Study Of Creative Partnerships Local Sharing Of Practice And Learning

Creative Partnerships (CP) commissioned the National Foundation for Educational Research to research the sharing of practice generated through CP within and between schools locally. Based on 93 interviews with teachers and CP staff, the research explored the relationship between the dissemination of the work of CP and the more informal means by which teachers learn directly from each other, including how teachers share their learning and practice from creative experiences with colleagues in their own schools and between schools; factors that enable, hinder and sustain such sharing; and how teachers plan for and carry out effective sharing. Reported findings include: (1) Teachers learn from attending conferences and events about creativity, but they also engage very directly with each other (e.g. in the classroom and in staff meetings), sharing their enthusiasm and their techniques; (2) Informal approaches are a fundamental stepping stone for teachers' initial engagement with creative practice, as well as for their continued reflection and learning. The study formulates a four-step plan for appropriate sharing, and sets out a model to help ascertain when sharing is successful. This report is directed toward those involved in building capacity for creative teaching and learning within schools, as well as in widening the reach of creative teaching and learning between schools. (Contains 3 figures and 5 tables.) [This research was conducted by the National Foundation for Educational Research (Northern Office) for Creative Partnerships.].

This book examines the gaps in creativity education across the education lifespan and the resulting implications for creative education and economic policy. Building on cutting-edge international research, the editors and contributors explore innovations in interdisciplinary creativities, including STEM agendas and definitions, science and creativity and organisational creativity amongst other subjects. Central to the volume is the idea that good creative educational practice and policy advancement needs to reimagine individual contribution and possibilities, whilst resisting standardization: it is inherently risky, not risk-averse. Prioritising creative partnerships, zones of contact, practice encounters and creative ecologies signal new modes of participatory engagement. Unfortunately, while primary schools continue to construct environments conducive to this kind of ‘slow education’, secondary schools and education policy persistently do not. This book argues, from diverse viewpoints and methodological perspectives, that 21st-century creativity education must find a way to advance in a more integrated and less siloed manner in order to respond to pedagogical innovation, economic imperatives and creative possibilities, and adequately prepare students for creative practice, workplaces and publics. This innovative volume will appeal to students and scholars of creative practice as well as policy makers and practitioners.

The concept of creative learning extends far beyond Arts-based learning or the development of individual creativity. It covers a range of processes and initiatives throughout the world that share common values, systems and practices aimed at making learning more creative. This applies at individual, classroom, or whole school level, always with the aim of fully realising young people’s potential. Until now there has been no single text bringing together the significant literature that explores the dimensions of creative learning, despite the work of artists in schools and the development of a cadre of creative teaching and learning specialists. Containing a mixture of newly commissioned chapters, reprints and updated versions of previous publications, this book brings together major theorists and current research. Comprising of key readings in creative education, it will stand as a uniquely authoritative text that will appeal to those involved in initial and continuing teacher education, as well as research academics and policy specialists. Sections include: a general introduction to the field of creative learning arts learning traditions, with sub sections on discrete art forms such as drama and visual art accounts of practice from artist-teacher partnerships whole school change and reforms curriculum change assessment evaluative case studies of impact and effect global studies of policy change around creative learning.

How can you unlock your own creativity to help children learn science creatively? How do you bring the world of ‘real science’ into the classroom? Where does science fit in a creative curriculum? This second edition of Teaching Science Creatively has been fully updated to reflect new research, initiatives and developments in the field. It offers innovative starting points to enhance your teaching and highlights curiosity, observation, exploration and enquiry as central components of children’s creative learning in science. Illustrated throughout with examples from the classroom and beyond, the book explores how creative teaching can harness children’s sense of wonder about the world around them. With easily accessible chapters, it offers a comprehensive introduction to the core elements of creative science learning, supporting both teacher and child in developing scientific concepts and skills. The book explores key issues such as: • the links between scientific and creative processes • how to teach creatively, and for creativity • the role of play in early scientific learning • developing scientific understanding through drama (new) • using the outdoors in science • how theories of learning relate to children’s creative development • teaching science topics in innovative and creative ways – games, drama, role play, puppets, mini-safaris and welly walks! Stimulating and accessible, with contemporary and cutting-edge practice at the forefront, Teaching Science Creatively introduces fresh ideas to support and motivate both new and experienced primary teachers. It is an essential purchase for any professional who wishes to incorporate creative approaches to teaching science in their classroom.

Musician-Teacher Collaborations: Altering the Chord explores the dynamics between musicians and teachers within educational settings, illustrating how new musical worlds are discovered and accessed through music-in-education initiatives. An international array of scholars from ten countries present leading debates and issues—both theoretical and empirical—in order to identify and expand upon key questions: How are visiting musicians perceived by various stakeholders? What opportunities and challenges do musicians bring to educational spaces? Why are such initiatives often seen as "saving" children, music, and education? The text is organized into three parts: Critical Insights presents new theoretical frameworks and concepts, providing alternative perspectives on musician-teacher collaboration. Crossing Boundaries addresses the challenges faced by visiting musicians and teaching artists in educational contexts while discussing the contributions of such music-in-education initiatives. Working Towards Partnership tackles some dominant narratives and perspectives in the field through a series of empirically-based chapters discussing musician-teacher collaboration as a field of tension. In twenty chapters, Musician-Teacher Collaborations offers critical insights into the pedagogical role music plays within educational frameworks. The geographical diversity of its contributors ensures varied and context-specific arguments while also speaking to the larger issues at play. When musicians and teachers collaborate, one is in the space of the other and vice versa. Musician-Teacher Collaborations analyzes the complex ways in which these spaces are inevitably altered.

Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

Handbook of Organizational Creativity: Leadership, Interventions, and Macro Level Issues, Second Edition covers creativity from many perspectives in two unique volumes, including artificial Intelligence work, creativity within specific applied domains (e.g., engineering, science, therapy), and coverage of leadership. The book includes individual, team and organizational level factors and includes organizational interventions to facilitate creativity (such as training). Chapters focus on creative abilities and creative problem-solving processes, along with individual differences such as motivation, affect and personality. New chapters include the neuroscience of creativity, creativity and meaning, morality/ethicality and creativity, and creative self-beliefs. Sections on group level phenomena examine team cognition, team social processes, team diversity, social networks, and multi-team systems and creativity. Final coverages includes different types and approaches to leadership, such as transformational leadership, ambidextrous leadership leader-follower relations, and more. Focuses on the key need to increase creativity and innovation in organizations Identifies factors influencing organizational creativity in specific subject domains Discusses effects of rewards, training, and performance management on creativity Contains new coverage of virtual teams, creative meetings, and multiteam systems Presents interventions to improve organizational creativity Explores use of AI, technology, and design thinking for organizational creativity This expanded second edition is divided into two volumes. For further information on Individual and Group Level Influences visit https://shop.elsevier.com/books/handbook-of-organizational-creativity/reiter-palmon/978-0-323-91840-4

This is a guide for researchers and district leaders to help them form and sustain long-terms partnerships to study and solve practical problems in education together.--

This fourth volume of PISA 2012 results examines how student performance is associated with various characteristics of individual schools and school systems.