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|a com.springer.onix.9783030481650
|b Springer Nature
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4 |
|a LB1062
|b .M85 2020eb
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| 049 |
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|a HCDD
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| 100 |
1 |
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|a Mullen, Carol A.
|1 https://id.oclc.org/worldcat/entity/E39PCjGHQbdTbMMCCTM9KKDCV3
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| 245 |
1 |
0 |
|a Revealing creativity :
|b exploration in transnational education cultures /
|c Carol A. Mullen.
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| 260 |
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|a Cham :
|b Springer,
|c 2020.
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| 300 |
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|a 1 online resource
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 490 |
1 |
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|a Creativity theory and action in education,
|x 2509-5781 ;
|v v. 5
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| 504 |
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|a Includes bibliographical references and indexes.
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0 |
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|a Intro -- Acknowledgments -- Contents -- About the Author -- List of Figures -- List of Tables -- Chapter 1: Introduction -- References -- Chapter 2: Exploring Dynamic Creativity in Accountability Cultures -- 2.1 Overview -- 2.2 Purposes and Goals of Project -- 2.3 Longitudinal Glocal Study -- 2.4 Creativity-Accountability-Culture Linkages -- 2.5 Creative Intervention and Glocal Context -- 2.6 Summary -- References -- Part I: Framing the Longitudinal Glocal Study as Creative Action -- Chapter 3: Creativity Framed: Definitional Descriptions, Theories, and the 4-Cs -- 3.1 Introduction
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|a 3.2 Popularity of the 4-C Theory -- 3.3 Definitions of Key Terms and Concepts -- 3.3.1 Accountability -- 3.3.2 Creative Economy -- 3.3.3 Creativity -- 3.3.4 Dynamic Creativity -- 3.3.5 Glocal(ity) -- 3.3.6 Hidden-c -- 3.3.7 Culture -- 3.3.8 Social Justice -- 3.3.9 Four C Creativity Model -- 3.3.9.1 Mini-C -- 3.3.9.2 Little-C -- 3.3.9.3 Pro-C -- 3.3.9.4 Big-C -- 3.3.9.5 Discussion of the 4-Cs -- 3.4 Summary -- References -- Chapter 4: Creative Pedagogic Methods: Dynamic Processes and Strategies -- 4.1 Overview: Research Questions and Objectives -- 4.2 Methods, Processes, and Strategies
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|a 4.2.1 Literature-Informed Methodology -- 4.2.2 Case Study Research Design -- 4.2.3 Glocal Research Sites -- 4.3 Data Collection -- 4.3.1 Creative Pedagogic Methods -- 4.3.2 Participants, Procedures, and Approvals -- 4.3.3 Germane Data Sources -- 4.3.4 4-C Classroom Activity and Conversation Protocol (Data Source 1) -- 4.3.5 4-C Creative Activities with Classes and Groups (Data Source 2) -- 4.3.6 4-C Interviews with Individuals and Groups (Data Source 3) -- 4.3.7 Local and Onsite Documents (Data Source 4) -- 4.3.8 Photographic Archive of Artifacts and Materials (Data Source 5)
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|a 4.3.9 Researcher's Field Notes (Data Source 6) -- 4.4 Technology Decision-Making and Usages -- 4.5 Stakeholder Buy-in and Participation -- 4.6 Researcher's PD and Creative Learning -- 4.7 China and Researcher PD -- 4.8 Canada and Researcher PD -- 4.9 Australia and Researcher PD -- 4.10 PD Experience for Participants -- 4.11 Graphical Representation of the 4-C Creativity Model -- 4.12 Analysis of All Project Data -- 4.12.1 Managing Data -- 4.12.2 Coding Data -- 4.12.3 Organizing Data -- 4.12.4 Analyzing Data -- 4.13 Summary -- Appendices
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|a Appendix 4.1: 4-C Classroom Activity and Conversation Protocol for Glocal Adaptation (C.A. Mullen) -- Appendix 4.2: Synopsis of the 4-C Creativity Model and Examples (C.A. Mullen) -- Appendix 4.3: Message Inviting 4-C Participation from Educators (C.A. Mullen) -- References -- Part II: Applying the 4-C Creativity Model in Three Glocal Cultures -- Chapter 5: China Case: Revealing Creativity and 4-C Responses -- 5.1 Questions and Purposes -- 5.2 Background: Trends and Constraints -- 5.3 Literature Review -- 5.3.1 Creativity and AL -- 5.3.2 4-C Creativity Model -- 5.3.3 AL Approach
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| 520 |
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|a Revealing Creativity: Exploration in Transnational Education Cultures explores the recovery and fostering of creativity under educational constraint. This longitudinal global study of diverse education populations in China, Canada, and Australia offers application of the 4-C Creativity Model through experiential activities and exploratory interviews within classrooms and other learning spaces. Transnational in scope, this book describes an original innovative method, process, and tool for addressing obstacles to creativity in educational environments and within the self that constitute a significant challenge to practice. Through an immersive encounter with a validated creativity model, diverse cultural groups were guided to interpret the 4-C classification system and uncover their latent potential as creators. For their own purposes, readers can adapt the dynamic model-as-method process for releasing and revealing creativity within accountability-bound competitive cultures.
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|a Creative ability.
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|a Creative thinking.
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| 650 |
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|a Educational psychology.
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| 650 |
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|a Education
|x Aims and objectives.
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| 650 |
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|a creativity.
|2 aat
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|a Educational psychology.
|2 bicssc
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|a Education.
|2 bicssc
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|a Teaching of a specific subject.
|2 bicssc
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|a Education
|x Educational Psychology.
|2 bisacsh
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|a Education
|x Comparative.
|2 bisacsh
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|a Education
|x Teaching Methods & Materials
|x Arts & Humanities.
|2 bisacsh
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|a Creative ability
|2 fast
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| 650 |
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|a Creative thinking
|2 fast
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| 650 |
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|a Education
|x Aims and objectives
|2 fast
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| 650 |
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|a Educational psychology
|2 fast
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| 655 |
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|a Electronic books.
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|i has work:
|a Revealing creativity (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCGTMtqQHM4XXG8Vg7RTWDq
|4 https://id.oclc.org/worldcat/ontology/hasWork
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| 776 |
0 |
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|i Print version:
|z 3030481646
|z 9783030481643
|w (OCoLC)1151194461
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| 830 |
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|a Creativity theory and action in education ;
|v v. 5.
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| 856 |
4 |
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|u https://holycross.idm.oclc.org/login?auth=cas&url=https://link.springer.com/10.1007/978-3-030-48165-0
|y Click for online access
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|a SPRING-ED2020
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|a 92
|b HCD
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