Gregory et al. (2013) provide practical applications how to engage students in creative thinking, drawing from research. These guidelines aim to advance students’ creative thinking capabilities.
Part Two. Embedding creativity
This is a two-part post on how creativity can be defined and how it can be embedded within the classroom.
This is the second blog of the series of blog posts on procrastination. This post will investigate the relationship between our two selves: the present and future. In doing so, the aim is to re-evaluate how we think of procrastinators and those who we so easily negatively label as ‘lazy’. It’s not their fault: procrastination […]
Continuing from our previous post here are some ideas for reporting which is effective and can lead to academic development and overall progress, without being conflated with testing.
Lanzotte’s work on the Effective Schools Movement (initially published in the 80s) still resonates regarding the importance of meaningful reporting.
It seems to me that if we want schools to be evidence-informed, we will need to ensure that everyone at the school engages with research of some kind. This does not imply that everyone needs to produce primary research, but be able to approach research as something meaningful with practical applications.
The history of homework is an interesting one. Cooper and Valentine give a short but insightful overview.
Procrastination is very common, with the common-sense thinking that those that procrastinate are lazy.
Recently we interviewed Dr Lena Adamson, Associate Professor of Psychology at the University of Stockholm and former Director of the Swedish Institute for Educational Research.