, students of the two participating classes were required to write a composition on the topic "If you were a flower .…”

Section: Validation Of the Chinese Creative Writing Scalementioning

confidence: 99%

“…Empirical studies (Long & Hiebert, 1985;Jampole et al, 1991;1994;Lee, 1982;Tse, 1995) show that this cognitive The relationship between creativity and writing under the Hayes and Flower Model. approach to writing is promising and superior to traditional methods in the teaching of writing skills to students.…”

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Development and Validation of the Chinese Creative Writing Scale for Primary School Students in Hong Kong

Cheung¹,

Tse²,

Tsang³

2001

Journal of Creative Behavior

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The 13-item Chinese Creative Writing Scale was expanded and modified from the Carlson Originality Scale to assess creativity elements in compositions of primary school students in Hong Kong. The content validity was endorsed by a small expert panel. Results show that the scale has excellent interrater reliability (.90 to .98), and moderate to good internal consistency. Exploratory factor analysis shows that the three factors (flexibility, originality, and fluency) accounted for 59.1% of the variability, which is consistent with the design of the scale. The scale can also be used as an outcome measure for assessing the effectiveness of strategies which aim at enhancing creativity of students. With minor modifications, the scale can also be applied in mainland China, Taiwan, and Chinese societies elsewhere in the world.

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“…Jampole, Konopak, Readence, and Moser (1991) found that the use of visual sense could enhance the quality of writing when examining the effects of guided imagery on 126 students.…”

Section: Student Engagementmentioning

confidence: 99%

A review of multi-sensory technologies in a Science, Technology, Engineering, Arts and Mathematics (STEAM) classroom

Taljaard

2016

JLD

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Using Mental Imagery to Enhance Gifted Elementary Students’ Creative Writing

Cited by 25 publications

References 15 publications

Effects of hierarchical versus sequential structuring of teaching content on creativity in Chinese writing

Effects of hierarchical versus sequential structuring of teaching content on creativity in Chinese writing

Development and Validation of the Chinese Creative Writing Scale for Primary School Students in Hong Kong

A review of multi-sensory technologies in a Science, Technology, Engineering, Arts and Mathematics (STEAM) classroom

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