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Autor/inn/enRoschelle, Jeremy; Burke, Quinn
TitelCommentary on Interest-Driven Creator Theory: A US Perspective on Fostering Interest, Creativity, and Habit in School
QuelleIn: Research and Practice in Technology Enhanced Learning, 14 (2019), Artikel 13 (8 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Roschelle, Jeremy)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1793-7078
DOI10.1186/s41039-019-0107-2
SchlagwörterStellungnahme; Student Interests; Creativity; Lifelong Learning; Habit Formation; Elementary Secondary Education; Scores; Foreign Countries; Disadvantaged Schools; Curriculum Development; After School Programs; Personal Autonomy; Elective Courses; Student Attitudes; Educational Change; Asia
AbstractIn this commentary on Interest-Driven Creator (IDC) theory, the authors reflect on the proposed three-step cycles of (i) sparking students' interest, (ii) fostering individual creativity, and (iii) inculcating lifelong learning habits. Each component of IDC theory pulls together a wide span of prior research and emphasizes active roles for students. Although the context of IDC as a prototype for educational reform is K-12 Asian classrooms, we note that some US schools are also mired in a focus on test scores. This is especially true among the US most struggling, low-income schools, where a lack of electives and afterschool programs correspond to diminished student perceptions about their own autonomy as learners and their future creative potential. Thus, while IDC is an important provocation for curricular reform in Asia, there is also the need to broaden its scope and begin to explore the potential of IDC as a leadership tool beyond Asia. The wider learning sciences community, the commentary concludes, is uniquely suited to support such an extension, and there are many opportunities for productive international collaboration. (As Provided).
AnmerkungenSpringer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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