Accessing the Curricular Play of Critical and Creative Thinking

Autor/inn/en	Macintyre Latta, Margaret; Hanson, Kelly; Ragoonaden, Karen; Briggs, Wendy; Middleton, Tamalee
Titel	Accessing the Curricular Play of Critical and Creative Thinking
Quelle	In: Canadian Journal of Education, 40 (2017) 3, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5979
Schlagwörter	Play; Critical Thinking; Creativity; Educational Change; Case Studies; Teaching Methods; Foreign Countries; Curriculum; Inquiry; Administrator Role; School Culture; Leadership Responsibility; Cooperation; Canada + Suchen Sie Ihr Suchwort? Spiel; Kritisches Denken; Kreativität; Bildungsreform; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Curricula; Lehrplan; Rahmenplan; Schulkultur; Schulleben; Co-operation; Kooperation; Kanada
Abstract	A three-year collaborative research project in a K-6 elementary school is underway. The collaboration entails participating educators and their students exploring curricular enactment that embraces critical and creative thinking within its conduct. This article reveals whole-school efforts over Year One to build educators' and students' confidence to do so, sustaining such curricular practices. Chronicled as a case study, narrative inquiry fittingly unfolds the particularities encountered within the specifics of the case during Year One. Educators' belief in the worthiness of curricular play, as well as concretely negotiating critical and creative thinking with their students, arises as a necessary issue to address in order to invest in the research intents over three years. The integral role of participants' commitments to professional growth through curricular play and experimentation, actively seeking resources, entering wholly into curricular-making efforts, conversing sincerely with colleagues through inquiry conversations, and seeking organizational structures that support and strengthen curricular-making efforts, are found to be key to fostering the pedagogically oriented context needed to grow and sustain project intents. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse-scee.ca/csse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01