| 000 | 09564cam a2202137Ii 4500 | ||
|---|---|---|---|
| 001 | 161124 | ||
| 008 | 150514s20122012enk 000 0 eng d | ||
| 020 | _a0335244637 (paperback) | ||
| 020 | _a9780335244638 (paperback) | ||
| 040 |
_aMEF _beng _erda |
||
| 049 | _aTR-IsMEF | ||
| 050 |
_aBF723.C7 _bJ47 2012 |
||
| 100 | 1 |
_aJesson, Jill, _d 1950-, _eauthor. |
|
| 245 | 1 | 0 |
_aDeveloping creativity in the primary school / _c Jill Jesson. |
| 264 | 1 |
_aMaidenhead : _b Open University Press, _c 2012. |
|
| 264 | 4 | _a©2012 | |
| 300 |
_a xii, 190 pages : _b illustrations, photographs ; _c 24 cm. |
||
| 336 |
_atext _2rdacontent |
||
| 337 |
_aunmediated _2rdamedia |
||
| 338 |
_avolume _2rdacarrier |
||
| 504 | _aIncludes bibliographical references and index. | ||
| 520 | _aThis book suggests ways to develop the creativity of teachers, groups and individuals using theories and practical examples. | ||
| 650 | 0 | _aCreative ability in children | |
| 650 | 0 | _aCreative thinking in children | |
| 650 | 0 | _aCreative teaching | |
| 900 | _aMEF Üniversitesi Kütüphane katalog kayıtları RDA standartlarına uygun olarak üretilmektedir / MEF University Library Catalogue Records are Produced Compatible by RDA Rules | ||
| 910 | _aPandora | ||
| 942 |
_2lcc _cBKS |
||
| 970 | 0 | 1 |
_aPreface, _pxliii. |
| 970 | 0 | 1 |
_aAcknowledgments, _pxiv. |
| 970 | 1 | 2 |
_tWhat is creativity?, _p1. |
| 970 | 1 | 1 |
_tIntroduction, _p1. |
| 970 | 1 | 1 |
_tCreavity through the ages, _p2. |
| 970 | 1 | 1 |
_tThe five creative behaviours, _p5. |
| 970 | 1 | 1 |
_tSo what is creativity?, _p7. |
| 970 | 1 | 1 |
_tThe characteristics of creativity, _p7. |
| 970 | 1 | 1 |
_tSummary, _p9. |
| 970 | 1 | 1 |
_tA personal view, _p10. |
| 970 | 1 | 1 |
_tWhat are the benefits of creativity to groups and individuals?, _p11. |
| 970 | 1 | 2 |
_tDeveloping creativity in schools, _p14. |
| 970 | 1 | 1 |
_tWhat are the problems with developing creativity in schools?, _p14. |
| 970 | 1 | 1 |
_tThe attributes of creative people, _p15. |
| 970 | 1 | 1 |
_tHow can creative characteristics be developed?, _p16. |
| 970 | 1 | 1 |
_tStrategies for developing a more creative class, _p17. |
| 970 | 1 | 1 |
_tTeacher as a role model, _p17. |
| 970 | 1 | 1 |
_tEffective time management, _p19. |
| 970 | 1 | 1 |
_tPlanning for individual provision, _p20. |
| 970 | 1 | 1 |
_tMaking the most of the learning environment, _p20. |
| 970 | 1 | 1 |
_tWhat blocks or enables the creative process?, _p21. |
| 970 | 1 | 1 |
_tIntrinsic and extrinsic motivation, _p23. |
| 970 | 1 | 1 |
_tStages in the creative process and creative cycles, _p23. |
| 970 | 1 | 1 |
_tGroup creativity and personal creativity, _p25. |
| 970 | 1 | 1 |
_tSix areas of creative endeavour (ACE), _p27. |
| 970 | 1 | 1 |
_tAreas of creative endeavour (ACE), _p29. |
| 970 | 1 | 2 |
_tTeachers' personal and professional creativity, _p33. |
| 970 | 1 | 1 |
_tWhat sort of creativity is needed by teachers?, _p34. |
| 970 | 1 | 1 |
_tPersonal creativity, _p34. |
| 970 | 1 | 1 |
_tProfessional creativity, _p34. |
| 970 | 1 | 1 |
_tThe ability to ask questions, _p34. |
| 970 | 1 | 1 |
_tThe ability to make connection, _p35. |
| 970 | 1 | 1 |
_tThe ability to see things in new ways, _p36. |
| 970 | 1 | 1 |
_tThe ability to explore ideas, _p40. |
| 970 | 1 | 1 |
_tThe ability to reflect, _p41. |
| 970 | 1 | 1 |
_tThe characteristics of creative teachers, _p42. |
| 970 | 1 | 1 |
_tRecognising individual teacher creativity, _p44. |
| 970 | 1 | 1 |
_tAssess your patential, _p44. |
| 970 | 1 | 1 |
_tCreative skills adult, _p45. |
| 970 | 1 | 2 |
_tDeveloping teacher creativity, _p47. |
| 970 | 1 | 1 |
_tDeveloping teacher creativity in each Area of creative endeavour (ACE), _p47. |
| 970 | 1 | 1 |
_tTechnological, _p47. |
| 970 | 1 | 1 |
_tArtistic, _p48. |
| 970 | 1 | 1 |
_tMathematical, _p50. |
| 970 | 1 | 1 |
_tLinguistic, _p51. |
| 970 | 1 | 1 |
_tPhysical, _p52. |
| 970 | 1 | 1 |
_tNatural philosophical, _p52. |
| 970 | 1 | 1 |
_tDeveloping the creativity of all school staff, _p53. |
| 970 | 1 | 1 |
_tDeveloping the professional creativity of individual teachers, _p54. |
| 970 | 1 | 1 |
_tDeveloping the professional creativity of a staff team, _p54. |
| 970 | 1 | 1 |
_tSuggestions for head teachers to encourage their staff, _p55. |
| 970 | 1 | 2 |
_tGroup creativity, _p58. |
| 970 | 1 | 1 |
_tFactors affecting individual and group creativity, _p58. |
| 970 | 1 | 1 |
_tPersonal creativity, _p61. |
| 970 | 1 | 1 |
_tCreativity in a social context, _p62. |
| 970 | 1 | 1 |
_tWho decides what is creative?, _p63. |
| 970 | 1 | 1 |
_tAssesing creativity, _p64. |
| 970 | 1 | 1 |
_tIs it even possible to assess creativity?, _p65. |
| 970 | 1 | 1 |
_tWho should assess?, _p66. |
| 970 | 1 | 1 |
_tWhy and when should creativity be assessed, _p66. |
| 970 | 1 | 1 |
_tWhat should be assessed?, _p67. |
| 970 | 1 | 1 |
_tWhat should be done with the assessments?, _p68. |
| 970 | 1 | 1 |
_tDeveloping creative thinking, _p69. |
| 970 | 1 | 1 |
_tUsing bloom's taxonomy of thinking skills, _p70. |
| 970 | 1 | 1 |
_tMetacognition, _p71. |
| 970 | 1 | 2 |
_tDeveloping group creativity, _p73. |
| 970 | 1 | 1 |
_tDeveloping questioning and thinking skills, _p73. |
| 970 | 1 | 1 |
_tPhilosophy for children (P4C), _p73. |
| 970 | 1 | 1 |
_tCommunity of enquiry, _p74. |
| 970 | 1 | 1 |
_tCognitive acceleration (CA), _p75. |
| 970 | 1 | 1 |
_tTASC (Thinking actively in a social context), _p75. |
| 970 | 1 | 1 |
_tHelping groups make connections, _p76. |
| 970 | 1 | 1 |
_tLateral thinking, _p76. |
| 970 | 1 | 1 |
_tRandom input association, _p77. |
| 970 | 1 | 1 |
_tOld one out, _p77. |
| 970 | 1 | 1 |
_tThe creative problem solving process (CPS), _p78. |
| 970 | 1 | 1 |
_tACTS (Activating Children's thinking skills), _p78. |
| 970 | 1 | 1 |
_tBrainstorming, _p80. |
| 970 | 1 | 1 |
_tConcept mapping, _p81. |
| 970 | 1 | 1 |
_tMind maps, _p81. |
| 970 | 1 | 1 |
_tHelping groups to see things in new ways, _p83. |
| 970 | 1 | 1 |
_tSynetics, _p83. |
| 970 | 1 | 1 |
_tSix thinking hats, _p84. |
| 970 | 1 | 1 |
_tTreasure chests, _p86. |
| 970 | 1 | 1 |
_tHelping groups to explore ideas, _p87. |
| 970 | 1 | 1 |
_tThought experiments, _p87. |
| 970 | 1 | 1 |
_tScamper, _p89. |
| 970 | 1 | 1 |
_tBuild it better, _p90. |
| 970 | 1 | 1 |
_tExploring design, _p90. |
| 970 | 1 | 1 |
_tHelping groups to develop reflective skills, _p90. |
| 970 | 1 | 1 |
_tA helping hand, _p91. |
| 970 | 1 | 1 |
_tObject analogy, _p92. |
| 970 | 1 | 1 |
_tIT prompts, _p94. |
| 970 | 1 | 1 |
_tReflective diagrams and charts, _p94. |
| 970 | 1 | 1 |
_tDeveloping creativity in each ACE, _p97. |
| 970 | 1 | 2 |
_tPersonal creativity, _p100. |
| 970 | 1 | 1 |
_tWhat is involved in personal creativity?, _p100. |
| 970 | 1 | 1 |
_tWhat is required to develop personal creativity, _p102. |
| 970 | 1 | 1 |
_tApproaches to learning in school, _p104. |
| 970 | 1 | 1 |
_tMaslow's hiearchy of needs, _p104. |
| 970 | 1 | 1 |
_tMultiple intelligence theory (MI), _p105. |
| 970 | 1 | 1 |
_tLearning styles theory, _p108. |
| 970 | 1 | 1 |
_tExperiential learning theory, _p109. |
| 970 | 1 | 1 |
_tAccelerated and brain-based learning, _p110. |
| 970 | 1 | 1 |
_tLearning power, _p111. |
| 970 | 1 | 1 |
_tBuilding learning power, _p111. |
| 970 | 1 | 1 |
_tThe effective lifelong learning inventory (ELLI), _p112. |
| 970 | 1 | 2 |
_tDeveloping personal creativity, _p114. |
| 970 | 1 | 1 |
_tMoving from group to personal creativity, _p114. |
| 970 | 1 | 1 |
_tScaffolding by the teacher, _p115. |
| 970 | 1 | 1 |
_tPersonalizing the curriculum, _p116. |
| 970 | 1 | 1 |
_tPersonalized learning, _p116. |
| 970 | 1 | 1 |
_tEncouraging personal interest, _p117. |
| 970 | 1 | 1 |
_tPersonal projects, _p118. |
| 970 | 1 | 1 |
_tVaryin ways to record learning, _p119. |
| 970 | 1 | 1 |
_tCreativity and differentiation, _p120. |
| 970 | 1 | 1 |
_tUsing ICT for personal creative development, _p122. |
| 970 | 1 | 1 |
_tDeveloping personal creativity in the six areas of creative endeavour, _p122. |
| 970 | 1 | 2 |
_tCreativity across the curriculum, _p126. |
| 970 | 1 | 1 |
_tThe creative curriculum, _p126. |
| 970 | 1 | 1 |
_tCreative teaching, creative learning and teaching for creativity, _p127. |
| 970 | 1 | 1 |
_tInvestigative learning, _p128. |
| 970 | 1 | 1 |
_tProject- and problem-based learning, _p129. |
| 970 | 1 | 1 |
_tEnquiry based learning (EBL), _p131. |
| 970 | 1 | 1 |
_tCase study: Reggio Emilia, _p132. |
| 970 | 1 | 1 |
_tEnterprise education, _p134. |
| 970 | 1 | 1 |
_tMantle of the export, _p136. |
| 970 | 1 | 2 |
_tDeveloping creativity across the curriculum, _p139. |
| 970 | 1 | 1 |
_tUsing ICT to develop creativity across the curriculum, _p139. |
| 970 | 1 | 1 |
_tQuestioning and challenging, _p139. |
| 970 | 1 | 1 |
_tMaking connections and seeing relationships, _p140. |
| 970 | 1 | 1 |
_tSeeing things in new ways and envisaging what might be, _p141. |
| 970 | 1 | 1 |
_tExploring ideas, keeping options open, _p142. |
| 970 | 1 | 1 |
_tReflecting critically on ideas, actions and outcomes, _p143. |
| 970 | 1 | 1 |
_tSuggestions for practice, _p144. |
| 970 | 1 | 2 |
_tDeveloping creativity through subject teaching, _p146. |
| 970 | 1 | 1 |
_tCreative teaching and learning through literacy, _p148. |
| 970 | 1 | 1 |
_tCreative teaching and learning through maths, _p150. |
| 970 | 1 | 1 |
_tCreative teaching and learning through science, _p152. |
| 970 | 1 | 1 |
_tCreative teaching and learning through design technology (DT), _p154. |
| 970 | 1 | 1 |
_tCreative teaching and learning through history, _p156. |
| 970 | 1 | 1 |
_tCreative teaching and learning through geography, _p158. |
| 970 | 1 | 1 |
_tCreative teaching and learning through art and design, _p160. |
| 970 | 1 | 1 |
_tCreative teaching and learning through PE, _p162. |
| 970 | 1 | 1 |
_tCreative teaching and learning through modern foreign languages, _p164. |
| 970 | 1 | 1 |
_tCreative teaching and learning through music and drama, _p166. |
| 970 | 1 | 1 |
_tCreative teaching and learning through RE and citizenship education (CE), _p168. |
| 970 | 1 | 1 |
_tCreative teaching and learning through ICT, _p170. |
| 970 | 0 | 1 |
_aAppendices, _p172. |
| 970 | 0 | 1 |
_aReferences, _p179. |
| 970 | 0 | 1 |
_aIndex, _p185. |
| 999 |
_c5627 _d5627 |
||
| 003 | KOHA | ||