发布求助
文献互助 智能选刊 最新文献

Review of Research in Education最新文献

筛选
英文 中文
Democratizing Creativity by Enhancing Imagery and Agency: A Review and Meta-Analysis 通过增强形象和代理使创造力民主化:回顾和元分析
IF 6.4 1区 教育学
Review of Research in Education Pub Date : 2022-03-01 DOI: 10.3102/0091732X221084337
M. Karwowski, A. Zielińska, D. Jankowska
{"title":"Democratizing Creativity by Enhancing Imagery and Agency: A Review and Meta-Analysis","authors":"M. Karwowski, A. Zielińska, D. Jankowska","doi":"10.3102/0091732X221084337","DOIUrl":"https://doi.org/10.3102/0091732X221084337","url":null,"abstract":"Creativity is a vital topic of various educational discourses, yet the support it receives within the school system is insufficient. This chapter focuses on four particular ways of making creativity more democratized, salient, and accessible in school settings. We start by exploring the educational benefits of egalitarian theoretical approaches to creativity. Then, we posit that democratization requires an equal focus on the cognitive aspects of creative potential and the motivational sphere of self-perception and self-regulation. Third, analyzing cognitive characteristics, we pay special attention to creative imagery: an understudied yet critical aspect of creative potential. By meta-analyzing available evidence from interventional studies, we show that there are multiple effective approaches to enhancing creative imagery, so—in a sense—supporting creative potential might be democratized as well by going beyond creativity training. Fourth, and finally, we discuss the possibilities of adapting so-called wise interventions for the educational psychology of creativity. We review available evidence of how to strengthen creative confidence and the perceived value of creativity among students, and how to make their creative self-regulation more effective.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"46 1","pages":"229 - 263"},"PeriodicalIF":6.4,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69381558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Unapologetically Black Creative Educational Experiences in Higher Education: A Critical Review 黑人在高等教育中的创造性教育经验:一个批判性的回顾
IF 6.4 1区 教育学
Review of Research in Education Pub Date : 2022-03-01 DOI: 10.3102/0091732X221084321
Lori D. Patton, Toby S. Jenkins, Gloria L. Howell, Anthony R. Keith
{"title":"Unapologetically Black Creative Educational Experiences in Higher Education: A Critical Review","authors":"Lori D. Patton, Toby S. Jenkins, Gloria L. Howell, Anthony R. Keith","doi":"10.3102/0091732X221084321","DOIUrl":"https://doi.org/10.3102/0091732X221084321","url":null,"abstract":"Black creative educational experiences (BCEEs) are participatory, performative cultural experiences created by or for students, centering Black artistic expression, aesthetics, and engagement. Using African-centered frameworks, we provide a methodological guide for examining BCEEs in education research, which includes centering Black “ways of knowing,” validating creative expressions cultivated by and for Black people, acknowledging the influence of Black creative expression on research and practice, considering researcher positionalities as observers and cultivators of Black creative expression, and viewing Black creative expression as knowledge production. We found BCEEs are democratizing educational experiences rooted in intellectual and expressive freedom (freedom of movement/voice/tongue), and community building. BCEEs should be centered in education research, particularly postsecondary education, and prioritized in institutional programming, curricula, and high-impact practices.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"46 1","pages":"64 - 104"},"PeriodicalIF":6.4,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43040456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Creative Methods for Creativity Research(ers)? Speculations 创造力研究的创造性方法(ers)?推测
IF 6.4 1区 教育学
Review of Research in Education Pub Date : 2022-03-01 DOI: 10.3102/0091732X221090510
Mirka Koro, Lene Tanggaard
{"title":"Creative Methods for Creativity Research(ers)? Speculations","authors":"Mirka Koro, Lene Tanggaard","doi":"10.3102/0091732X221090510","DOIUrl":"https://doi.org/10.3102/0091732X221090510","url":null,"abstract":"Creativity forms a part of educational curriculum and is an important element of education research. Clearly, creativity research of the past has made a great impact in the ways in which creativity has been integrated within education and educational practice. Yet how creativity has been studied and how the methodologies of these studies shape produced knowledge and impact educational practice are still rather limited and limiting. This chapter calls for methodological experimentation, various forms of performativity, and creativity in the context of research utilizing speculative wonderings. We situate our arguments in different trends in creativity research and discuss more methodologically diverse, speculative, and creative futures.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"46 1","pages":"324 - 344"},"PeriodicalIF":6.4,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42203097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Democratizing Creative Educational Experiences 使创造性教育体验民主化
IF 6.4 1区 教育学
Review of Research in Education Pub Date : 2022-03-01 DOI: 10.3102/0091732X221089872
R. Beghetto, Yong Zhao
{"title":"Democratizing Creative Educational Experiences","authors":"R. Beghetto, Yong Zhao","doi":"10.3102/0091732X221089872","DOIUrl":"https://doi.org/10.3102/0091732X221089872","url":null,"abstract":"","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"46 1","pages":"vii - xv"},"PeriodicalIF":6.4,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45650200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Creativity as a Racializing and Ableizing Scientific Object: Disentangling the Democratic Impulse From Justice-Oriented Futures 创造性作为一种种族化和消融的科学对象：从正义导向的未来中解脱民主动力
IF 6.4 1区 教育学
Review of Research in Education Pub Date : 2022-03-01 DOI: 10.3102/0091732X221089973
Ryan Ziols, Natalie R. Davis, T. Holbrook, Sarah Bridges
{"title":"Creativity as a Racializing and Ableizing Scientific Object: Disentangling the Democratic Impulse From Justice-Oriented Futures","authors":"Ryan Ziols, Natalie R. Davis, T. Holbrook, Sarah Bridges","doi":"10.3102/0091732X221089973","DOIUrl":"https://doi.org/10.3102/0091732X221089973","url":null,"abstract":"In this review of literature, we attend to some of the ways that well-intentioned hopes for fostering creativity and encouraging greater inclusion may also rely on problematic premises that work to reify exclusionary logics and practices. More specifically, we historicize and critically examine how creativity studies—often despite explicit efforts to broaden notions of creativity, include marginalized populations, and democratize education—have differently reanimated racializing and ableizing discourses over seven decades of efforts to scientifically study, define, and/or cultivate creativity. In our emphasis on the relationship between past and present designs, we attend to more pernicious tensions and concerns that continue to hold implications for scholarship, research, policy, and practice.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"46 1","pages":"345 - 373"},"PeriodicalIF":6.4,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42383053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Connected Arts Learning: Cultivating Equity Through Connected and Creative Educational Experiences 互联艺术学习：通过互联和创造性的教育体验培养公平
IF 6.4 1区 教育学
Review of Research in Education Pub Date : 2022-03-01 DOI: 10.3102/0091732X221084322
K. Peppler, M. Dahn, Mizuko Ito
{"title":"Connected Arts Learning: Cultivating Equity Through Connected and Creative Educational Experiences","authors":"K. Peppler, M. Dahn, Mizuko Ito","doi":"10.3102/0091732X221084322","DOIUrl":"https://doi.org/10.3102/0091732X221084322","url":null,"abstract":"This review brings together scholarship from creative educational experiences (CEE) and connected learning to describe a connected arts learning framework, reframing arts education in the 21st century with a focus on connecting youths’ interest-driven art making to opportunities through supportive relationships. Such a framework pushes the arts education field to consider outcomes beyond artistic skill acquisition and academic achievement to include a broader range of opportunities, including those civic- and career-related; promote interest development through targeted exposure to new forms of art making; create and implement professional development and programming to emphasize networks and connections; and draw from culturally sustaining practices to bridge connections between spaces for learning. A connected learning lens applied to what we know about high quality arts education sharpens our focus on how CEE can cultivate equity and social/cultural connection for youth.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"46 1","pages":"264 - 287"},"PeriodicalIF":6.4,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47522886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
A Critical Review of Assessments of Creativity in Education 教育创造力评价述评
IF 6.4 1区 教育学
Review of Research in Education Pub Date : 2022-03-01 DOI: 10.3102/0091732X221084326
Haiying Long, B. Kerr, Trina E. Emler, Maxwell Birdnow
{"title":"A Critical Review of Assessments of Creativity in Education","authors":"Haiying Long, B. Kerr, Trina E. Emler, Maxwell Birdnow","doi":"10.3102/0091732X221084326","DOIUrl":"https://doi.org/10.3102/0091732X221084326","url":null,"abstract":"This chapter provides a systematic, synthesizing, and critical review of the literature related to assessments of creativity in education from historical, theoretical, empirical, and practical standpoints. We examined the assessments used in the articles focusing on education that are published from January 2010 to May 2021 in eight creativity, psychological, and educational journals. We found that the assessments of creativity in education are split between psychological and education research and have increased international participation. Additionally, these assessments are more general than specific and focus more on cognitive than noncognitive aspects. Like previous reviews of assessments of creativity in general, this review showed that creativity in education is still mainly assessed by divergent thinking or creativity tests, self-report questionnaires, and product-based subjective techniques. We analyzed the benefits and drawbacks of each approach and highlighted many innovations in the assessment. We further discussed how the major assessment approaches address race, ethnicity, class, and gender issues in education. We concluded the review with recommendations for how to better assess creativity in education and how assessments of creativity in education contribute to our understanding of the creative educational experience and democratizing education.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"46 1","pages":"288 - 323"},"PeriodicalIF":6.4,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45678167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Black Brilliance and Creative Problem Solving in Fugitive Spaces: Advancing the BlackCreate Framework Through a Systematic Review Black Brilliance与逃亡空间中的创造性问题解决——通过系统回顾推进BlackCreate框架
IF 6.4 1区 教育学
Review of Research in Education Pub Date : 2022-03-01 DOI: 10.3102/0091732X221084331
Lauren C. Mims, L. Rubenstein, Jenna S. Thomas
{"title":"Black Brilliance and Creative Problem Solving in Fugitive Spaces: Advancing the BlackCreate Framework Through a Systematic Review","authors":"Lauren C. Mims, L. Rubenstein, Jenna S. Thomas","doi":"10.3102/0091732X221084331","DOIUrl":"https://doi.org/10.3102/0091732X221084331","url":null,"abstract":"Traditional definitions and assessments of creativity often neglect to identify the complexity surrounding Black students’ brilliance, leading to lack of access and funding. Further, even when recognized, Black students are often funneled into programs that do not facilitate positive development of their racial-ethnic identity. Through our systematic review of 155 publications, we developed the BlackCreate Framework to illustrate how effective Black creative educational experiences (BCEEs) create fugitive spaces for creative expression and education. Within these spaces, both societal oppression and community assets are explicitly discussed as a part of the creative process, providing students methods for adaptive coping and for addressing systemic inequities. Given these findings, we advocate for consistent funding and support for fugitive spaces to promote Black students’ creativity.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"46 1","pages":"134 - 165"},"PeriodicalIF":6.4,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46762734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Exploring Conceptions of Creativity and Latinidad in Environmental Education Through the Lens of Culturally Sustaining Pedagogy 从文化持续教育学的视角探讨环境教育中的创造性和拉丁性概念
IF 6.4 1区 教育学
Review of Research in Education Pub Date : 2022-03-01 DOI: 10.3102/0091732X221084332
Diego Román, Juan Miguel Arias, Q. Sedlacek, Greses Pérez
{"title":"Exploring Conceptions of Creativity and Latinidad in Environmental Education Through the Lens of Culturally Sustaining Pedagogy","authors":"Diego Román, Juan Miguel Arias, Q. Sedlacek, Greses Pérez","doi":"10.3102/0091732X221084332","DOIUrl":"https://doi.org/10.3102/0091732X221084332","url":null,"abstract":"Environmental education seeks to foster meaningful connections to local and global environments through creative nature experiences. Responding to critiques of historical inequities, practitioners are prioritizing equitable access for historically marginalized youth, particularly from Black, Indigenous, and Latinx communities; this identity-centered prioritization, while essential, generates questions of normativity, diversity, relevance, and engagement within identity groups. Drawing on creativity as meaningful person-world encounters characterized by pluriperspective, future-oriented, nonlinear, and open-ended qualities, this chapter uses culturally sustaining pedagogy to explore how environmental education studies (a) operationalize Latinidad and associated constructs, (b) enact creative experiences in environmental education, and (c) qualify the roles of Latinx communities in shaping these creative experiences. We review studies of environmental education with Latinx youth in the United States that explicitly employ culturally sustaining approaches to engage these communities. We bring together these frameworks as a strategy to move beyond discrete notions of Latinidad in environmental education and toward nuanced conceptions of what it means to acknowledge and cultivate environmental literacies in these diverse comunidades.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"46 1","pages":"32 - 63"},"PeriodicalIF":6.4,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44838015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Transdisciplinarity: Re-Visioning How Sciences and Arts Together Can Enact Democratizing Creative Educational Experiences 跨学科:重新审视科学和艺术如何共同制定民主化的创造性教育经验
IF 6.4 1区 教育学
Review of Research in Education Pub Date : 2022-03-01 DOI: 10.3102/0091732X221084323
P. Burnard, L. Colucci-Gray, C. Cooke
{"title":"Transdisciplinarity: Re-Visioning How Sciences and Arts Together Can Enact Democratizing Creative Educational Experiences","authors":"P. Burnard, L. Colucci-Gray, C. Cooke","doi":"10.3102/0091732X221084323","DOIUrl":"https://doi.org/10.3102/0091732X221084323","url":null,"abstract":"The movement from STEM to STEAM, with its emphasis on real-world applications, promises to meet the changing needs of a globally connected world. However, the potential of transdisciplinarity to inspire and deepen our understanding of who we are and how we make sense of a world in turmoil remains undertheorized. This article makes a case for repositioning STEAM education as democratized enactments of transdisciplinary education, where arts and sciences are not separate or even separable endeavors. Drawing upon posthumanist theorizing, three projects will exemplify transdisciplinarity across music, mathematics, and science education. Transgressing and transcending disciplinary boundaries, and attending to both human and nonhuman perspectives, we invite a rethink of the work of schools, going beyond democratizing creativity to fully enact posthumanist transdisciplinarity.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"46 1","pages":"166 - 197"},"PeriodicalIF":6.4,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69381551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信