Fostering Creativity and Innovation in Gifted Students Through the Eyes of Gifted Education Educators

In this era of advanced technology and with the increasing societal demand for individuals who possess skills in creativity and innovation, understanding educators’ perceptions and experiences fostering creativity and innovation in K-12 settings is a timely and relevant research topic. Prior research has emphasized the need to acquire a deep understanding of educators’ perceptions and experiences fostering creativity and innovation within school contexts. Based on recommendations from in the literature, this qualitative phenomenological study recruited eight trained gifted education educators with varied experiences in the field of gifted and talented education to better understand their perceptions and experiences fostering creativity and innovation in gifted students in K-12 settings. Specifically, the researcher attempted to explore these gifted education educators’ perceptions of creativity and innovation in general, and their perceptions and experiences of fostering creativity and innovation in gifted students in K-12 settings, specifically. The results of this study indicated that these gifted education educators had accurate, positive perceptions of creativity and innovation that were consistent with recent explicit theories of creativity and innovation. Participants also possessed a deep understanding of the importance and benefits of fostering creativity and innovation in gifted students. Although participants felt prepared to foster creativity and innovation, they indicated that they still faced certain barriers to doing so within their school systems. These barriers include schools and school districts putting too much emphasis on grades and standardized testing, and the negative perceptions of administrators and other educators concerning the value of creativity. Participants did, however, see hope for cultivating students’ creativity in the future. They noted that STEAM education and access to advanced technology in schools had the potential to lead to greater administrative support for developing the creativity and innovation of not only gifted students, but all students. In addition, findings suggested that supportive school leaders and more professional learning for teachers and principals on topics directly and indirectly related to creativity and innovation could play critical roles in fostering students’ creativity and innovation in schools

The effects of IPad applications on creative thinking and learning motivation among preschool children in Jordan

IPad applications have positive evidences to promote literacy and academic outcomes among preschool children, but iPad applications contributing to creative thinking and learning motivation are still scarce in Jordan. Thus, this study will help to develop a new curriculum for preschool as part of Jordanian Education reforms. The present research aims to investigate the effects of iPad applications on creative thinking and learning motivation among Jordanian preschool children. The research used a quasi-experimental non-equivalent group design involving 67 children (34 girls and 33 boys) at preschool stage (KG2). The experimental group underwent an iPad applications intervention for twelve sessions (30 minutes each) in a regular classroom setting by a trained teacher. Whereas, the control group used traditional curriculum for the same amount of time in a regular classroom setting. Data were gathered for pre-testing and post-testing using TCAM and MLCT-Scale for the variables (creative thinking and learning motivation). The pilot study confirmed the reliability of the questionnaire. A one-way ANCOVA in the post-test revealed that the experimental group have better significant results compared to the control group in relation to all variables. The significant mean differences were observed between the pre-test and post-test for the experimental group with the main effects observed for creative thinking as a result of TCAM-test, and between the means of the pre-test and post-test for the experimental group with the main effects observed for learning motivation as a result of MLCT-Scale. The findings have supported the use of iPad applications in education which could increase the levels of creative thinking and learning motivation. This study recommends that in order to enhance creative thinking and learning motivation among preschool children, iPad applications need to be updated regularly and conducted consistently

Decreasing The Social Gap Between English Language Learners And Native Speakers Of English

This paper discusses the social gap between English Learners and native speakers of English and the importance of inclusion. EL students experience isolation in school today and share few positive social experiences with their non-EL peers, although some schools have had some success increasing the inclusion. Through a Systematic Literature Review this research attempts to find out whether teachers and administrators can have an affect on the frequency of intercultural social experiences. Heterogeneous classrooms emerged as the strongest factor for inclusion and pull-out ESL programs emerged as the strongest barrier to inclusion. Future research including international locations, a larger list of databases and secondary education would be beneficial

DEVELOPING CREATIVITY IN EARLY CHILDHOOD EDUCATION: A COMPARATIVE ANALYSIS OF TWO CASE STUDIES IN PRESCHOOLS IN THAILAND

The main aim of this study is to contribute to the understanding of the uses and development of creativity and the ways this is influenced by cultural context in two preschools in Thailand. The Four Ps model (Rhodes, 1961) is employed as a theoretical framework for the study and is based on the notion that creativity is the confluence of environment-centred variables and person-centred variables in developing individuals’ understanding and appreciation of creativity. The research sets out to explore teachers’ perceptions, understandings and beliefs about preschool children’s creativity, to observe daily pedagogical approaches and to identify the environment-centred variables and person-centred challenges pertinent to children’s creativity and creative practices in two preschool settings in Bangkok, Thailand. Participants included two class teachers, an art teacher, a support teacher and 60 preschool children. The setting was chosen as I, the researcher, had previous experience of working there. Both schools placed importance on developing children’s creativity and their own teaching strategies but differed in their approaches. One draws on a literature-based programme and the other applies scientific thinking skills and thinking-process skills as part of the curriculum as a means of enhancing creativity. The data was gathered through participant observation, interviews with class teachers, analysis of school curriculum documents and lesson plans, and the examination of photographs of children’s actions and artefacts. The data analysis involves a systematic comparative examination of preschool teachers’ practices, understanding of creativity, and consideration of influences that support or hinder children’s creativity. The thematic analysis is based upon research questions which investigate 1) conception and perception of creativity; 2) creativity and pedagogical approach; 3) creativity and school environment; and 4) the potential barriers that inhibit the development of creativity in Thai preschools. Selected case studies are used to illustrate the socio-cultural contextual similarities, differences, and implications for action in order to enhance creativity in preschools in Thailand and in the wider world of early education. In doing so, this exploratory study reveals new insights and lessons that may be learned relating to the foundations of embedding creativity in preschools in Thailand: in particular, the variety of pedagogies which contribute to the development of creativity in the classroom, the various ways that creativity can be developed in young children, the importance of a creative climate, and the effects of the social and cultural context in developing creativity. Keywords: creativity, culture, young children, preschool, early childhood educatio

Confucius, Yamaha, or Mozart? Cultural Capital and Upward Mobility Among Children of Chinese Immigrants

This study examines the determinants of upward mobility among children of Chinese immigrants. While most studies emphasize ethnic cultural capital as a primary determinant of Chinese upward mobility, this study proposes three new concepts to illuminate understudied processes promoting mobility. Specifically, this study argues that Chinese immigrants\u27 interactions with classical music schools in the Chinese community help generate globalized cultural capital (resources from immigrants\u27 participation in transnational networks), navigational capital (the ability to connect social networks together to facilitate community navigation through higher-status educational institutions) and aspirational capital (the ability of parents to acknowledge the barriers to upward mobility). These music schools offer parents highly valued Western cultural capital in the form of difficult-to-acquire competence in classical music, which parents are promised will help their children gain access to higher-status educational institutions. Parents internalize this valorizing of classical music and believe it will help their children. In addition, Western classical music as a component of Chinese American identity is also reconstructed and blurred through family cultural practice in the local context. Moreover, the competition to climb the educational ladder in the new land encourages Chinese immigrant families to create ethnic identities of hybrid cultural components. This more instrumental acquisition of highly valued cultural capital is a qualitatively different (though not incommensurate) explanation of Chinese upward mobility, which usually centers on Confucian values, retention of Chinese language, and obedience. This study seeks here not to attack the Chinese-values argument, but to argue that institutional factors outside the family are also crucial to understanding Chinese upward mobility

Exploring Social Representations of Creativity in Children's Media

In the first study, this dissertation systematically reviews empirical research on the relationship between children's media and creativity, focusing on various forms of media, including books, computers, television, and video games. Through an extensive literature review covering works from 2000 to 2022, this research identifies overarching themes and emerging trends in the intersection of creativity and media. Key findings suggest that books and literature play a significant role in developing creativity in early childhood. At the same time, digital media, such as educational games and video creation tools, can enhance creative thinking and problem-solving skills. Further, in the second study, this dissertation explores social representations of creativity in a sample of 39 children's picture books with the subject identifier of creativity. Toward this goal, a team of five raters utilized the researcher-developed social representations of creativity checklist to examine how creativity is socially represented. Analyses revealed a tendency for creativity to be arts-focused, individualized, and defined by divergent thinking. However, research gaps remain concerning creativity and media in U.S.-based studies. Recommendations for future research include exploring under-researched media forms and adopting sociocultural approaches to studying creativity in children's media. Guidance for children's media content creation is also provided, stressing the need for authors and publishers to include diverse representations of creativity, emphasize risk-taking, and portray group creative processes- to support and expand the creative identity development of America's youngest generations

Evaluating Program Diversity and the Probability of Gifted Identification Using the Torrance Test of Creative Thinking

Multiple criteria systems are recommended as best practice to identify culturally, linguistically, economically diverse students for gifted services, in which schools often incorporate measures of creativity. However, the role of creativity in identification systems and its recruitment of diverse student populations is unclear. The Torrance Test of Creative Thinking (TTCT) is the most widely used norm-referenced creativity test in gifted identification. Although commonly used for identifying talent, little is known on the variability in composite scores on the TTCT-Figural and student demographics (i.e., race/ethnicity, sex, socioeconomic status, English language learning status). This study evaluated student demographic subgroup differences that exist after the initial phase of an identification process (i.e., universal screening, referrals) and examined the relationship among student demographics (i.e., race/ethnicity, free/reduced lunch status, English language learning status, sex), cognitive ability, academic achievement, and creativity, as measured by the TTCT-Figural Form A or B, to the probability of being identified for gifted programs. In a midsized school district in the state of Texas, findings indicate several demographic differences for students who were referred or universally screened across the measures of cognitive ability, academic achievement, and creativity. However, there were lower differences when using the TTCT-Figural. Results of a hierarchical generalized linear regression indicate underrepresented groups showed no difference in the probability of being identified after controlling for measures of cognitive ability, academic achievement, and creativity. Though, cognitive ability and academic achievement tests were more predictive of identification compared to the TTCT-Figural. Implications and recommendations for future research are discussed

Glacial Deposits, vol. 20, 1991-1992

Newsletter of the Department of Geography-Geologyhttps://ir.library.illinoisstate.edu/gd/1019/thumbnail.jp

Dual Language: It\u27s Effectiveness and How it Impacts Learning With Regards to Science Taught Thematicly in Elementary

The primary purpose of this project is to develop a month long integrated thematic unit for 2nd graders in a dual language program that address research findings in the area of effective student learning in dual language programs. Incorporation of science methodology, ESL strategies, and thematic teaching are also researched for effectiveness and addressed in the project. Dual Language and its effectiveness will also be compared to other bilingual programs. Dual language with appropriate implementation increases student achievement in learning a second language (Kirk, 2002)

The Origins of British-American Cooperation in Foreign Affairs 1897-1920

Cooperation in foreign affairs between Great Britain and the United States has often been portrayed in the scholarship as natural — on racial, cultural, or other grounds — and an exception to the ‘Thucydides trap’, which predicts conflict between a waning hegemon and a rising one. The argument here, by contrast, is that U.S. cooperation with Britain and its empire in foreign affairs, after the U.S. entered World War One in April 1917, was constructed with great effort and uneven success. This dissertation tracks and analyses that effort by looking closely at the emergence and methods of two overlapping ‘policy communities’ that shaped this phase of the Anglo-American relationship, and at the nascent trans-Atlantic intelligence networks that helped tie them together. Their efforts decisively influenced how American internationalism and British imperialism were synthesized during the Paris Peace Conference and the formation of the League of Nations. The first group was founded by Alfred, Lord Milner, during his tenure (1897-1905) as British pro-consul in South Africa and is known as the Kindergarten/Round Table. The second group, the Inquiry, was established in 1917 by Woodrow Wilson and his chief advisor, Colonel Edward House, to develop policies as the U.S. adjusted to great-power status. The key actor in the intelligence networks was Sir William Wiseman, an agent for Mansfield Cumming at Britain’s MI1c, the predecessor to MI6, and a close collaborator with House and Wilson from early in 1917. The wartime policy networks established by House and Milner came to work together in establishing common policies on the central and difficult challenge of reconciling American internationalism and British imperialism. This dissertation fills lacunae in the current scholarship on the role of policy communities in shaping state policy; the roots of internationalism in South African unification; the growth of Indian nationalism within the framework of imperial reformism; the construction of Wilsonian foreign policy; the role of propaganda in British-U.S. relations; the beginnings of U.S.-British intelligence collaboration; the role of race in imperial and internationalist economic development; strategic effects of the colour bar; the nature of the relationship among India, the U.S., and the British Commonwealth; and the productive but fraught relationship between self-determination and internationalism