Siga este link para ver outros tipos de publicações sobre o tema: Creative writing (Higher education) – England.
Artigos de revistas sobre o tema "Creative writing (Higher education) – England"
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Veja os 50 melhores artigos de revistas para estudos sobre o assunto "Creative writing (Higher education) – England".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Veja os artigos de revistas das mais diversas áreas científicas e compile uma bibliografia correta.
1
Mcculloch, Sharon. "Hobson’s choice: the effects of research evaluation on academics’ writing practices in England". Aslib Journal of Information Management 69, n.º 5 (18 de setembro de 2017): 503–15. http://dx.doi.org/10.1108/ajim-12-2016-0216.
Texto completo da fonteResumo:
Purpose The purpose of this paper is to examine the influence of research evaluation policies and their interpretation on academics’ writing practices in three different higher education institutions and across three different disciplines. Specifically, the paper discusses how England’s national research excellence framework (REF) and institutional responses to it shape the decisions academics make about their writing. Design/methodology/approach In total, 49 academics at three English universities were interviewed. The academics were from one Science, Technology, Engineering and Mathematics discipline (mathematics), one humanities discipline (history) and one applied discipline (marketing). Repeated semi-structured interviews focussed on different aspects of academics’ writing practices. Heads of departments and administrative staff were also interviewed. Data were coded using the qualitative data analysis software, ATLAS.ti. Findings Academics’ ability to succeed in their career was closely tied to their ability to meet quantitative and qualitative targets driven by research evaluation systems, but these were predicated on an unrealistic understanding of knowledge creation. Research evaluation systems limited the epistemic choices available to academics, partly because they pushed academics’ writing towards genres and publication venues that conflicted with disciplinary traditions and partly because they were evenly distributed across institutions and age groups. Originality/value This work fills a gap in the literature by offering empirical and qualitative findings on the effects of research evaluation systems in context. It is also one of the only papers to focus on the ways in which individuals’ academic writing practices in particular are shaped by such systems.
2
Mardiningrum, Arifah, Yan Nisa Intan Sistyawan e Andi Wirantaka. "Creative Writing for EFL Classroom: A Perspective from Higher Education". Journal of Languages and Language Teaching 12, n.º 1 (9 de janeiro de 2024): 546. http://dx.doi.org/10.33394/jollt.v12i1.8888.
Texto completo da fonteResumo:
Within the English as a Foreign Language (EFL) context of higher education, there is a discernible emphasis on academic writing, often overshadowing the realm of creative writing. Nevertheless, creative writing remains a prevalent and integral component of EFL education. This study endeavors to scrutinize the perceptions of EFL students regarding creative writing and elucidate the potential benefits derived from its practice. Employing a qualitative approach, the research conducted in-depth interviews as its primary mode of data collection, engaging six students enrolled in an English Education Study Program in Indonesia. These students had actively chosen to participate in an elective course centered on literary works. The study's findings revealed nuanced perspectives among students, highlighting the intricacies associated with creative writing. Students perceive creative writing as intriguing, underscoring the necessity for its inclusion in higher education. Simultaneously, they acknowledge its potential difficulty and emphasize the importance of clarity in its instructional delivery. Furthermore, the research discerned that creative writing serves as a valuable tool for emotional expression, a conduit for the development of creativity and imagination, and a means to refine writing and language skills. The implications of these findings extend beyond the conventional realm of language mastery, emphasizing the multifaceted advantages that creative writing offers in an educational context. Consequently, educators in higher education are urged to deliberate and meticulously plan the incorporation of language in creative writing classes or activities. Recognizing and leveraging the broader educational benefits of creative writing can enhance the pedagogical approach, fostering a more comprehensive and enriching learning experience for EFL students.
3
Bulman, Colin. "Creative Writing in Higher Education: Problems of Assessment". English in Education 20, n.º 1 (março de 1986): 48–56. http://dx.doi.org/10.1111/j.1754-8845.1986.tb00681.x.
Texto completo da fonte
4
Asri, Yasnur, M. Aries Taufiq, Jasril Jasril, Lira Hayu Afdetis Mana e Rahmi Eka Putri. "Analysing Students’ Needs in Creative Writing Course: An Exploratory Case Study in an Indonesian Higher Education". AL-ISHLAH: Jurnal Pendidikan 14, n.º 2 (30 de abril de 2022): 1029–36. http://dx.doi.org/10.35445/alishlah.v14i2.1977.
Texto completo da fonteResumo:
This study aims at investigating what students expect when taking a Creative Writing course. To obtain the required data, an exploratory case study was utilized by distributing a questionnaire to the students and conducting interviews with the writing lecturer and the head of the study program. 60 students, one writing lecturer, and the head of the Indonesian Language Study Program were involved in this study. Findings in this study indicated that students expected to learn by having more practice in writing. Four emergent topics were discussed, namely building creativity and accuracy in writing, effective learning methods, available learning resources, and considering students' ability and interest in writing. They wished to write by following the writing process explained by the lecturer. This study concluded that it is required to design a learning model which facilitated students to learn in Creative Writing courses in a better way. The learning model is expected to provide students with the writing process and grammar.
5
Wilson, Christine. "Review: Understanding Writing Transfer: Implications for Transformative Student Learning in Higher Education". Teaching English in the Two-Year College 47, n.º 3 (1 de março de 2020): 312–14. http://dx.doi.org/10.58680/tetyc202130588.
Texto completo da fonte
6
OLTEAN-CÎMPEAN, Alexandru. "Setting up a Creative Writing Program at Babeș-Bolyai University". Studia Universitatis Babeș-Bolyai Philologia 68, n.º 4 (30 de dezembro de 2023): 267–85. http://dx.doi.org/10.24193/subbphilo.2023.4.13.
Texto completo da fonteResumo:
"Setting up a Creative Writing Program at Babeș-Bolyai University. The present paper argues for the establishment of a Creative Writing program within Babeș-Bolyai University, by initially providing more courses at the BA level, with an MA in Creative Writing being the end goal. By examining the history of the field and its current status within higher education in America, the UK and beyond, I show that, wherever Creative Writing programs have appeared and gained sufficient traction, they have thrived, attracting significant numbers of students year after year. In those countries outside of Anglophone space where the implementation of Creative Writing is a much more recent endeavor, significant steps have already been taken to analyze and find solutions for the current issues that might slow down the spread of interest in this field. With this in mind, the paper concludes that it is time for Babeș-Bolyai University to embrace this growing trend. Keywords: Creative Writing, Babeș-Bolyai University, humanities, pedagogy, study program."
7
Mihăilă-Lică, Gabriela. "The Beginnings of Modern Higher Education in England". International conference KNOWLEDGE-BASED ORGANIZATION 27, n.º 2 (1 de junho de 2021): 155–59. http://dx.doi.org/10.2478/kbo-2021-0065.
Texto completo da fonteResumo:
Abstract Realizing that a people can not be entirely conquered unless it is educated to embrace the culture and civilization of the conquerors, the Romans established the first schools in Britain in order to ‘romanize the sons of native chieftains’ [1]. With the arrival of Christianity, associated with the mission of Augustine in 597 AD, the churches took upon themselves the mission of teaching reading, writing and some religious knowledge, but few men benefited from this. The schools in the cathedrals and monasteries gradually grew to become universities, their main objective being to make students understand and explain the truth of God. “After the year 1000, cathedral schools replaced monasteries as cultural centres, and new forms of learning emerged. The cathedral schools were in turn supplanted by the universities, which promoted a “Catholic” learning that was inspired, oddly enough, by the transmission of the work of Aristotle through Arab scholars.”[2]. The paper analyses in broad lines the lengthy and burdensome process the English universities went through until the beginning of the 20th century in order to reach the performance of forming people capable not only of doing research and of disseminating knowledge, but also of contributing to the development of the country.
8
Cintamulya, Imas, Lilik Mawartiningsih e Warli* Warli*. "Optimizing the Creativity of Reflective and Impulsive Students through Writing Articles Based on Information Literacy". European Journal of Educational Research 12, n.º 4 (15 de outubro de 2023): 1667–81. http://dx.doi.org/10.12973/eu-jer.12.4.1667.
Texto completo da fonteResumo:
<p style="text-align: justify;">Creativity and information literacy are skills necessary for students for task completion in the learning process. One of the tasks assigned to students in learning is to write drafts of scientific articles. Furthermore, teachers must pay attention to cognitive styles in the learning process. This study aimed to describe students' creativity in writing drafts of scientific papers based on information literacy concerning reflective and impulsive cognitive styles. This research was exploratory qualitative research to explain the creativity of reflective and impulsive students in writing scientific article drafts based on information literacy. The research subjects comprised two students for each reflective and impulsive cognitive style. The cognitive style was measured using the Matching Familiar Figure Test instrument. Students' creativity was measured using a test with fluency, flexibility, originality, and elaboration indicators. The results indicated that reflective students were highly creative in writing drafts of scientific articles. Meanwhile, impulsive students were relatively creative in the same activity. In conclusion, students possessing the reflective cognitive style are more creative than students following the impulsive cognitive style in writing drafts of scientific articles based on information literacy. We recommend that writing articles based on information literacy is required to increase HOTs (Higher Order Thinking Skills).</p>
9
Sulistijani, Endang, Arinah Fransori e Friza Youlinda. "Kegiatan Menulis Kreatif Sastra Pada Siswa Kelas VII SMP Di Jakarta Timur Sebagai Wujud Gerakan Literasi Sekolah". Nusa: Jurnal Ilmu Bahasa dan Sastra 13, n.º 3 (28 de agosto de 2018): 370. http://dx.doi.org/10.14710/nusa.13.3.370-379.
Texto completo da fonteResumo:
The purpose of writing this paper is to describe creative writing activities for seventh grade students in East Jakarta. This activity was carried out by a team of lecturers, students and alumni of the Indonesian Language Study Program at Indraprasta PGRI University as a form of the Tri Dharma of Higher Education in Community Service. The implementation of this activity lasted for two days at two different schools. The method used in this creative writing activity is the lecture and brainstorming methods. In addition, the Community Service team also used a demonstration method in describing the stages or process of creative writing of literature according to its experience in literary copyright. With literary creative writing activities both writing poetry or short stories, from these our team expected that the more real growth and development of school literacy will occur so that more students produce literary works. Therefore, the outcome of this activity is the publication of Short Story Poetry and Antalogy book by students
10
Brasil, Luiz Antonio De Assis, Bernardo Bueno, Gabriela Silva, Moema Vilela Pereira, María Elena Morán Atencio, Gabriel Eduardo Bortulini, Marcelo Maldonado Cruz et al. "Percepções e perspectivas discentes nos cursos de pós-graduação em Escrita Criativa da PUCRS". Navegações 10, n.º 2 (31 de janeiro de 2018): 149. http://dx.doi.org/10.15448/1983-4276.2017.2.29789.
Texto completo da fonteResumo:
Este artigo se propõe a analisar os dados parciais obtidos pelo grupo de pesquisa Escrita Criativa na Academia: a formação do escritor, que desenvolve, desde 2015, uma pesquisa cujo objetivo geral é analisar a estrutura curricular e as condições de ensino oferecidas pelos cursos de mestrado e doutorado voltados para a formação do escritor, do pesquisador e do docente na área de Escrita Criativa da PUCRS. Pretende-se aqui discutir quais são as percepções dos alunos e egressos do programa de pós-graduação em Escrita Criativa sobre os aspectos mais importantes de sua educação e seus objetivos profissionais na área.********************************************************************Student/alumni perceptions and perspectives in the postgraduate studies Creative Writing courses at PUCRSAbstract: This article aims to analyze the partial data obtained by the Creative Writing in Academia – the writer´s education research group at the Pontifical Catholic University of Rio Grande do Sul (PUCRS) in Brazil. This research, developed since 2015, has as main objective the analysis of Master and PhD-level Creative Writing courses at PUCRS, focusing on study conditions and student/alumni perceptions about their education, its most important aspects, as well as their professional aspirations in Creative Writing.Keywords: Creative writing; Higher education; Graduate studies; Brazil
11
Maitlo, Sonal Khan, Abdul Rasheed Soomro e Ajab Ali Lashari. "The Impact of Picture Series Learning on the Creative Writing Skills of ESL Learners". Global Digital & Print Media Review VI, n.º II (30 de junho de 2023): 211–23. http://dx.doi.org/10.31703/gdpmr.2023(vi-ii).14.
Texto completo da fonteResumo:
The present research aims to discover the results of the activities of creative writing skills on the ability of the students at the school level in story writing. Randomly selected models of a total of sixty students from the 10th A section were taken as a controlled group and a group of experiments is taken from students of the 10th B section in this research from Government Naz Pilot Higher Secondary School Khairpur. The data attained from the outcome of the activities of creative writing which continued for two months was calculated with “The Scale of Story Writing Skill”. The results showed that the skill of writing a story has a major variation in the students' scores in the post-test of the group of the experiment and the control group. Furthermore, the activities of creative writing skills are helpful as compared to usual writing education in developing the skill of story writing.
12
Rainsford, Dominic. "Futures for English Studies: Teaching Language, Literature and Creative Writing in Higher Education". English Studies 99, n.º 2 (17 de janeiro de 2018): 224–26. http://dx.doi.org/10.1080/0013838x.2018.1420740.
Texto completo da fonte
13
Brasil, Luiz Antonio de Assis, Bernardo Bueno, Luís Roberto de Souza Júnior, Moema Vilela Pereira, Ángela María Cuartas Villalobos, Daniel Fernando Gruber, Felipe Karpinski Massaro et al. "Apontamentos metodológicos e curriculares discentes para os cursos de pós-graduação em Escrita Criativa no Brasil". Navegações 11, n.º 1 (30 de dezembro de 2018): 68. http://dx.doi.org/10.15448/1983-4276.2018.1.33020.
Texto completo da fonteResumo:
Este artigo analisa os resultados da segunda etapa da pesquisa Escrita criativa na Academia: a formação do escritor, desenvolvida desde 2015 no Programa de Pós-graduação em Letras (PPGL) PUCRS, cujo objetivo geral é verificar a estrutura curricular e as condições de ensino oferecidas pelos cursos de mestrado e doutorado voltados para a formação do escritor e do pesquisador na área de Escrita Criativa na universidade. Nesta etapa, procurou-se verificar qual a percepção dos discentes acerca das disciplinas oferecidas, bem como os procedimentos metodológicos adotados no curso, visando melhor adequação dessas propostas, bem como apontar caminhos para uma implantação ampla da Área da Escrita Criativa no Brasil. *** Alumni methodological and curricular notes for postgraduate courses in Creative Writing in Brazil ***This article analyses the results of the second stage of the research Creative Writing in Academia: the writer’s education, developed since 2015 at the Pontifical Catholic University of Rio Grande do Sul (PUCRS) Graduate Program in Letters. The general objective is to verify the curricular structure and the teaching conditions offered by the Masters and Doctoral courses focusing on the education of writers and researchers in the area of Creative Writing at PUCRS. At this stage, we sought to ascertain the students’ perceptions about the modules and methodological procedures adopted in the course, aiming at a better development of these proposals, as well as to point out ways for a wider implantation of Creative Writing in Brazil.Keywords: Creative Writing; Higher Education; Graduate Studies; PUCRS; Brazil.
14
Kelly, Patrick, Cari Din, Craig Ginn e Robyn Paul. "Becoming Lyrical: Poems That Depict Our Reflective Journeys In Online Teaching". Papers on Postsecondary Learning and Teaching 7 (26 de junho de 2024): 1–16. http://dx.doi.org/10.55016/ojs/pplt.v7y2024.77797.
Texto completo da fonteResumo:
Online and blended learning over the years have brought great challenges and opportunities. At the beginning of this project, we asked: How do educators reflect on teaching online in particular? And how do we articulate our reflections in creative ways? With these questions in mind, the authors took on the challenge of the artistic expression of writing and reading poetry to reflect critically and creatively on our experiences of teaching online in higher education. By drawing connections between theory and our poetry we provide insight into our lessons learned from teaching online. We conclude with encouragement to use creative writing to foster a collective and reflective environment in higher education and for personal awareness and growth.
15
Connor-Greene, Patricia A., Janice W. Murdoch, Art Young e Catherine Paul. "Poetry: It's Not Just for English Class Anymore". Teaching of Psychology 32, n.º 4 (outubro de 2005): 215–21. http://dx.doi.org/10.1207/s15328023top3204_2.
Texto completo da fonteResumo:
Higher level thought involves both critical and creative thinking skills. Although the psychological literature is rich with research on teaching critical thinking, relatively little published work addresses ways of promoting creative thinking. In this article we describe the use of poetry writing in an abnormal psychology class to encourage creative exploration and informed empathy. Content analyses suggested that the majority of students' poems communicated both accurate information and empathy. Furthermore, most students described the poetry assignment as a positive learning experience. Two examples demonstrate creative ways students' poems can distill and communicate information.
16
Lavrenchuk, Yuliia. "TEACHING AND ASSESSMENT OF LISTENING-INTO-WRITING IN HIGHER EDUCATION INSTITUTIONS: COGNITIVE PROCESSES". АRS LINGUODIDACTICAE, n.º 2 (2023): 53–66. http://dx.doi.org/10.17721/2663-0303.2023.2.04.
Texto completo da fonteResumo:
Background. With the internationalization of educational settings as well as the labour market, there is an increasing need for tertiary school students to acquire academic English writing skills. English is the dominant language spoken by many learners and professionals worldwide, but, gaining proficiency in academic writing can be challenging due to the range of specific cognitive processes involved in this type of writing. In the context of Ukrainian education, creative writing is prevalent in secondary education institutions, which may result in poor performance in universities because of a lack of knowledge and skills among students regarding how to highlight the main information and what to write. As a result, there is a need for introducing effective techniques of teaching and assessing integrated listening-into-writing in a higher institution classroom. Objective. The goal of the article is to provide a concise and organized overview of the cognitive aspects related to integrated listening and writing skills in a university setting. This will be achieved by analyzing the processes involved in both integrated listening-into-writing as well as non-integrated listening and writing. Results and discussion. The study involved a comprehensive analysis of relevant literature addressing core distinctions between integrated and independent writing in terms of cognitive processes and characteristics. Building on existing research on integrated listening-into-writing, as well as independent listening and writing, the paper presents a synthesis of current models encompassing the cognitive processes underlying integrated tasks. It examined cognitive strategies and executive control, as well as the challenges of implementing integrated writing in the modern system of higher education, highlighting the ways of overcoming the difficulties. Additionally, the article explains the roles assumed by both teachers and students in overcoming difficulties associated with integrated listening-into-writing. Further steps are to be taken to create a manual for teachers and assessors of integrated listening-into-writing.
17
Vdovych, S. M. "FEATURES OF STUDENTS’ SCIENTIFIC ACTIVITY AT HIGHER EDUCATION INSTITUTIONS". Scientific Notes of Junior Academy of Sciences of Ukraine, n.º 2(24) (2022): 10–18. http://dx.doi.org/10.51707/2618-0529-2022-24-02.
Texto completo da fonteResumo:
The article considers the features of scientific activity of student youth in higher education, current problems and ways to solve them. Students’ scientific activity at higher education institutions is an integral part of the educational process. The main centers of scientific work at higher schools are scientific societies, the purpose of which is to conduct and intensify scientific research, publish their results, expand scientific and creative contacts on the principles of voluntariness, collegiality, openness, freedom of scientific creativity and equality of rights. Educational and scientific activity of student youth at higher schools begins with the students’ revision for seminars and practical classes, writing essays and creative tasks, term papers and ends with the writing and defense of bachelor’s or master’s thesis. In addition to educational and scientific work, research and development activities are actively carried out at higher schools. Students are involved in research work of departments, scientific schools; on the basis of academic integrity they prepare and publish scientific articles, materials and abstracts of conferences, test the results of departmental research, as well as individual research papers at various scientific and practical events (conferences, round tables, seminars, etc.), participate in national and international contests of student research papers in various specialties and projects, receive grants for research in various fields and countries. For student youth involved in scientific activities, it is extremely important to improve language and foreign language training, develop soft skills through psychological training, master “Fundamentals of Research” course, know how to use modern digital tools in research, as well as to create educational environment of research activities at higher schools and motivate students taking into account their needs, aspirations and desires.
18
Palupi, Bening Sri, Slamet Subiyantoro, Triyanto Triyanto e Rukayah Rukayah. "Creative-Thinking Skills in Explanatory Writing Skills Viewed from Learning Behaviour: A Mixed Method Case Study". International Journal of Emerging Technologies in Learning (iJET) 15, n.º 01 (15 de janeiro de 2020): 200. http://dx.doi.org/10.3991/ijet.v15i01.11487.
Texto completo da fonteResumo:
Creative thinking involves the activities of complex skills and cognitive abilities, personality factors and motivations, styles, strategies, and metacognitive skills. Therefore, creative-thinking skills can reflect the students’ personality considered as unique individuals. On the other hand, the effectiveness of education can be seen from teaching practices and class climate. The application of guided inquiry learning (GIL) and problem-based learning (PBL) models is one effort to improve the effectiveness of education. This research is a mixed-method case study that aims to describe the behaviour of groups of students, studying with GIL and PBL, with high, moderate, and low creative-thinking skills. The mixed-method analysis applied is a concurrent embedded strategy that combines primary data (qualitative) and secondary data (quantitative) to complement each other. The results showed that the application of the GIL and PBL models was proved to be effective for learning explanatory writing skills. In terms of the creative-thinking skills, the higher the students' creative-thinking skills are, the higher their explanatory writing skills will be. Students who have high creative-thinking skills also exhibit prominent attitudes during the learning process, such as intensity of asking frequently with substantive questions on the subject matter and having good opinion and leadership skills.
19
Şahin, Ayfer, e Yağmur Dönmez. "The Effect of the Story Completion Technique on Creative Writing Skills". Participatory Educational Research 11, n.º 3 (7 de maio de 2024): 98–108. http://dx.doi.org/10.17275/per.24.36.11.3.
Texto completo da fonteResumo:
Written works are the most significant tool in transmitting a society's culture to future generations. Therefore, enhancing the effectiveness and usage of creative writing is important. Various methods and techniques are employed in writing education to foster a love for writing from a young age and to aid in producing creative writing works. One such method involves completing unfinished stories. This study aims to demonstrate the effect of the story completion technique on students' creative writing skills. The study was conducted using a pre-test, post-test control group design among experimental studies. The sample consisted of 37 fourth-grade students from a primary school in the Central Anatolia Region, Türkiye with 19 in the experimental group and 18 in the control group. The experimental group was subjected to the story completion technique, while the control group received no special treatment and followed the Turkish language curriculum as planned by the teacher. The interventions lasted for 8 weeks. Data were collected by scoring students' creative writing products using the “Creative Writing Products Evaluation Scale” and were statistically processed using the SPSS software package. In the analysis of the data, the t-test was used for paired comparisons, and significance was sought at the .05 level. The results showed that students in the experimental group, who used the story completion technique, had significantly higher writing scores than those in the control group. Furthermore, it was observed that the writing levels of students in the experimental group improved from medium to good. These results indicate that the story completion technique is effective in enhancing students' creative writing skills.
20
Valeri, Laura. "Rethinking Creative Writing in Higher Education; Programs and Practices That Work - Stephanie Vanderslice (2011)". Writing & Pedagogy 6, n.º 1 (10 de junho de 2014): 145. http://dx.doi.org/10.1558/wap.v6i1.145.
Texto completo da fonte
21
Davies, Melanie Gale. "Dyslexic difference and contextual studies writing in creative arts higher education: Three telling cases". Widening Participation and Lifelong Learning 25, n.º 1 (31 de agosto de 2023): 125–52. http://dx.doi.org/10.5456/wpll.25.1.125.
Texto completo da fonteResumo:
Students with the specific learning difficulty of dyslexia (SpLD) are now common in UK higher educational contexts. Whether this reflects an increase in the prevalence of the condition or is a manifestation of changes in both understandings of dyslexia and diagnostic processes in the UK, is not clear. But what is clear is that the increased visibility of dyslexia reflects a wider cultural turn, which sees both the breaking down of elitist notions about who is entitled to a `higher education´, and a questioning of ableist beliefs about how learning should occur (Mallett et al., 2016). Using semi-structured interviews (Kvale, 1996, 2011) and an interpretive approach, this article explores the ways that three students made sense of their higher educational experiences within the context of current UK higher education (HE) dyslexia policy. The experiences of these three student case studies, understood to be `telling´ (Mitchell, 1984) rather than `typical´ cases, help to support an exploration of some of the complexities of dyslexic difference, as experienced in one creative arts higher education institution. While research indicates that dyslexia can lead to low expectations of achievement for, and by, learners, I argue that, within the creative arts context of this study, dyslexic difference led to proactive, reflexive approaches to learning that can be learned from and that this may have applications for inclusive practice in HE more broadly.
22
Hayati, Asfitri, e Raden Asri Kartini. "PELATIHAN MENULIS KARYA TULIS ILMIAH MAHASISWA PRODI PARIWISATA UNIVERSITAS MUHAMMADIYAH TANGERANG TAHUN AJARAN 2023-2024". Community Services and Social Work Bulletin 3, n.º 2 (3 de janeiro de 2024): 107. http://dx.doi.org/10.31000/cswb.v3i2.10507.
Texto completo da fonteResumo:
Students are certainly familiar with the term scientific work. Scientific work is written work that contains an explanation of a scientific discussion carried out by a writer or researcher. Scientific work is written work, specifically writing a thesis. For every student completing their studies, they are required to write a scientific work, because it is a regulation in higher education that they will graduate or get a degree when they have completed all the demands in higher education, namely writing a thesis. So it is necessary to hold training in writing Scientific Writing (KTI) for tourism study program students, Faculty of Tourism and Creative Industries, Universitas Muhammadiyah Tangerang. With this training activity, it is hoped that students will be able to increase their knowledge and skills in writing scientific papers, namely writing theses or other scientific works. The methods used in this service or training in writing scientific papers are the lecture method, discussion method and writing practice method. This training was carried out over three meetings starting from Tuesday to Thursday 17-19 October 2023. The training participants were 20 tourism study program students from the Faculty of Tourism and Creative Industries. Based on the results of the training. Students are trained in choosing titles and determining topics and creating an outline for an essay. Students are able to write problem formulations well by following the systematics of writing scientific papers. With the level of student ability in the training process, the level of student ability in understanding how to choose a title is 80%, compiling an outline online is 82%, practicing writing is 75%, while students find it difficult to determine a topic at 5%.Students are certainly familiar with the term scientific work. Scientific work is written work that contains an explanation of a scientific discussion carried out by a writer or researcher. Scientific work is written work, specifically writing a thesis. For every student completing their studies, they are required to write a scientific work, because it is a regulation in higher education that they will graduate or get a degree when they have completed all the demands in higher education, namely writing a thesis. So it is necessary to hold training in writing Scientific Writing (KTI) for tourism study program students, Faculty of Tourism and Creative Industries, Universitas Muhammadiyah Tangerang. With this training activity, it is hoped that students will be able to increase their knowledge and skills in writing scientific papers, namely writing theses or other scientific works. The methods used in this service or training in writing scientific papers are the lecture method, discussion method and writing practice method. This training was carried out over three meetings starting from Tuesday to Thursday 17-19 October 2023. The training participants were 20 tourism study program students from the Faculty of Tourism and Creative Industries. Based on the results of the training. Students are trained in choosing titles and determining topics and creating an outline for an essay. Students are able to write problem formulations well by following the systematics of writing scientific papers. With the level of student ability in the training process, the level of student ability in understanding how to choose a title is 80%, compiling an outline online is 82%, practicing writing is 75%, while students find it difficult to determine a topic at 5%.
23
Sysoyev, Pavel V., e Evgeniy M. Filatov. "Method of teaching students’ foreign language creative writing based on evaluative feedback from artificial intelligence". Perspectives of Science and Education 67, n.º 1 (1 de março de 2024): 115–35. http://dx.doi.org/10.32744/pse.2024.1.6.
Texto completo da fonteResumo:
Introduction. The development of students' foreign language creative writing skills is a component of the goal of foreign language teaching in higher education. The effectiveness of the development of students' writing skills is largely determined by the method and tools of teaching. Artificial intelligence (AI) tools are able to provide learners with evaluative feedback that can be used to finalize written creative works in a foreign language. The aim of the paper is to develop a method of teaching students to write foreign language creative works on the basis of evaluative feedback from artificial intelligence, to test its effectiveness in the course of experimental training. Materials and methods. The study involved 1st year students (N=50) of Derzhavin Tambov State University (Russian Federation), majoring in English as a Foreign Language. In order to test the effectiveness of the authors’ method, stages of training were developed during which students received evaluative feedback from the AI tool in order to further refine their papers. Students of the control group developed writing skills using the traditional method. The objects of control were: a) content of the paper; b) organization and structure; c) support of ideas and arguments; d) vocabulary; e) grammar. The data analysis was carried out using the Student’s t-test. Research results. It was found that the method of teaching students foreign language creative writing on the basis of evaluative feedback from artificial intelligence is more effective in comparison with the traditional method in terms of the following criteria: a) content of creative paper (t=2,75; p≤0,05), b) organization and structure (t=3,05; p ≤ 0,05), and c) argumentation (t=2,44; p ≤ 0,05). At the same time, statistics did not reveal any growth in the development of students' lexical (t=2,13; p>0,05) and grammar (t=2,13; p>0,05) skills, which is explained by the individual nature of AI recommendations and the objectively lack of sustainability in the lexical component of the teaching content when studying different topics within the framework of one academic course. Conclusion. The novelty of the study includes the development of stages of teaching students foreign language creative writing based on evaluative feedback from artificial intelligence. The results obtained can be used in the development of methods of teaching foreign languages with the use of AI-technologies.
24
Prastyaningtyas, Efa Wahyu, e Zainal Arifin. "Pentingnya Pendidikan Kewirausahaan pada Mahasiswa dengan Memanfaatkan Teknologi Digital Sebagai Upaya Menghadapi Revolusi 4.0". Proceedings of the ICECRS 2, n.º 1 (28 de julho de 2019): 281. http://dx.doi.org/10.21070/picecrs.v2i1.2382.
Texto completo da fonteResumo:
The 4.0 industrial revolution marked by innovation in information technology "internet of things" has a broad impact on the economy throughout the world including Indonesia. The role of higher education can be done through the implementation of entrepreneurship education by utilizing digital technology, because higher education is an agent of change that prepares students to be superior, tough, and competent in plunging into society. The purpose of writing this article provides an overview of entrepreneurship education held in universities to provide students with the provision of entrepreneurship to be ready to face the world of work by utilizing digital technology. The method used in writing this article is descriptif by using library studies so as to produce exposure in the form of theoretical ideas about the importance of entrepreneurship education to students by utilizing digital technology. The results of this study are expected to be able to equip character building entrepreneur 4.0 students, namely smart, trustworthy and creative including efforts to improve 5C aspects (creative, cognitive, collaborative, competence, cohesiveness) and able to create a generation of digitalpreneur.
25
Prudnikova, Nadezhda Nikolaevna. "Topicality of Linguistic Competence and Performance Teaching at Higher Educational Institutions of the Russian Federation (on the Example of RANEPA)". International Journal of English Linguistics 6, n.º 2 (29 de março de 2016): 99. http://dx.doi.org/10.5539/ijel.v6n2p99.
Texto completo da fonteResumo:
The topic and importance of linguistic competence, performance and significance of a modern methodology in teaching writing skill, is highlighted for higher educational institutions of the Russian Federation. Transdisciplinary approach and interactive method are viewed as the most efficient ways of performance formation. Writing is regarded as cognitive mechanism of linguistic competence development. Significance of writing skills is explained by new educational standards of Russia and its integration into the European Higher Education Area. Paramount importance of writing skills is determined by shift of the higher educational institutions of the RF to the grant earning activity connected with composing many documents such as application letters, reports, blogs, e-mails, different forms, working papers, articles in the international repositories. Creative writing is presented as the most complex and effective way of EFL teaching.
26
Blower, Alex, e Jon Rainford. "Internalizing the Present in the Articulation of the Future". Boyhood Studies 16, n.º 2 (1 de dezembro de 2023): 109–32. http://dx.doi.org/10.3167/bhs.2023.160207.
Texto completo da fonteResumo:
Abstract Young men, especially from working-class backgrounds, often lack the space, capacity, or opportunity to reflect upon masculinities and their role in shaping future trajectories. By devising mechanisms to engage young men differently in creative activities, participants in our project were supported to think beyond assumed futures and explore new possibilities. Mobilizing the theory of possible selves, this article draws on data across three creative university outreach workshops in England with 18 participants who were given the opportunity to explore masculinities using creative writing, photography, and dance/movement. Combining artifact analysis and semi-structured interviews, the article argues that these workshops created safe spaces for young men to articulate their concerns and fears about harm and risk in everyday life while facilitating an exploration of alternative possible selves.
27
Saiti, Anna, Ian Abbott e David Middlewood. "University governance: insights from England and Greece". International Journal of Educational Management 32, n.º 3 (9 de abril de 2018): 448–62. http://dx.doi.org/10.1108/ijem-05-2016-0091.
Texto completo da fonteResumo:
PurposeThe purpose of this paper is to investigate and assess the role played by university governance in the effectiveness and efficiency of the higher education system through literature analysis and the management evaluation method of Organization and Methods (the O and M technique) and argue for a more radical change in, and greater scrutiny of, university governance so as to improve the efficiency and effectiveness of university operations and thus yield a more optimal satisfaction of social needs.Design/methodology/approachThe paper employs the O and M technique in order to investigate and assess the role played by university governance in the effectiveness and efficiency of the higher education system.FindingsThe “objective” is education and knowledge and there is no room for experimentation in the system. The higher education sector does not need experiments to develop further. Rather, it deserves cautious, creative and innovative consideration and needs a very distinctive treatment of national problems. No matter the policy orientation of the system, higher education policy makers should not forget that higher education has a tremendous influence on peoples’ attitudes and beliefs so the focus should be on the actual knowledge on social responsibility and on the commitment of higher education to serve social interests and needs.Research limitations/implicationsThe analysis developed in this study would benefit from a deeper exploration by investigating more numerous and diverse examples from the international arena of higher education.Originality/valueThis study acts as a complement to previous research on higher education governance since it develops further the analysis and the understanding of university governance. By using as examples two countries with different orientation in their higher education system (mainly due to differences in cultural and ideological perceptions) and keeping in mind that there is no ideal model for university governance, this study could enlighten decision makers in any country to develop a more effective and constructive model of university governance that would serve societal interests more effectively.
28
Brammar, Laura, e Katarina Lezova. "How can creative practice facilitate reflection on self-learning? Implications for narrative career counselling". Australian Journal of Career Development 27, n.º 2 (julho de 2018): 108–15. http://dx.doi.org/10.1177/1038416218785916.
Texto completo da fonteResumo:
This study uses an individual case study to explore how creative practice can facilitate reflection on self-learning from a narrative career counselling perspective. The case study features the original creative output and associated writing task produced by a higher education student as part of a skills award. The study considers what is meant by creativity and the use of creative practices in narrative career counselling. Based on the case study, it considers the potential implications for narrative career counselling regarding the use of creative practice to facilitate both reflection and stimulate internal and external dialogues around self-learning.
29
Crahay, Géraldine. "The benefits and challenges of creative writing assessment in French". Enhancing Teaching and Learning in Higher Education 1 (29 de fevereiro de 2024): 5–20. http://dx.doi.org/10.62512/etlhe.3.
Texto completo da fonteResumo:
This article aims to highlight and defend the benefits of creative writing assessment in higher education language modules. While the latter traditionally prefer essay-like assignments over creative ones, creative writing allows learners to develop a great variety of academic and personal skills, such as intercultural awareness, cooperation, problem-solving, engagement with literary texts and self-expression. Specifically, this article analyses a written assignment that was given in a post-A-level French module at a British University based on the French playwright Jean Tardieu’s short comedy Un geste pour un autre. Learners received the beginning of this absurdist play and needed to complete it, while also incorporating three lines from the original play into their texts. The task invited them to demonstrate their understanding of theatrical conventions, engagement with the original extract, ability to write a coherent text, language skills (grammar, syntax, vocabulary, register), linguistic innovation, imagination and problem-solving. In addition to exploring the strategies used by learners to cope with the task, this paper highlights the challenges encountered by evaluators to mark creative writing assignments, notably the lack of suitable assessment criteria in their institutions. It also examines students’ reception to such an unusual language assignment and offers some suggestions about how to better implement creative activities in the language curriculum.
30
Chaiyadejkamjorn, Natsuchawirang, Wimonrat Soonthonrojana e Thanya Sangkhaphanthanon. "The Development of a Model for Creative Writing Instruction for Mattayomsuksa Three Students (Grade 9)". International Education Studies 10, n.º 3 (27 de fevereiro de 2017): 227. http://dx.doi.org/10.5539/ies.v10n3p227.
Texto completo da fonteResumo:
The research aimed to construct an instructional model for creative writing for Mattayomsueksa Three students (Grade 9), to develop the model according to a criterion of 80/80, and to examine the results of the model in use. The research methodology consisted of three phases: phase one studied the current states, problems and needs for teaching and learning Thai language; phase two constructed a model for creative-writing instruction; phase three explored the results of the model in use. The 83 samples were Mattayomsueksa Three students of Suranarai School, Mabkradvidaya School, Don Numsai School and Ban Koksawai School under the jurisdiction of the Office of Nakorn Ratchasima Primary Education Service Area 5 in the second semester of the academic year 2014. The subjects were derived by a multicluster random sampling. The research findings were as follows: 1. The instructional model for creative writing was composed of six components: principles and basic concepts and theories, objectives, teaching steps, social system, principles of response, and support system. Teaching consisted of five steps: P1 (Planning), 2) P2 (Perception), 3) P3 (Performing), 4) P4 (Processing), 5) P5 (Production). Quality was at the highest level (X = 4.94). 2. The model for creative-writing instruction for Mattayomsueksa Three students as developed by the researcher had an efficiency equivalent to 81.17/80.26, which was higher than the set criterion of 80/80. 3. The results of the use of the model were as follows: 3.1 Mattayomsueksa Three students who learned via the creative-writing model had a higher ability at a statistical significance of .05. 3.2 The students of Suranarai School, Mabkradvidaya School, Don Namsai School and Koksawai had a satisfaction with the model in the study at 4.78, 4.70, 4.72, and 4.69 respectively.
31
Sevkusic, Slavica, e Slavica Maksic. "Creative potential of primary school students in written expression". Zbornik Instituta za pedagoska istrazivanja 42, n.º 1 (2010): 92–108. http://dx.doi.org/10.2298/zipi1001092s.
Texto completo da fonteResumo:
The essays of primary school students were studied as a potential source of data about their creative capacities in the field of writing and, more extensively, in the domain of linguistic expression. Sixth and seventh grade students (N=142) wrote an essay the creativity of which was evaluated by three teachers. Based on teachers' evaluations, two extreme groups were formed, which were then mutually compared: the students who wrote creative stories (N=17) and those who did not (N=19). A mixed method approach was applied in analyzing the data about students and their essays. The quantitative research results indicate that the authors of creative stories are characterized by a considerably higher creative potential as measured by the Word Production Test and Urban-Jellen Drawing Test (TCT-DP), a better school achievement and greater knowledge in Serbian language, a wider range of interests and a more pronounced interest in language and humanities. Analysis of narratives of the two groups of stories reveals important differences between the creative and noncreative group in the format, themes and components of creative written expression. The following are perceived in the papers assessed as creative: good composition, existence of a title, a guiding idea, originality, emotional expressiveness and ethical dimension. In the concluding part the authors discuss the advantages of combining the quantitative and qualitative procedures in studying the creative potential in school context.
32
Rocha, Ana Isabel Serra de Magalhães. "Cardography as a research method through writing and drawing in higher education workshops". Journal of Writing in Creative Practice 14, n.º 2 (1 de setembro de 2021): 193–207. http://dx.doi.org/10.1386/jwcp_00022_1.
Texto completo da fonteResumo:
This article is supported by the author’s experience through a methodology created during her Ph.D. thesis ‘The experience of book’s place at the university’, also during COVID-19 restrictions. The student transformed public presentations into collaborative research workshops, where new interrelations and concepts occurred rooted in arts-based research methodologies, exploring art and education, in its scope. Cardography is an invented designation based on a/r/tography, as a creative living research methodology that uses cards as a device for a visual inquiry, considering that each book’s page is a card to be written or drawn (digital or paper), documenting the dialogic process during each research workshop. The research result contemplates an artistic object, which is displayed afterwards in university and art exhibitions. The reader is invited to follow a fil rouge alignment, inspired by a book structure, reflecting upon concepts and research methods not yet implemented at the art education doctoral course.
33
Serebrianska, Irina. "«FUNDAMENTALS OF ACADEMIC WRITING» IN HIGHER EDUCATION INSTITUTIONS: AN INTERDISCIPLINARY APPROACH". Educological discourse 32, n.º 1 (2021): 87–100. http://dx.doi.org/10.28925/2312-5829.2021.1.6.
Texto completo da fonteResumo:
The article deals with the implementation of the discipline “Fundamentals of Academic Writing” in higher education institutions. The author represents her own experience of working on the course with students of different specialities, offers the main stages of training and approximate tasks. The discipline “Fundamentals of Academic Writing” is to form students’ academic culture, academic literacy, practical skills of oral and written language, necessary for successful learning and obtaining a future profession, and to develop critical thinking. Students learn to write professional and business texts of various types and give a critical assessment of information. They use a creative approach, library catalogues and websites. Both individual and teamwork in creating their micro-projects as a form of final control are encouraged. The interdisciplinary direction of the course is due to its content and structural elements: academic and scientific speech issues are closely intertwined with professional ones, forming the ability to express themselves competently within the speciality mastered by students, to create their professional texts. Integrated activities used in practice allow to develop various skills and abilities of future specialists: a study of educational and special terms, discussion of principles of academic integrity and related concepts (academic culture, academic ethics, academic writing, etc.), work with texts of different types, development of speech culture, writing resumes, cover letters, annotations, abstracts, essays and other documents essential for the further implementation of academic mobility of students and their successful participation in grant activities. The final work is in the form of presentation of the Code of Honor of the academic group developed by students. It is good feedback for the teacher about gained knowledge and skills. The interdisciplinary approach allows training modern specialists with good communicative competencies.
34
Rokhyanto, Rokhyanto, Umi Salamah, Casmugiyono Casmugiyono e Ratna Harum Sari. "Nilai-Nilai Pendidikan Karakter dalam Pengembangan Cerita Anak Melalui Penulisan Kreatif". Prosiding Seminar Nasional IKIP Budi Utomo 1, n.º 01 (21 de novembro de 2020): 153–70. http://dx.doi.org/10.33503/prosiding.v1i01.1031.
Texto completo da fonteResumo:
Every parent's wish and hope, of course, as much as possible, the reading that children read always contains good moral messages. A good story is a story that of course must provide the nuances of good character education, especially for children. To sort and select stories is an important factor that parents must consider. This is because children's understanding varies greatly according to their age. Children's reading is adjusted to the theme of the story that is read by the child, the easier it is to understand the story because the objects in the story are very familiar with their daily life. Children's stories are believed to have a major contribution to the development of children's personalities in the process towards maturity and moral responsibility to rearrange weak characters to become strong, of course teacher guidance. The elements that need to be considered are: the creative process becomes the process of creating works. Sooner or later, a writer depends on the memory or abilities and skills possessed. The lower a person's memory or abilities and skills, the longer the process of pouring out ideas is also slow; and the higher one's mindset and skills, the faster the process of pouring these ideas into better works. The process of creative writing becomes an effort towards business as a manifestation of practical creative arts to shape children's souls and teachers' intellectuals. This occurs because the business model has not been developed by various parties, both institutional actors and children storytelling experts. To be able to enrich business insights towards creative writing of children's stories, forms and types of businesses based on creative industries and the prospect of being developed as creative writing, finding a business ethos based on creative arts allows the formation of creative, innovative, and successful businesses, creative arts businesses that can encourage growth and development of creative writing in the field of writing children's stories.
35
Korneshchuk, Viktoriia. "The Role of the Educational Component "Academic Writing" in the Professional Training of Specialists in the Socionomical Sphere". Bulletin of Luhansk Taras Shevchenko National University 1, n.º 1 (349) (2022): 48–57. http://dx.doi.org/10.12958/2227-2844-2022-1(349)-1-48-57.
Texto completo da fonteResumo:
The article describes the content and structure of the educational component «Academic Writing», teaching methods, criteria and means of assessing the expected learning outcomes, organizing independent work of applicants during its study. Examples of practical, training and creative tasks intended to form the necessary competencies and verification of expected learning results are presented. The necessity of continuous monitoring of the opinion of applicants regarding the quality of teaching academic writing is emphasized. Themethodology peculiarities of teaching academic writing for the first (Bachelor's) level of higher education of specialties «Psychology» and «Social Work» at the Department of Psychology and Social Work at the National University of Odesa Polytechnic, which is intended in particular to develop creativity and critical thinking of applicants through the performance of creative individual tasks; encouraging them to publish their own scientific achievements; an expedient combination of teaching methods in accordance with the purpose of a particular occupation and level of applicant preparation; clearness of criteria for evaluating various types of curriculums; combination of formal and informal education; taking into account the results of questionnaires for further improvement in teaching academic writing; ability to ensure the quality of OK training offline and online.
36
Hao, Qiang. "Research on Nie Weigu's Art Education Thought and Creative Practice". Review of Educational Theory 4, n.º 4 (25 de novembro de 2021): 21. http://dx.doi.org/10.30564/ret.v4i4.3495.
Texto completo da fonteResumo:
Nie Weigu is a great master with great attainments in higher art education and painting practice. He is familiar with the psychology of art education and the principles of education and teaching, and has a strong interest in exploring a new way of integration between China and the West. He embraces both Chinese and Western heuristic teaching, focuses on shaping students' sound personality, and carefully cultivates students' noble quality. Facing nature and reality, he took the lead in setting an example and kept writing. He widely absorbed nutrition from other categories and foreign art, expressed his true feelings, made personalized creation, pointed to Western architecture with a Chinese brush, talked with the incarnation of the Holy Spirit, and displayed the second nature - Architecture created by mankind in an unprecedented artistic way, Creatively opening up the art category of "freehand painting" is of milestone significance in the history of contemporary Chinese art.
37
Lengelle, Reinekke, Frans Meijers, Rob Poell e Mijke Post. "Career writing: Creative, expressive and reflective approaches to narrative identity formation in students in higher education". Journal of Vocational Behavior 85, n.º 1 (agosto de 2014): 75–84. http://dx.doi.org/10.1016/j.jvb.2014.05.001.
Texto completo da fonte
38
Riley, Tim. "Work-based learning for the creative industries". Higher Education, Skills and Work-Based Learning 7, n.º 1 (13 de fevereiro de 2017): 79–91. http://dx.doi.org/10.1108/heswbl-08-2016-0063.
Texto completo da fonteResumo:
Purpose The purpose of this paper is to highlight the knowledge and insight gained building a work-based learning (WBL) degree apprenticeship developed through the Higher Education Funding Council for England Catalyst Fund. Requirements of the funding stipulated that, in addition to work WBL provision, the course should be offered as a two-year fast-track. This was required to help reduce the increased financial burden placed on students, which arose from the substantial rise in HE tuition fees sanctioned by the UK Coalition Government in 2010. Design/methodology/approach The paper presents a case study detailing the advantages and pitfalls of integrating WBL into fledgling but rapidly expanding creative industries, such as web media production and social media. The development and composition of WBL model was adapted from an existing and successful three year, traditionally structured, BA (Hons) web media production course. It adopted a model whereby partnerships between external organisations and educational institutions are established through a contractual agreement. Findings Growth of the web media sector, while rapid, is still embryonic. Consequently many employers, particularly in social media, remain small or micro businesses, many capable of only employing one student. This caused several accumulative and administrative and issues along with funding implications. While for many micro businesses the WBL model was appealing by provided employers with an appropriately skilled workforce that addressed the technical and digital skills gap, government funding and partnership initiatives proved to be more directly suitable for larger businesses. Originality/value The author considers the case study to be a distinctive insight into the development of creative and vocationally orientated subjects. The paper examines degree apprenticeships and WBL from the perspective of creative industries employer partnerships, particularly in the area of web and social media micro businesses. These are crucial areas for expansion as higher-level degree apprenticeships are rolled out in the UK.
39
Kettler, Todd, e Janessa Bower. "Measuring Creative Capacity in Gifted Students: Comparing Teacher Ratings and Student Products". Gifted Child Quarterly 61, n.º 4 (2 de agosto de 2017): 290–99. http://dx.doi.org/10.1177/0016986217722617.
Texto completo da fonteResumo:
Creativity and giftedness are frequently associated, and schools may use measures of creativity for identifying gifted and talented students. The researchers examined three aspects of elementary student creativity: (a) the relationship between a teacher’s rating of student creativity and rubric-scored student writing samples, (b) group differences regarding creativity between identified gifted and general education students, and (c) potential gender differences evident in teacher ratings of creativity as well as creative products. Participants in the study were 155 Grade 4 students in an urban district in a southwestern state. Teacher ratings on three different scales were related to student creative products, yielding Pearson correlations ranging from r = .20 to r = .27. Identified gifted students scored higher than general education students in both teacher ratings of creativity ( d = 0.83) and written products ( d = 0.53). Female students scored higher than male students in both teacher ratings of creativity ( d = 0.22) and written products ( d = 0.57). These findings suggest that teacher ratings moderately predict creative student products. Identified gifted students scored consistently higher than general education students in creativity, and females scored slightly higher than males on creativity measures.
40
Wang, Weiqing, e Dahlia D. Soriano. "The Influence of “POTI” Style on Contemporary Higher Calligraphy Education". International Journal of Education and Humanities 12, n.º 2 (1 de fevereiro de 2024): 157–65. http://dx.doi.org/10.54097/1d35kf69.
Texto completo da fonteResumo:
A definition of Wang Xianzhi's "POTI" in Shuyi by Zhang Huaiguan. The characteristic of "POTI" is to break the boundary between truth, action and grass, to blend a variety of writing styles, with its own characteristics, and to show the strong creativity of calligraphy. POTI has existed in ancient and modern times, the so-called "neither breaking nor standing". Chinese calligraphy higher education has made great progress after decades of development, but the current research on Chinese calligraphy higher education has not been fully developed, and the research mainly stays in the combing and basic skills training of five-body books. Contemporary calligraphy higher education should break the boundaries of five-body books, carry out creative practice on the hybridisation of calligraphy, and research and explore the calligraphy style in line with this era. Thus inject fresh blood into the contemporary calligraphy creation and expand the vast space.
41
Kizrina, Natalia Gennadievna, e Olesya Rushanovna Eliseeva. "The use of creative technologies in teaching a foreign language to students of pedagogical universities". Samara Journal of Science 11, n.º 3 (1 de setembro de 2022): 271–77. http://dx.doi.org/10.55355/snv2022113308.
Texto completo da fonteResumo:
This paper is devoted to the problem of using creative technologies for teaching a foreign language to prospective teachers, which is relevant in accordance with the standards of higher professional education. The role of creative thinking in the development of foreign language communicative competence is indicated. The question of the development of linguistic creativity in teaching a foreign language is touched upon. The definitions of pedagogical technologies, creative pedagogical technologies and creative technologies of teaching a foreign language are considered. The main characteristics are highlighted and the classification of creative technologies of teaching a foreign language is presented. Technologies for the development of linguistic creativity of students are presented. Attention is focused on the technologies of creative writing as a means of developing linguistic creativity. Examples of the use of language and group creative games as methods of creative writing for teaching a foreign language (German) to students are given. The technologies of heuristic teaching of a foreign language are also presented, on the basis of which students creative thinking points are considered: heuristic methods of cognition of an object, identification of its main features and heuristic methods of transformation of object features and creation of a new object. Each group of heuristic methods is illustrated by examples of use in German language classes at a university.
42
Bell, Rebecca. "Untrammelled ways: Reflecting on the written text, nourishment and care in online teaching". Journal of Writing in Creative Practice 15, n.º 2 (1 de setembro de 2022): 126–38. http://dx.doi.org/10.1386/jwcp_00034_1.
Texto completo da fonteResumo:
As the COVID-19 pandemic gathered momentum in 2020, it became clear that online teaching spaces risked a distancing from the embodied knowledge so necessary to creative education. Teaching written texts to creative practitioners is a process that calls for alternative spatial and visual literacies, for ontological methods, for honouring experience and reflection – especially in a neo-liberal climate of higher education. In my teaching practice, as well as writing and painting practices, I like so many others have sought spaces for nourishment during this era. Through my teaching and a collaborative research group, one space in which I located this was via hope. This is a time to ask if we can use this moment in history to encourage thinking in an untrammelled manner and to move more freely in the unfamiliar, to transform the classroom; to seek materiality as a method of interpretation, even online; to encourage fearlessness, plurality and relationality; to use craft methods; and to enter a space of care and emotional openness. This contribution will consider creative allyship between staff and students, with the written text as a place of beginning. This is a deliberately open-ended, exploratory, personal and reflective piece of writing, gathered during teaching and research from 2020 to 2022. ‘Ways of Writing’ are explored both through the method of this article as well as its content.
43
Owens, Peter. "The Contemporary Composer in the Classroom". British Journal of Music Education 3, n.º 3 (novembro de 1986): 341–52. http://dx.doi.org/10.1017/s0265051700000826.
Texto completo da fonteResumo:
This article is a revised version of a talk given by the author before an international symposium on music education in Hortos, Greece, in 1985. It considers the current state of modern music, suggesting that there have been some important changes in direction since the avant-garde styles of the 1950s and 1960s; and it reflects on some of the implications of these changes for secondary-school music teaching.Some proposals are made for factors likely to facilitate the success of contemporary music which children hear or perform. In the original talk these points were illustrated with recorded examples, indicated here by numbers in the text. The role of children as contemporary composers themselves is also discussed in terms of the method and motivation by which creative work may be encouraged.The educational writers on whom the author bases much of his argument are clearly acknowledged throughout the text. Otherwise, opinions derive from experience of teaching and writing music for children in England and in France.
44
Clavijo Olarte, Amparo, e Antonio Quintana Ramírez. "Creating hypertexts. A strategy to foster writing". Íkala, Revista de Lenguaje y Cultura 8, n.º 1 (7 de dezembro de 2003): 59–78. http://dx.doi.org/10.17533/udea.ikala.3179.
Texto completo da fonteResumo:
The purpose of this publication is to share an experience of teacher education and research with Colombian teachers of English using hypertext as a strategy to promote creative writing in Spanish as their native language and in English as their foreign language. This exploratory study was part of the interdisciplinary work developed with graduate students of the Masters program in Applied Linguistics in the seminar on Applications of Hypermedia materials in first and second language. The teacher researchers implemented the writing strategy with children and young adults in elementary, secondary and higher education programs. The article also presents a description of how data was collected and analyzed in the creation of hypertexts with students participants.
Received 24-04-03 / Accepted: 18-07-03
How to reference this article:
Clavijo Olarte, A. & Quintana Ramírez, A. (2003). Creación de hiperhistorias: una estrategia para promover la escritura. Íkala. 8(1), pp. 59 – 78
45
BORDIN, Siti Norzehan, Rozita Radhiah SAID, Azhar MD SABIL e Mohd Mursyid ARSHAD. "Implementation of Higher Order Thinking Skills (HOTs) in Teaching Malay Language Writing Skills among Preschool Teachers". Eurasia Proceedings of Educational and Social Sciences 25 (12 de dezembro de 2022): 86–94. http://dx.doi.org/10.55549/epess.1218190.
Texto completo da fonteResumo:
In the Malaysian Education Development Plan (PPPM 2013-2025), one of the aspects that is the focus is the implementation of Higher Order Thinking Skills in teaching and learning in schools. In this regard, teachers need to apply HOTs in teaching in order to train and improve students' thinking skills creatively and critically. In addition, in teaching Malay writing skills, teachers need to be more creative in determining HOTs-based teaching methods as writing skills are the most difficult skills to master compared to other skills. Therefore, HOTs are important to be applied in the teaching of writing skills starting from the early stages of education in preschool in order to train preschoolers to think high level and be cultured with HOTs. Hence, preschool teachers need to master the knowledge on the implementation of HOTs so that the teaching process are of excellent quality and can stimulate the thinking of the students to the highest level of HOTs. Thus, this concept paper will discuss the problem of the implementation of HOTs in Malay language writing skills, the importance of teachers applying HOTs in teaching and learning by detailing the planning and implementation of HOTs in pedagogy as well as parsing the teaching and learning strategies of HOTs.
46
Kasprabowo, Teguh, Endang Yuliani Rahayu e Agnes Widyaningrum. "“Tell me about your Day”: Portraying Student’s Reflective Practice through Diary Writing". Language Circle: Journal of Language and Literature 15, n.º 2 (26 de abril de 2021): 375–84. http://dx.doi.org/10.15294/lc.v15i2.29252.
Texto completo da fonteResumo:
Although commonly understood that diary writing benefits language learners in many ways, the use of diary writing as a medium for reflective practice in higher education is still rarely considered. The study aimed to portray the student's reflective practice through diary writing - to display how the student made meaning of her daily life and learning experiences. Employing qualitative case study, we observed one of our students’ reflective practice through her diary entries. Our study employed Rodger’s summary of Dewey’s reflective practice (2019) as the theoretical framework. The data of this research was a handwritten diary of a student named Lana containing 30 diary entries written from September 6, 2018, to October 22, 2018. The entries were written in the period when she joined a Creative Writing class. The diary writing activity was mainly aimed to help the students in the class to build their writing habits by writing reflections of their daily activities. The result showed that diary writing provided room for Lana to carry out the reflective practice. This practice helped her to see and to understand herself as a learner. Also, Lana specifically expressed that diary writing helped her to have ideas for writing easily. Based on the findings, we argue that in the Indonesian higher education context diary writing needs to be incorporated in the learning process to benefit learners in their personal development and their language learning process.
47
Geiger, Jeffrey. "Special Relationships: British Higher Education and the Global Marketplace". PMLA/Publications of the Modern Language Association of America 119, n.º 1 (janeiro de 2004): 58–68. http://dx.doi.org/10.1632/003081204x22891.
Texto completo da fonteResumo:
Americans living in England are sometimes inspired by a sense of belated recognition, a desire to claim the place as their own through an imagined return to an ancestral or a spiritual homeland. Nathaniel Hawthorne was hardly enamored of English life when he took up residence in Liverpool in 1853; nonetheless, after two years' stay he writes of a “latent” recognition: “I suppose there is still latent in us Americans (even of two centuries date, and more, like myself) an adaptation to the English climate, which makes it like native soil and air to us” (121-22). But even as Hawthorne became more at home in England, his contentment was disturbed by the political realities of living in the United Kingdom-an imperial entity created by an act of Parliament in 1801. Appearing at the edges of the detailed travel descriptions in the notebooks are lingering resentments over previous British-American conflicts and a dislike of the colonizer mentality. Writing in October 1854, during the CrimeanWar, Hawthorne adopts the tone of an expatriate's disdain: “Success makes an Englishman intolerable; and already, on the mistaken idea that the way was open to a prosperous conclusion to this war, the Times had begun to throw out menaces against America. I shall never love England till she sues to us for help” (91). Hawthorne's reference is to two Times articles that are worth citing here, in that they seem to prefigure our era of “precision warfare” and triumphalist national self-regard: “The incidents of this [Crimean] war have already immeasurably increased the mutual confidence and respect of two nations [France and Britain] which have just shown they are the most powerful states in the world,” declared the Times on 4 October. The following day it stated:The lessons learned at Bomarsund and Sebastopol will not be forgotten, for they have introduced a new era in warfare by throwing doubt on places before deemed impregnable, and showing that the promptitude of an attack supported by the engines of modern warfare may supercede the more protracted operations of former sieges. The rapid triumphs which are wonderful now would have been impossible before.(qtd. in Hawthorne 632)
48
Kuimova, Marina Valeryevna, e Oleg Dmitrievich Zvekov. "Blogs as a Means to Enhance Writing Skills in EFL Classes". International Journal of Emerging Technologies in Learning (iJET) 11, n.º 04 (5 de abril de 2016): 157. http://dx.doi.org/10.3991/ijet.v11i04.5430.
Texto completo da fonteResumo:
The current trend of higher education is the increasing share of independent individual and group work of students, as well as their practical and creative work. All these inevitably lead to the introduction of innovative educational technologies aimed at reaching syllabus goals. An active use of information and communication technologies enhances the learning in a content area and can be a great help to maintain the desired level of students’ education. It allows advanced, diverse learning, drives motivation, creativity and learning outcomes. The authors make a review of the research on the use of blogs in foreign language teaching, discuss their benefits for both teachers and students, and share their experience of using blogs to promote learners’ writing skills.
49
Arbuz-Spatari, Olimpiada. "Art - Subject - Object in Artistic and Plastic Creativity of Pupils and Students in Artistic Education". Review of Artistic Education 18, n.º 1 (1 de março de 2019): 233–40. http://dx.doi.org/10.2478/rae-2019-0025.
Texto completo da fonteResumo:
Abstract The modernization of higher education in the field of plastic arts methodology, the improvement and development of the educational methodology, as well as the professional rise of the teachers are the key issues in raising the level of creativity of the future plastic art teachers in the context of the new requirements of artistic training. The volume of creative knowledge and skills varies from one person to another; it is our permanent intention to know and understand creativity, to demonstrate the laws of artistic and plastic creativity, to create a logical theory through which personality can be developed creatively, thus contributing to the complex process of the student’s artistic activity. Art contributes to the development of the artistic creativity of pupils / students, constituting a source of knowledge of national and universal culture through the many methodological, plastic and technological varieties specific to art, which offer vast possibilities to create a creative product of artistic, aesthetic and cultural value. The development of creative writing skills initially involves a visual experience, followed by the stages specific to the creative process in the field of fine arts and is finalized by a material form of the creative product, obtained through specific means in the field of fine arts.
50
Moore, Michael T. "The Relationship Between the Originality of Essays and Variables in the Problem-Discovery Process: A Study of Creative and Noncreative Middle School Students". Research in the Teaching of English 19, n.º 1 (1 de fevereiro de 1985): 84–95. http://dx.doi.org/10.58680/rte198515655.
Texto completo da fonteResumo:
The study was conducted to determine whether there is a relationship between problem-discovery and the assessed originality of the written product, and to determine whether problem-finding behavior is observable in student writers. This relationship was examined at two stages: the problem-formulation and problem-solution stages. Two groups of middle school writers, a high creative group and a low creative group, participated in the study. Results indicated a relationship between problem-finding and the originality of the product. The creative group scores were higher, though not always significantly, than the noncreative group scores in a direction one would predict based on correlational research done with artists. The way a student approaches a writing problem is directly related to the originality of the product.