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The Effects of Creative Thinking Activities on Learners’ Creative Thinking and Project Development Skills
Ser?in KARATA?,Seher ?ZCAN
Journal of Kirsehir Education Faculty , 2010,
Abstract: This research was done on 41 subjects consisted of 6th year students at Mehmet elik Primary School in Bolu, Yeni a a. According to ANCOVA results, pre-test values of the students from different instruction systems compared to the corrected post-test values andcreative thinking average values showed a significant difference in favor of education in which creative course activities were used. In research, two-factored ANNOVA was used for complex measurements for the research question about whether the learners’ cognitiveachievement scores, related to learning environment, change or not, according to groups. According to the findings, cognitive achievement scores showed a significant difference in favor of experimental group.
The academic engagement of intellectually challenged learners in inclusive schools: a case study  [cached]
Sonti Zelma Mokobane
Cypriot Journal of Educational Sciences , 2011,
Abstract: This paper reports on significant findings from research into facilitating the engagement of differently-abled learners in inclusive schools. The study was conducted at one of the schools considered to be a model of inclusive education in a semi-urban area located in the northern part of Tshwane, Gauteng Province, South Africa. The purpose of the study is to explore academic engagement of intellectually challenged learners in inclusive schools and to suggest strategies that can improve their effective engagement. The design type is a qualitative single case study. Data presented was obtained by means of focus group and one-on-one interviews with educators and learners. Data was analysed following the spiral method of Creswell. Findings revealed that even through their frustrations educators do make positive strides in engaging the intellectually challenged learners in inclusive classes, and the findings are relevant for developing strategies necessary for improving this. Teachers indicated that they use various strategies of engaging learners in academic activities, such as giving immediate feedback, but there was no consistency in using the strategy. There should be consistency when using strategies, so that they can yield positive results
Sustainable Engagement? Reflections on the development of a creative community-university partnership  [cached]
Jennifer Shea
Gateways : International Journal of Community Research & Engagement , 2011,
Abstract: Recognising the untapped potential of multiple discrete community-university partnerships (CUPs) in San Francisco, San Francisco’s Neighborhood Empowerment Network (NEN) and the Institute for Civic and Community Engagement at San Francisco State University are in the midst of creating a collaborative community-university partnership called NEN University (NENu),which includes other Bay Area institutions of higher education as well as city agencies, non-profit organisations, businesses and neighbourhood resident leaders. This article reflects on the author’s experiences and observations in the ‘doing’ of engaged scholarship as it relates to NENu over the past two years. It contributes to the discussion of how best to build sustainable (in that they have staying power beyond the commitment of a few key individuals) and effective (in terms of building or strengthening communities) CUPs. In so doing it offers a framework for understanding possible threats to the sustainability of CUPs and applies that framework to an account of NENu’s partnership development process. The article concludes with implications for research and practice. Keywords community-university partnership; engaged scholarship; leadership; sustainability
Researching Adult Learners’ Lives to Understand Engagement and Progression in Learning  [cached]
David Barton
Literacy and Numeracy Studies , 2009,
Abstract: This paper examines the relationships between adult learners’ lives and the literacy, numeracy and language learning in which they are engaged. The paper brings together the results of a set of detailed studies of adult learners’ lives, summarising common findings from the studies and providing a set of implications for policy and provision. Finally, the paper outlines a model of the aspects of people’s lives that are significant for effective language, literacy and numeracy learning. The four part model covers people’s histories, their current identities, their current life circumstances and imagined futures.
Bodily Awareness: A Phenomenological-Cognitive Approach
Hugo Mauricio Rodríguez Vergara
Ideas y Valores , 2010,
Abstract: This essay is an attempt to show the significance of a phenomenological approach towards the cognitive explanations of bodily awareness. Shaun Gallagher, for example, is one of the authors who has tried to develop phenomenological descriptions within cognitive science. This essay is a critical analysis of this embodied cognitive approach. I will use Husserl’s genetic phenomenological description. In such description, the body is more than just an intentional object; it becomes the realm of the pre-reflexive and kinesthetic.
Kinesthetic activities in physics instruction: Image schematic justification and design based on didactic situations  [PDF]
Jesper Bruun,Frederik V. Christiansen
Physics , 2014,
Abstract: One of the major difficulties in learning physics is for students to develop a conceptual understanding of the core concepts of physics. Many authors have argued that student conceptions of basic physical phenomena are rooted in basic schemas, originating in fundamental kinesthetic experiences of being. If central schemas have a bodily basis, this idea should be utilized in physics instruction. Thus, we argue that kinesthetic activities, including careful experiential and conceptual analysis will provide useful entry point for student acquisition of the basic conceptions of physics, and can overcome the phenomenological gap between the experiential and the conceptual understanding. We discuss the nature of image schemas and focus particularly on one: effort-resistance-flow. We argue that this schema is fundamental not only in our everyday experience, but also in most of school physics. We provide an example of a kinesthetic model and describe how an instructional strategy of these exercises can support student understanding and intuition with respect to central physics concepts.
Nurturing Distributed Leadership Environments in Schools: Creative Strategies for Increasing Community Engagement and Energizing School Turnaround Efforts  [PDF]
Joseph Claudet
Open Journal of Leadership (OJL) , 2014, DOI: 10.4236/ojl.2014.32005
Abstract:

This article highlights multiple ways in which kindergarten through twelfth grade (K-12) school leaders can work collaboratively with education stakeholders in elementary and secondary school settings to develop distributed leadership environments in their school communities to address the persistent and often seemingly intractable teaching and learning improvement dilemma challenges that plague many schools today. Insights gleaned from a brief examination of the distributed leadership attributes of one communal cultural tradition are utilized as the basis for generating some creative strategies for nurturing distributed leadership environments in school settings. These strategies may be useful to elementary and secondary school leaders working in a variety of educational environments who are interested in broadening their collaborative teaming and instructional support networks and energizing their school turnaround and improvement efforts.

Corpus-Assisted Creative Writing: Introducing Intermediate Italian Learners to a Corpus as a Reference Resource  [PDF]
Claire Kennedy,Tiziana Miceli
Language Learning and Technology , 2010,
Abstract: In much of the literature on the exploitation of corpora for language learning, the learners are viewed as researchers, who formulate and test their own hypotheses about language use. Having identified difficulties encountered in corpus investigations by our intermediate-level students of Italian in a previous study, we have designed a semester-long apprenticeship in corpus use which does not demand of them the high level of language proficiency, attention to detail in observation, and logical rigour that we consider necessary for rewarding work in the learner-as-researcher role. Instead, we introduce a corpus initially as an aid to the imagination in writing, and then to achieving accuracy through specific grammatical problem solving. We see this as the groundwork for subsequent development of the students’ research skills with corpus data. This paper describes the approach we have adopted to the corpus apprenticeship and reports on an evaluation of its effectiveness through case studies of three students and their use of a corpus and bilingual dictionary as reference resources when writing. Drawing on insights from the case studies, we outline a working definition of corpus-consultation literacy for our learning context and identify some refinements to be made to our apprenticeship.
CREATIVE ECONOMY AND CREATIVE CITIES  [PDF]
Marta-Christina Suciu
Romanian Journal of Regional Science , 2009,
Abstract: The paper sets out why creativity has become so important to urban and regional economics. It focuses on the role of creativity, creative industries, creative economy, creative class and creative cities for the modern urban economics. It points out the idea that the power of the future economy lays within the development of the creative city. The aim of a creative city is to make us to think of our city as a living work of art, where citizens can involve and engage themselves in the creation of a transformed place. Every city can be more creative that it currently is and the task for the city wanting to be creative is to identify, nurture, harness, promote, attract, and sustain talent and to mobilize ideas, resources and organizations.
Motor Simulation and the Bodily Self  [PDF]
Francesca Ferri,Francesca Frassinetti,Marcello Costantini,Vittorio Gallese
PLOS ONE , 2012, DOI: 10.1371/journal.pone.0017927
Abstract: Previous studies demonstrated the human ability to implicitly recognize their own body. When submitted to a visual matching task, participants showed the so-called self-advantage, that is, a better performance with self rather than others' body or body parts. Here, we investigated whether the body self-advantage relies upon a motor representation of one's body. Participants were submitted to a laterality judgment of self and others' hands (Experiment 1 and 3), which involves a sensory-motor mental simulation. Moreover, to investigate whether the self-advantage emerges also when an explicit self processing is required, the same participants were submitted to an explicit self-body recognition task (Experiment 2). Participants showed the self-advantage when performing the laterality judgment, but not when self-recognition was explicitly required. Thus, implicit and explicit recognition of the bodily self dissociate and only an implicit recognition of the bodily self, mapped in motor terms, allows the self-advantage to emerge.
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