Abstract
The research observed teachers across the cultures constructing real and critical events, incorporating external collaborations, being innovative with space and modeling their own creativity for students. Secondly, it identified some characteristics of creative learning itself, e.g. intellectual enquiry, engaged productivity and process and product reviews. Thirdly, the research demonstrated how teacher strategies and creative learning became meaningful to students with the students gaining self affirmation, developing social identities and appreciating being given a social role in pedagogic evaluation.
The book details the research in Austria, Denmark, England, Ireland, Poland, Portugal, Scotland, Spain and Sweden.
| Original language | English |
|---|---|
| Title of host publication | Creative Learning practices: European experiences |
| Editors | B Jeffrey |
| Place of Publication | London |
| Pages | 63-86 |
| Number of pages | 24 |
| Publication status | Published - 16 Jun 2006 |
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Keywords
- bilingual
- monolingual
- curriculum
- creative responses
Cite this
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Bilingual pupil's creative responses to a monolingual curriculum. / Smyth, Geraldine.
Creative Learning practices: European experiences. ed. / B Jeffrey. London, 2006. p. 63-86.Research output: Chapter in Book/Report/Conference proceeding › Chapter
TY - CHAP
T1 - Bilingual pupil's creative responses to a monolingual curriculum
AU - Smyth, Geraldine
PY - 2006/6/16
Y1 - 2006/6/16
N2 - This book results from The Creative Learning and Student’s Perspectives (CLASP) research project which examined processes of creative learning. Nine research groups throughout Europe explored creative learning practices in a variety of different educational contexts. The research observed teachers across the cultures constructing real and critical events, incorporating external collaborations, being innovative with space and modeling their own creativity for students. Secondly, it identified some characteristics of creative learning itself, e.g. intellectual enquiry, engaged productivity and process and product reviews. Thirdly, the research demonstrated how teacher strategies and creative learning became meaningful to students with the students gaining self affirmation, developing social identities and appreciating being given a social role in pedagogic evaluation. The book details the research in Austria, Denmark, England, Ireland, Poland, Portugal, Scotland, Spain and Sweden.
AB - This book results from The Creative Learning and Student’s Perspectives (CLASP) research project which examined processes of creative learning. Nine research groups throughout Europe explored creative learning practices in a variety of different educational contexts. The research observed teachers across the cultures constructing real and critical events, incorporating external collaborations, being innovative with space and modeling their own creativity for students. Secondly, it identified some characteristics of creative learning itself, e.g. intellectual enquiry, engaged productivity and process and product reviews. Thirdly, the research demonstrated how teacher strategies and creative learning became meaningful to students with the students gaining self affirmation, developing social identities and appreciating being given a social role in pedagogic evaluation. The book details the research in Austria, Denmark, England, Ireland, Poland, Portugal, Scotland, Spain and Sweden.
KW - bilingual
KW - monolingual
KW - curriculum
KW - creative responses
M3 - Chapter
SN - 101872767575
SP - 63
EP - 86
BT - Creative Learning practices: European experiences
A2 - Jeffrey, B
CY - London
ER -