We are proudly a Ukrainian website. Our country was attacked by Russian Armed Forces on Feb. 24, 2022.
You can support the Ukrainian Army by following the link: https://u24.gov.ua/.
Even the smallest donation is hugely appreciated!
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte las listas temáticas de artículos, libros, tesis, actas de conferencias y otras fuentes académicas sobre el tema "Creative ability".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Artículos de revistas sobre el tema "Creative ability":
1
Jayanti, Ika Nur y Denok Julianingsih. "KEMAMPUAN BERPIKIR KREATIF SISWA DALAM MENYELESAIKAN SOAL OPEN ENDED DITINJAU DARI KEMAMPUAN MATEMATIKA". JUPIKA: JURNAL PENDIDIKAN MATEMATIKA 4, n.º 2 (27 de septiembre de 2021): 121–31. http://dx.doi.org/10.37478/jupika.v4i2.1140.
The research describes the students' creative thinking ability in solving open-ended questions based on mathematics ability. Indicators of the ability to think creatively used in this study are fluency, flexibility, and novelty. This research is qualitative descriptive research. The subjects in this study were eighth-grade students of Baitul Fattah Junior High School, Sambikerep, Surabaya, 2019/2020 school year. The instruments used were the mathematics ability test, creative thinking ability test, and interview. The sum of the subjects who do the mathematics ability test is 30 students, the researcher chooses six students for the creative thinking test. Of the six students, three students were select to be an interview. There are five levels of TKBK (Creative Thinking Ability Level), namely fourth level (very creative), third level (creative), second level (quite creatives), first-level (less creative), and level 0 (not creatives). Based on the results of the analysis and discussion, it can be concluded that subjects with high ability have TKBK at the third level, namely creative with the acquisition of a score of four. Subjects with moderate ability have TKBK at the fourth level, namely highly creative with the acquisition of a score of thirty-six. While subjects with low ability have TKBK at the first level, namely are less creative with the acquisition of a score of thirteen.
2
Yanto, Supri, Nasution Nasution y Wisnu Wisnu. "Improve Creative Thinking Ability With Posing Problem Learning". Indonesian Journal of Social Studies 2, n.º 1 (26 de julio de 2019): 44. http://dx.doi.org/10.26740/ijss.v2n1.p44-50.
The purpose of this study is to describe the students' creative thinking skills in social studies learning using the Problem Posing model. The subjects in this study were 28 eighth grade students of SMP Negeri 1 Tulangan academic year 2019. Researchers used primary data and data collection techniques, namely tests. Tests were carried out before and after learning. The results showed that the test results of independent sample t-test posttest creative thinking abilities of learners shows that there are differences in the ability of creative thinking between the experimental class and class control after being given treatment. Based on the analysis of the t-test, it was concluded that the problem posing learning model influenced students' creative thinking abilities. This research is useful for teachers, that is, they can develop teacher insights to be more innovative and creative in creating fun learning activities in the classroom and increasing students' knowledge competencies and creative thinking abilities. The problem posing learning model is implemented into the class because it can improve the ability of creative thinking and understanding in addressing problems and conflicts that occur in society and is expected to optimize the ability to think creatively.
3
Burch, Gerald F., Jana J. Burch y John H. Batchelor. "Group Creative Problem Solving: The Role of Creative Personality, Process and Creative Ability". Quality Innovation Prosperity 23, n.º 3 (30 de noviembre de 2019): 38. http://dx.doi.org/10.12776/qip.v23i3.1286.
<p><strong>Purpose:</strong> Team creativity is an important factor in developing new ideas for organisations. In spite of years of creativity research, little is known about various team aspects and their affect on team creativity. This study looks at the incremental explanatory value that team creative personality and divergent thinking skill processes have on team creativity.</p><p><strong>Methodology/Approach:</strong> Individual personality, creative personality, and divergent thinking skills were collected from 349 students at a large public university in the southeast US. These students were then randomly assigned to 105 teams where they developed a novel product. Individual attributes were averaged to create team attributes that were used to determine correlations with the product creativity. Hierarchical regression was used to evaluate incremental explanatory values for each of the independent variables.</p><p><strong>Findings:</strong> Group creative personality adds approximately 36 percent more explanatory power than cognitive ability and traditional personality measures in predicting team creativity. Creative processes, like team divergent thinking ability, further increased the R<sup>2</sup> of our model from 0.54 to 0.65 demonstrating that team processes affect team creativity.</p><p><strong>Research Limitation/implication:</strong> The task used in this study was not as complex as problems being considered by organizations. However, the results are expected to be indicative of the process used for more complex problems. It is also difficult to assign causality since correlations were used to verify some of our hypothesis.</p><strong>Originality/Value of paper:</strong> This research expands the findings of team creativity by identifying factors that increase team creativity.
4
Fatmawati, Baiq, Baiq Miftahul Jannah y Maya Sasmita. "Students' Creative Thinking Ability Through Creative Problem Solving based Learning". Jurnal Penelitian Pendidikan IPA 8, n.º 4 (31 de octubre de 2022): 2384–88. http://dx.doi.org/10.29303/jppipa.v8i4.1846.
Creative thinking is identified with the thinking process which includes fluency, flexibility, originality and elaboration. This creative thinking habit can be trained by applying a creative problem-solving model, namely learning creative problem solving, this model is one of constructivist learning. The research focus is applying creative problem solving-based learning to students' creative thinking. Participants are students of SMA Negeri 1 Masbagik for the 2019/2020 academic year class X Science. Quasi-experimental research design with post-test-only control design. Collecting data using a description test. Data analysis by t-test and using SPSS 25.0 program application for its calculations. The results of data analysis: 1) the experimental class obtained a significant average value on the indicators of creative thinking fluency (78.00), flexibility (77.00), originality (54.73), 2) fluency control class (60.18), flexibility (55.48), originality (50.18). The conclusion of this research is that creative problem-solving learning has an impact on students' creative thinking in all indicators with an increasing average value in the experimental class
5
Ibrahim, Ibrahim Alhussain Khalil y Rully Charitas Indra Prahmana. "Mathematics learning orientation: Mathematical creative thinking ability or creative disposition?" Journal on Mathematics Education 15, n.º 1 (23 de noviembre de 2023): 253–76. http://dx.doi.org/10.22342/jme.v15i1.pp253-276.
Mathematical creative thinking skill often becomes the orientation of mathematics learning, aiming to enhance students’ creativity in mathematics. Recognizing that creativity encompasses the capacity for thinking creatively and creativity disposition is essential. Building on this conceptual foundation, the primary objective of this study is to develop a comprehensive model illustrating the relationship between students' aptitude for mathematical creative thinking and their creative disposition. The research methodology employed in this study aligned with the framework of cause-and-effect analysis. The study cohort consisted of 36 students, carefully selected by a cluster random sampling technique. The research instruments included a mathematical creative thinking ability assessment and a creative disposition scale. The data was analyzed using the Non-Recursive Structural Equation Modeling. The results showed the reciprocal cause-and-effect dynamic between mathematical creative thinking ability and creative disposition, exhibiting a mutually influential relationship with determination coefficients of 21.83% and 21.05%. This shows that mathematical creative thinking ability is better at explaining mathematical creative disposition than mathematical creative disposition explaining mathematical creative thinking ability, with a relatively small difference (0.78%). This study also concluded that an optimal approach to mathematics pedagogy entails a balanced and simultaneous focus on nurturing mathematical creative thinking ability and disposition.
6
Ahmar, Dewi Satria, Melati Masri Ramlawaty y Ansari Saleh Ahmar. "Relationship Between Prior Knowledge and Creative Thinking Ability in Chemistry". Educational Process: International Journal 6, n.º 3 (1 de septiembre de 2017): 18–25. http://dx.doi.org/10.22521/edupij.2017.63.2.
Stevenson, Claire, Matthijs Baas y Han van der Maas. "A Minimal Theory of Creative Ability". Journal of Intelligence 9, n.º 1 (16 de febrero de 2021): 9. http://dx.doi.org/10.3390/jintelligence9010009.
Despite decades of extensive research on creativity, the field still combats psychometric problems when measuring individual differences in creative ability and people’s potential to achieve real-world outcomes that are both original and useful. We think these seemingly technical issues have a conceptual origin. We therefore propose a minimal theory of creative ability (MTCA) to create a consistent conceptual theory to guide investigations of individual differences in creative ability. Building on robust theories and findings in creativity and individual differences research, our theory argues that creative ability, at a minimum, must include two facets: intelligence and expertise. So, the MTCA simply claims that whenever we do something creative, we use most of our cognitive abilities combined with relevant expertise to be creative. MTCA has important implications for creativity theory, measurement, and practice. However, the MTCA isn’t necessarily true; it is a minimal theory. We discuss and reject several objections to the MTCA.
8
孙, 洪春. "Strategies for Training Students’ Creative Ability". Advances in Education 08, n.º 04 (2018): 377–83. http://dx.doi.org/10.12677/ae.2018.84057.
Wasiran, Yulianto y Andinasari. "Mathematics Instructional Package Based on Creative Problem Solving to Improve Adaptive Reasoning Ability and Creative Thinking Ability". Journal of Physics: Conference Series 1167 (febrero de 2019): 012060. http://dx.doi.org/10.1088/1742-6596/1167/1/012060.
Polyakova, E. "Teaching Elementary Schoolchildren the Ability to Create Fairy Tales". Primary Education 8, n.º 3 (25 de junio de 2020): 47–50. http://dx.doi.org/10.12737/1998-0728-2020-47-50.
The article reveals the content of the work on the development of creative abilities of primary schoolchildren in the Russian language lessons and literary reading in the process of creating children own texts in the genre of fairy tales. Using specific examples, we consider the methodological conditions and techniques for effectively teaching younger students how to write fairy tales, and provide examples of texts in this genre.The creative works of primary schoolchildren in the Komi Republic are presented.
Hetzel, Eugene David. "The mad rhetoric: Toward a rigor on radical creativity and its function in consciousness as a communicative principle". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3293.
This thesis explores three creative works, "The music of Erich Zann" by H.P. Lovecraft; the film "Eraserhead" by David Lynch; and the "Self-Portrait (blue)" by Vincent Van Gogh, as examples of different forms of mad rhetorics as a way in which to demonstrate the application of the theory of "mad rhetorics" and the role "radical creativity" plays in the construction of mad rhetorics by "mad rhetors" play in society.
3
Mobley, Michele Ingram. "Exploration of processes essential to the production of major creative accomplishments". Thesis, Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/29213.
BOWERS, ROBERT SIDNEY EARL. "MANAGING CREATIVITY FOR PRODUCTIVITY: RATIONALE, DESIGN AND PROGRAMS (INNOVATION, CREATIVE, INVENTION, INNOVATE, CREATION)". Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188177.
This study presents an operational definition of creativity within the contexts of business, school and community. A design for the strategic management of creativity is developed. Suggestions are made for programs to increase effectiveness in the use of creative skills. Creativity has been viewed in the past as something that happens rather than deliberate activity directed to specific goals. Numerous studies have failed to find a significant relationship between measurements of creative skills and intelligence as delimited by IQ tests and other measures of performance. Creativity can be distinguished as a category, process and quality of intelligence, and both can be defined in qualitative and theoretical terms. Models are constructed in the study to classify creativity. The components of the creative act can be tracked. A model sets parameters and categories for investigations to permit variation of content in a relatively stable sequence of steps. The sequence can be extracted as a method to process ideas from any discourse.
5
Fisher, Matt. "Mind as creative organization : the nature and development of human cognition as a creative process /". Title page, abstract and table of contents only, 2004. http://web4.library.adelaide.edu.au/theses/09ARM/09armf5331.pdf.
Reilly, Rosemary. "Social creativity, values and shared expertise : the synergistic confluence of social creativity, values and the development of shared expertise". Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85200.
The following is a report of a qualitative inquiry regarding a team of novices and their journey in developing shared expertise and social creativity in the domain of group facilitation and process consultation. Using the format of public reflection, the participants engaged in an intensive collaborative process of meaning making, along with the university instructor as expert, while being teaching assistants in a course about group dynamics. Using the framework of evolving systems, the methodology employed an instrumental case study approach, with the case defined as the group. Data sets included videotaped debriefing and planning sessions, individual and group interviews, and written reflection diaries, covering the entire lifespan of the team. These sets were transcribed and subjected to an examination of the unfolding cognitive and metacognitive, creative, value, and social processes embedded within the team interactions. The process patterns do demonstrate that under the conditions created within this context, novices can pool together expert thinking skills that can collectively compare favorably to those of an expert. Social creativity also emerged as a property of the system, and these processes seemed to piggyback onto the socially shared expert thinking skills. Values acted as tacit rules governing and shaping the social interactions. Ones that showed a strong association to the development of shared expertise were: supportiveness, care, listening/questioning for clarity, helpfulness, openness to disagreement/feedback, and plurality. Values that showed a strong association to the development of social creativity were: supportiveness, listening/questioning for clarity, helpfulness, and openness to disagreement/feedback. Humor was an ever present element to the system and acted as a lubricant producing social ease. The patterns that emanated from this inquiry were placed into two larger theoretical frameworks, socially shared cogni
7
Walker, Marie. "Creativity and depression : personality correlates of depression in autobiographies of creative versus non-creative achievers". Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=67522.
This study focused on depression-proneness in the creative achiever compared to the eminent but non-creative achiever. Forty-eight subjects' (25 male, 23 female) autobiographies were assessed on personality using the California Q-Set (Block, 1961). Creative achievers were divided into visual and literary creators while the control group was made up of political, military and social leaders. The Q-Set items were divided into the five factors of personality (neuroticism, extraversion, openness, agreeableness and conscientiousness) according to McCrae, Costa and Busch (1986). Using factor analysis, neuroticism was further divided into 6 facets, two of which corresponded to Costa and McCrae's depression and impulsivity items. Results showed that creative achievers scored significantly higher than controls on neuroticism and openness, while controls scored significantly higher on conscientiousness. Creative achievers rated significantly higher than controls on depression-proneness and impulsivity, with literary artists scoring particularly high on depression-proneness. Creativity as a method for controlling depression is discussed.
8
Colby, Kristen Marieta. "Creative Workers and County Earnings in the United States". Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/ColbyKM2008.pdf.
Ashry, Rustom Ahmed Rennels Max R. "A comparison of creativity scores between beginning and advanced painting and graphic design students". Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713210.
Thesis (Ed. D.)--Illinois State University, 1987. Title from title page screen, viewed July 25, 2005. Dissertation Committee: Max R. Rennels (chair), Marilyn P. Newby, E. Robert Stefl, Jack A. Hobbs, Robert C. Goodall, Eugene R. Irving. Includes bibliographical references (leaves 56-57) and abstract. Also available in print.
10
Simon, Judit. "Kreativitetens kännetecken : en fenomenologisk studie /". Stockholm : Pedagogiska institutionen, Stockholms universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-27392.
1936-, Gustafsson Lars, Howard Susan Wells 1948- y Niklasson Lars, eds. The Creative process. Stockholm: Swedish Ministry of Education and Science, 1993.
Capítulos de libros sobre el tema "Creative ability":
1
de Witt, Patricia. "Creative Ability". En Occupational Therapy in Psychiatry and Mental Health, 3–32. Oxford: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118913536.ch1.
Lew, Kyoung-hoon. "Relationships among Creative Thinking Ability, Creative Personality and Motivation". En Communications in Computer and Information Science, 120–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35251-5_17.
Huhmarniemi, Maria, Outi Kugapi, Satu Miettinen y Laura Laivamaa. "A sustainable future for creative tourism in Lapland." En Creative tourism: activating cultural resources and engaging creative travellers, 239–53. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789243536.0030.
Abstract In this chapter, the researchers present practical ideas and potential strategies for developing the use of artsbased methods in creative tourism. Arts-based methods have come to be widely discussed and promoted in various disciplines such as the social sciences, education, and tourism research (Leavy,2009,2018; Barone and Eisner,2012) and their strength is seen in their ability to engage participants' creative expression and to obtain participation and knowledge that is not verbal. In the fields of art education and community art, the impact of art-based methods is seen on human growth and well-being, the sense of belonging, the enhancement of kinship, empowerment, and the ability to create meaningful symbols (see, for example, Hiltunen and Rantala, 2015). Inspired by this, in this chapter the researchers consider the potential of arts-based methods and creative tourism experiences for enabling learning and transformation.
5
Citroresmi, P. Nindy, Nurul Husna, Citra Utami, Mariyam, Rika Wahyuni y Andi Mursidi. "Means Ends Analysis Learning Model on Students’ Problem-Solving Ability and Creative Thinking Ability". En Communications in Computer and Information Science, 216–26. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08890-2_17.
Asrawati, Nur, Nurwati Djam’an, Baso Intang Sappaile y Sahlan Sidjara. "Relationship between Students’ Mathematical Literacy and Creative Thinking Ability". En Advances in Computer Science Research, 108–17. Dordrecht: Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-332-0_13.
Wang, Xiuzhi. "To Train Practical Ability and Creative Spirit of Engineering Specialty Students". En Advances in Intelligent and Soft Computing, 505–9. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29637-6_65.
Huxtable, Marie, Ros Hurford y Joy Mounter. "Children Developing the Confidence and Ability to Challenge their own Thinking and the Status Quo". En Creative and Philosophical Thinking in Primary School, 63–69. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003423881-8.
Arfandi, Anas, Sri Wulandari, Muhammad Agung y Abdul Muis Mappalotteng. "Assessing the Impact of Creative Problem-Solving Educational Models on Students’ Ability to Think Creatively". En Proceedings of the 2nd World Conference on Social and Humanities Research (W-SHARE 2022), 191–98. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-084-8_26.
Huxtable, Marie, Ros Hurford y Joy Mounter. "Developing the Ability of Children to Pose Questions that are Important to them and to Create Answers". En Creative and Philosophical Thinking in Primary School, 45–54. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003423881-6.
Actas de conferencias sobre el tema "Creative ability":
1
Abdullah, Saeed, Mary Czerwinski, Gloria Mark y Paul Johns. "Shining (blue) light on creative ability". En UbiComp '16: The 2016 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2971648.2971751.
Lew, Kyoung-hoon, Jung-hwan Park, Kyung-cheol Lee y Sun-mee Kang. "The Relationship Among Creativity Thinking Ability, Creative Personality and Creative Product". En Education 2013. Science & Engineering Research Support soCiety, 2013. http://dx.doi.org/10.14257/astl.2013.36.14.
McCalla, Lawrence. "Growing a Community of Creative Designers: Collaborating and Expanding Creative Design Ability". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585335.
Pantaleon, Kristianus, Marselus Payong, Lana Sugiarti, Maximus Tamur y Maria Tato. "Does Cognitive Style Affect Mathematics Creative Thinking Ability?" En Proceedings of the 2nd International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2022, 21-22 October 2022, Ruteng, Flores, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.21-10-2022.2329635.
Hui, Su. "Grey Evaluation of Cultural Creative Industry's Competitive Ability". En 2010 International Conference on E-Business and E-Government (ICEE). IEEE, 2010. http://dx.doi.org/10.1109/icee.2010.738.
Harsiati, Titik. "Effect of Assessment as learning on Creative Critical Thinking Ability and Self-Regulating Ability". En International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2018. http://dx.doi.org/10.26499/iceap.v2i1.94.
Yingshun Liu y Yue Liu. "Building practice teaching system to cultivate students' creative ability". En 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543401.
Liu, Yingshun y Yue Liu. "Building Practice Teaching System to Cultivate Students’ Creative Ability". En 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.32.
Sitorus, Jonni. "Correlation Between Learning Motivation and Mathematics-Creative Thinking Ability". En Proceedings of the 7th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2022, 20 September 2022, Medan, North Sumatera Province, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.20-9-2022.2324499.
Fatra, Maifalinda y Tita Khalis Maryati. "The Ability of Creative Mathematical Thinking of Madrasahrs Students". En International Conference on Education in Muslim Society (ICEMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icems-17.2018.10.
Miller, Marcus, Antonia Maier y Andrew Powell. Prudent Banks and Creative Mimics: Can We Tell the Difference? Inter-American Development Bank, diciembre de 2011. http://dx.doi.org/10.18235/0011374.
The recent financial crisis has forced a rethink of banking regulation and supervision and the role of financial innovation. This paper develops a model where prudent banks may signal their type through high capital ratios. Capital regulation may ensure separation in equilibrium, but deposit insurance will tend to increase the level of capital required. If supervision detects risky behavior ex ante then it is complementary to capital regulation. However, financial innovation may erode supervisors' ability to detect risk and capital levels should then be higher. Regulators, however, may not be aware their capacities have been undermined. The paper argues for a four-prong policy response with higher bank capital ratios, enhanced supervision, limits to the use of complex financial instruments and Coco's. The results may support the institutional arrangements proposed recently in the United Kingdom.
2
Aiyar, Yamini, Vincy Davis, Gokulnath Govindan y Taanya Kapoor. Rewriting the Grammar of the Education System: Delhi’s Education Reform (A Tale of Creative Resistance and Creative Disruption). Research on Improving Systems of Education (RISE), noviembre de 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/01.
The study was not designed to undertake an evaluation of the success or failure of reform. Nor was it specifically about the desirability or defects of the policy reform choices. It took these reform choices and the policy context as a given. It is important to note that the Delhi reforms had its share of criticisms (Kumar, 2016; Rampal, 2016). However, our goal was not to comment on whether these were the “right” reforms or have their appropriateness measured in terms of their technical capability. This study sought to understand the pathways through which policy formulations, designed and promoted by committed leaders (the sound and functional head of the flailing state), transmit their ideas and how these are understood, resisted, and adopted on the ground. In essence, this is a study that sought to illuminate the multifaceted challenges of introducing change and transition in low-capacity settings. Its focus was on documenting the process of implementing reforms and the dynamics of resistance, distortion, and acceptance of reform efforts on the ground. The provocative claim that this report makes is that the success and failure, and eventual institutionalisation, of reforms depend fundamentally on how the frontline of the system understands, interprets, and adapts to reform efforts. This, we shall argue, holds the key to upending the status quo of “pilot” burial grounds that characterise many education reform efforts in India. Reforms are never implemented in a vacuum. They inevitably intersect with the belief systems, cultures, values, and norms that shape the education ecosystem. The dynamics of this interaction, the frictions it creates, and reformers’ ability to negotiate these frictions are what ultimately shape outcomes. In the ultimate analysis, we argue that reforming deeply entrenched education systems (and, more broadly, public service delivery systems) is not merely a matter of political will and technical solutions (although both are critical). It is about identifying the points of reform friction in the ecosystem and experimenting with different ways of negotiating these. The narrative presented here does not have any clear answers for what needs to be done right. Instead, it seeks to make visible the intricacies and potential levers of change that tend to be ignored in the rush to “evaluate” reforms and declare success and failure. Moving beyond success to understand the dynamics of change and resistance is the primary contribution of this study.
3
Midak, Lilia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Jurij D. Pahomov, Victor M. Lutsyshyn y Aleksandr D. Uchitel. Augmented reality technology within studying natural subjects in primary school. [б. в.], febrero de 2020. http://dx.doi.org/10.31812/123456789/3746.
The purpose of the research is creation of mobile app (supported by Android) for visualization of chemical structure of water and to display video- data of laboratory experiments that can be used by the teacher and pupils for an effective background for learning natural cycle subjects and performance of laboratory experiments in the elementary school using lapbook. As a result of work, aimed at visualizing the education material, a free mobile app LiCo.STEM was developed; it can be downloaded from the overall-available resource Google Play Market. Representation of the developed video materials on the mobile gadgets is conducted by “binding” them to individual images- “markers” for every laboratory experiment. Applying such technologies gives an opportunity to establish educational activity, based on interference of adults with children, oriented on interests and abilities of each kid, development of curiosity, cognitive motivation and educational energy; development of imagination, creative initiative, including the speech, ability to chose the materials, types of work, participants of the common activity, promotion of conditions for parents participate in the common study activity.
4
Ruff, Grigory y Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, diciembre de 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.
The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.
5
Sarni, Will, Jared Sheehan y Taylor Cox. The Digital Journey of Water and Sanitation Utilities in the Caribbean: Current State and Opportunities. Inter-American Development Bank, diciembre de 2023. http://dx.doi.org/10.18235/0005323.
Digital transformation in water utilities can provide numerous benefits for the utilities themselves and the customers they serve. There are many factors that impact an organizations ability to implement digital strategies, such as access to infrastructure and capital, cultural expectations, awareness of new and innovative technologies, and technical skills. The research identified two pressing challenges: access to financial capital and access to skilled labor. It also revealed opportunities to focus on improving sensing systems for water assets, the speed of internal information communication, closing the Knowing-Doing gap, and using digital technologies to improve customer education with regard to water and wastewater issues. The paper also provides potential creative investment approaches for Caribbean utilities. These include new ways to engage with development banks, private microproject funds, and public-private partnerships to improve operational efficiency and revenue generation for utilities in the region. The target audience is anyone interested in the Caribbean utility sector, with a particular focus on stakeholders in the innovation ecosystem.
6
Futch Ehrlich, Valerie A. Leadership Development as a Lever for Social Change: An Evaluation Framework and Impact Storytelling Approach. Center for Creative Leadeship, 2022. http://dx.doi.org/10.35613/ccl.2022.2050.
Founded with the mission to “advance the understanding, practice, and development of leadership for the benefit of society worldwide”, the Center for Creative Leadership (CCL) has served both the social and commercial sectors for over 50 years. Many of our programs across corporate, government, philanthropic, and social (e.g., NGOS, nonprofits, K12 institutions, higher education institutions, and population health organizations) sectors have the goal of improving outcomes for individual leaders and groups, and extending those outcomes to create impact at the organizational, community, or societal level. Our clients often aspire for large and transformational impact. They are interested in telling stories of impact – both immediate and sustained – that trace the power of their investment and its ability to result in improved outcomes for individuals, organizations, and communities. However, it’s often difficult or impossible to represent such impact without intentional planning and measurement. Using the idea of levers as a metaphor, we present a pathway for how leadership development across contexts can lead to larger scale impact, with examples from some of our current efforts to demonstrate this impact. We also provide a typology of stories that can be useful for communicating complex impact pathways. The typology provides metaphors for understanding the variety of layers of impact that contribute to societal change. Our work in support of this framework is continuously evolving, as we are learning, improving our measures, and identifying opportunities for increased evaluation efforts.
7
Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova y Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], septiembre de 2019. http://dx.doi.org/10.31812/123456789/3266.
Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.
8
Midak, Liliia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Khrystyna V. Berladyniuk, Khrystyna V. Buzhdyhan, Liliia V. Baziuk y Aleksandr D. Uchitel. Augmented reality in process of studying astronomic concepts in primary school. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4411.
The objective of the research is development a mobile application (on the Android platform) designed for visualization of the Solar System with the AR technology and the alphabet study, applying the astronomic definitions, which can be used by the teacher and the students for an effective training for studying the subjects of the astronomic cycle in primary school. Augmented Reality cards with the images of the Solar System planets and other celestial bodies were developed, as well as the “Space alphabet” was created. In the developed alphabet every letter of the alphabet becomes a certain celestial body or a different astronomic definition. Augmented Reality gives the opportunity to visualize images of the Solar System as much as possible, in other words to convert 2D images into 3D, as well as “make them alive”. Applying this tool of ICT while studying new data gives the ability to develop and improve the pupils’ spatial thinking, “to see” the invisible and to understand the perceived information in a deeper way, which will be beneficial for its better memorizing and development of computer skills. Studying the alphabet in the offered mobile app will definitely help nail the achieved knowledge and get interesting information about celestial bodies that are invisible and superior for kids; to make a journey into the space, prepare a project on “The Space Mysteries” subject; to stimulate the development of curiosity, cognitive motivation and learning activity; the development of imagination, creative initiative, including speaking out.
9
Vakaliuk, Tetiana, Valerii Kontsedailo, Dmytro Antoniuk, Olha Korotun, Serhiy Semerikov y Iryna Mintii. Using Game Dev Tycoon to Create Professional Soft Competencies for Future Engineers-Programmers. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4129.
The article presents the possibilities of using game simulator Game Dev Tycoon to develop professional soft competencies for future engineer programmers in higher education. The choice of the term “gaming simulator” is substantiated, a generalization of this concept is given. The definition of such concepts as “game simulation” and “professional soft competencies” are given. Describes how in the process of passing game simulations students develop the professional soft competencies. Professional soft competencies include: the ability to work in a team; ability to cooperate; ability to problem-solving; ability to communicative; ability to decision-making; ability to orientation to the result; ability to support of interpersonal relations; ability to use of rules and procedures; ability to reporting; ability to attention to detail; ability to customer service; ability to sustainability; ability to the manifestation of professional honesty and ethics; ability to planning and prioritization; ability to adaptation; ability to initiative; ability to Innovation; ability to external and organizational awareness.
10
TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, Yu G. MAKOVETSKAYA, E. S. KRASNITSKAYA, E. G. KOLIKOVA y N. O. NIKOLOV. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, marzo de 2022. http://dx.doi.org/10.12731/er0543.17032022.
Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. It is also emphasized that the concept of an individual style of activity is the result of the teacher's internal hard work, the result of a long search, value. On this basis, the individual style of activity rejects the concept of "charisma", since it is self-sufficient and does not need to be theatrically announced to any audience. All the value bases of an individual methodological style of activity are aimed not at narcissism, but at helping students in mastering the internal content of a particular academic subject. The leading sign of the formation of an individual methodological style of activity is the ability to correctly combine one's original author's position on the content principles of the taught subject with the guiding and prescriptive lines of the work program. The author's position of the teacher, which combines the emotional and rational components, is also reflected in external behavioral mechanisms. At the same time, expressive forms of behavior are not a mandatory feature of the individual style of methodological activity. A special style of preparing educational material, a list of methods and forms of teaching is structured on the basis of a situational understanding of the subtle mechanisms of teaching, educating and developing schoolchildren
