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Books on the topic 'Creative pedagogies'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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1

Disrupting pedagogies in the knowledge society: Countering conservative norms with creative approaches. Hershey PA: Information Science Reference, 2012.

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2

Experimental writing in composition: Aesthetics and pedagogies. Pittsburgh: University of Pittsburgh Press, 2012.

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3

Smak, Ewa, and Stanisława Włoch. Pedagogika kreatywna wyzwaniem edukacji XXI wieku. Opole: Wydawn. Uniwersytetu Opolskiego, 2010.

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4

Ignatova, V. V. Pedagogika dukhovno-tvorcheskogo razvitii︠a︡ lichnosti. Krasnoi︠a︡rsk: Ministerstvo obshchego i professionalʹnogo obrazovanii︠a︡, Rossiĭskoĭ Federat︠s︡ii, 1996.

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5

Taraeva, G. R., and T. F. Shak. Muzyka v informat︠s︡ionnom mire: Nauka, tvorchestvo, pedagogika : sbornik nauchnykh stateĭ = Music in the world of information : science, creative work, pedagogics : collection of articles. Rostov-na-Donu: [Izd-vo Rostovskoĭ gos. konservatorii], 2004.

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6

Russia) Mezhdunarodnai︠a︡ konferent︠s︡ii︠a︡ "Rebenok v sovremennom mire" (7th 2000 Saint Petersburg. Pedagogika tvorchestva: Tezisy dokladov i soobshcheniĭ VII mezhdunarodnoĭ konferent︠s︡ii "Rebenok v sovremennom mire--detstvo i tvorchestvo," Sankt-Peterburg, 19-21 apreli︠a︡ 2000 goda. Sankt-Peterburg: Peterburgskiĭ gos. tekhnicheskiĭ universitet, 2000.

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7

Ryndak, V. G. Nauchnyĭ potent︠s︡ial XXI veka: Materialy nauchnoĭ konferent︠s︡ii molodykh issledovateleĭ problem pedagogiki i shkoly. Orenburg: Izd-vo OGPU, 2001.

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8

n, Juan Damia. Las palabras son de nosotros: Guia pedagogica de ejercicios criticos creativos a partir de mensajes masivos. [Montevideo: Consejo Latinoamericano de Iglesias, 1988.

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9

Ulivieri, Simonetta, Franco Cambi, and Paolo Orefice, eds. Cultura e professionalità educative nella società complessa. Florence: Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-8453-698-3.

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The keynote of the recent history of the faculty of educational science of Florence University is change. This has emerged in response to the demands for education expressed by a new knowledge society, spawned by the processes of globalisation, and the social need to foster interculturalism and the dialogue between diversities. In this new dimension of change, education becomes the framework for preparation, but also for re-integrating and updating life itineraries that are swift and precarious, veined with insecurity and disillusionment. Even in the new approach, the scientific and cultural benchmark continues to be a consistent adherence to the secular, historic-pedagogic and educational tradition represented by the masters of the "Florence School". Since its creation in 1996, the new faculty has staked forcefully on the centrality of training in relation to the traditional focus on the professionalism of primary and secondary school teachers, and on the new extra-scholastic training issues: the educational professions; pedagogic care; the social education of adults; the technologies of education and instruction; the philosophic, sociological, psychological and anthropological dimension of education; the broad sphere of hardship and marginalisation and the different faces of diversity.
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10

When women ask the questions: Creating women's studies in America. Baltimore: Johns Hopkins University Press, 1998.

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11

Estévez Cuervo, Hernando Arturo, ed. Teaching to discern. Bogotá. Colombia: Universidad de La Salle. Ediciones Unisalle, 2019. http://dx.doi.org/10.19052/9789585486782.

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The issue of academic environments involves both research and practice. It gathers theoretical and practical pieces of knowledge for a permanent analysis and evaluation of pedagogy, content, and accomplishments in the educational field. Moreover, educational practices no longer occur within the boundaries of a specific field; in a globalized world, those practices must overcome their traditional boundaries in order to expand to different disciplines and to different ways of understanding pedagogy. In our time, knowledge travels; ideas and experiences are shared in educational platforms worldwide while educators and students create novel ways to collectively participate in research projects that contribute to a greater understanding of the universe. The anthology Teaching to Discern: Forming Connections, Decolonizing Perspectives aims to provide a novel context for academic dialogue on globalized pedagogical practices. Specifically, it focuses on what it means to teach abroad, which means discussing methodologies, pedagogies and contents used by educators who have had the opportunity of teaching in a foreign country. This book is a dialogue that engages academic experiences in a theoretically expansive and encompassing methodological and content-driven framework around the topic of teaching abroad.
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12

Christine, Leland, and Harste Jerome C, eds. Creating critical classrooms: K-8 reading and writing with an edge. New York: L. Erlbaum Associates, 2008.

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13

Reflective practice: Writing and professional development. 3rd ed. Los Angeles: Sage, 2010.

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14

Karin, Murris, ed. Picturebooks, pedagogy, and philosophy. New York: Routledge, 2011.

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15

Peary, Alexandria, and Tom C. Hunley. Creative Writing Pedagogies for the Twenty-First Century. Southern Illinois University Press, 2015.

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16

Hunley, Tom C., and Alexandria Peary. Creative Writing Pedagogies for the Twenty-First Century. Southern Illinois University Press, 2015.

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17

Cremin, Teresa. Creativity and Creative Pedagogies in the Early and Primary Years. Taylor & Francis Group, 2016.

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18

Cremin, Teresa. Creativity and Creative Pedagogies in the Early and Primary Years. Taylor & Francis Group, 2018.

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19

Cremin, Teresa, ed. Creativity and Creative Pedagogies in the Early and Primary Years. Routledge, 2018. http://dx.doi.org/10.4324/9781315617305.

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20

Cremin, Teresa. Creativity and Creative Pedagogies in the Early and Primary Years. Taylor & Francis Group, 2018.

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21

Cremin, Teresa. Creativity and Creative Pedagogies in the Early and Primary Years. Taylor & Francis Group, 2018.

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22

Cremin, Teresa. Creativity and Creative Pedagogies in the Early and Primary Years. Taylor & Francis Group, 2018.

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23

Cremin, Teresa. Creativity and Creative Pedagogies in the Early and Primary Years. Taylor & Francis Group, 2018.

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24

Evolving Creativity: New Pedagogies for Young Children in China. Trentham Books, 2008.

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25

Lau, Sunny Man Chu, and Saskia Van Viegen. Plurilingual Pedagogies: Critical and Creative Endeavors for Equitable Language in Education. Springer International Publishing AG, 2021.

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26

Lau, Sunny Man Chu, and Saskia Van Viegen. Plurilingual Pedagogies: Critical and Creative Endeavors for Equitable Language in Education. Springer, 2020.

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27

Transformative Pedagogies and the Environment: Creative Agency through Contemporary Art and Design. Common Ground Publishing, 2018.

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28

Sierra, Marie, and Kit Wise, eds. Transformative Pedagogies and the Environment: Creative Agency through Contemporary Art and Design. Common Ground Research Networks, 2018. http://dx.doi.org/10.18848/978-1-86335-014-3/cgp.

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29

Transformative Pedagogies and the Environment: Creative Agency Through Contemporary Art and Design. Common Ground Publishing, 2019.

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30

Dewhurst, Marit, Dana E. Wright, Kristen P. Goessling, and Amanda C. Wager. Engaging Youth in Critical Arts Pedagogies and Creative Research for Social Justice. Taylor & Francis Group, 2021.

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31

Scheg, Abigail G., and Daniel Ruefman. Applied Pedagogies: Strategies for Online Writing Instruction. University Press of Colorado, 2016.

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32

Applied Pedagogies: Strategies for Online Writing Instruction. Utah State University Press, 2016.

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33

Sullivan, Patricia Suzanne. Experimental Writing in Composition: Aesthetics and Pedagogies. University of Pittsburgh Press, 2012.

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34

Dewhurst, Marit, Dana E. Wright, Kristen P. Goessling, and Amanda C. Wager. Engaging Youth in Critical Arts Pedagogies and Creative Research for Social Justice: Opportunities and Challenges of Arts-Based Work and Research with Young People. Taylor & Francis Group, 2021.

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35

Dewhurst, Marit, Dana E. Wright, Kristen P. Goessling, and Amanda C. Wager. Engaging Youth in Critical Arts Pedagogies and Creative Research for Social Justice: Opportunities and Challenges of Arts-Based Work and Research with Young People. Taylor & Francis Group, 2021.

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36

Wright, Dana E., Kristen P. Goessling, and Amanda C. Wager. Engaging Youth in Critical Arts Pedagogies and Creative Research for Social Justice: Opportunities and Challenges of Arts-Based Work and Research with Young People. Taylor & Francis Group, 2022.

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37

Dewhurst, Marit, Dana E. Wright, Kristen P. Goessling, and Amanda C. Wager. Engaging Youth in Critical Arts Pedagogies and Creative Research for Social Justice: Opportunities and Challenges of Arts-Based Work and Research with Young People. Taylor & Francis Group, 2021.

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38

Dewhurst, Marit, Dana E. Wright, Kristen P. Goessling, and Amanda C. Wager. Engaging Youth in Critical Arts Pedagogies and Creative Research for Social Justice: Opportunities and Challenges of Arts-Based Work and Research with Young People. Taylor & Francis Group, 2021.

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39

Crivos, Barbara, Rodrigo Fernandez-Buffa, and Jorge Sarquis. EXPERIENCIAS PEDAGOGICAS CREATIVAS 3. Archidocs LLC, 2019.

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40

Miret, Santiago, and Jorge Sarquis. Experiencias Pedagogicas Creativas 2. Archidocs LLC, 2019.

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41

Sarquis, Jorge. Experiencias Pedagogicas Creativas 1. Archidocs LLC, 2021.

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42

Din, Nicoleta, and Gabriela Iasmina Stan. Proiecte de activitate si scenarii didactice. Invatamant prescolar. Editura Universitara, 2021. http://dx.doi.org/10.5682/9786062813789.

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Cartea de fata reprezinta o sursa de inspiratie atat pentru elevii liceelor pedagogice sau studentii de la specializarea Pedagogia invatamantului primar si prescolar care se pregatesc sa lucreze in invatamantul precsolar, cat si pentru cadrele didactice debutante (aflate la inceputul carierei didactice) sau pentru cadrele didactice care-si sustin inspectiile pentru obtinerea gradelor didactice sau, de ce nu, pentru cadrele didactice cu experienta vasta care au epuizat toate ideile si sunt in cautarea unor viziuni noi de desfasurare a activitatilor didactice intr-un mod atractiv si creativ. Stim cu totii ca generatiile actuale de copii au nevoie sa fie stimulate in permanenta si, de multe ori, cadrele didactice sunt puse in situatia de a veni mereu cu ceva nou. Cartea contine 11 proiecte de activitate si 18 scenarii didactice intocmite conform rigorilor pedagogice si metodologice si in concordanta cu Curriculumul pentru educatie timpurie.
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43

Greaves, Sara, and Monique De Mattia-Viviès, eds. Language Learning and the Mother Tongue. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781009029124.

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Innovative and interdisciplinary in approach, this book explores the role of the mother tongue in second language learning. It brings together contributions from a diverse team of authors, to showcase a range of Francophone perspectives from the fields of linguistics, psychology, cross-cultural psychiatry, psychoanalysis, translation studies, literature, creative writing, the neurosciences, and more. The book introduces a major new concept: the (M)other tongue, and shows its relevance to language learning and pediatrics in a multicultural society. The first chapter explores this concept from different angles, and the subsequent chapters present a range of theoretical and practical perspectives, including counselling case studies, literary examples and creative plurilingual pedagogies, to highlight how this theory can inform practical approaches to language learning. Engaging and accessible, readers will find new ideas and methods to adopt to their own thinking and practices, whether their background is in language and linguistics, psychiatry, psychology, or neuroscience.
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44

Feltness: Research-Creation, Socially Engaged Art, and Affective Pedagogies. Duke University Press, 2022.

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45

Springgay, Stephanie. Feltness: Research-Creation, Socially Engaged Art, and Affective Pedagogies. Duke University Press, 2022.

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46

Brown, Ruth Nicole. Black Women Remember Black Girls. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037979.003.0003.

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This chapter shows how Black girlhood must be made—in SOLHOT the space of Black girlhood is made through time, a timing that is infused with the sacred and spirit. In SOLHOT, to “homegirl” means engaging Black girls in the name of Black girlhood as sacred work that implicates time. Sacred work acknowledges the ways spirit moves one to act, often beyond the material conditions of one's immediate circumstance. The chapter considers how homegirls remember SOLHOT as a sacred experience that makes Black girlhood possible. It then features a creative and collective memory constructed from the interview transcripts of eight SOLHOT homegirls and M. Jacqui Alexander's (2005) Pedagogies of Crossing: Mediations on Feminism, Sexual Politics, Memory, and the Sacred. The memory shows how homegirls' labor constructs SOLHOT as a methodology and cosmology that makes Black girlhood possible, affirms Black girls' lives, and enables personal and collective transformation.
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47

Stephenson. TEACHING & LEARNING ONLINE: NEW PEDAGOGIES FOR NEW TECHNOLOGY (Creating Success). Routledge, 2001.

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48

Murray, Jane. Early Childhood Pedagogies: Creating Spaces for Young Children to Flourish. Taylor & Francis Group, 2017.

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49

Goto, Courtney T. Grace of Playing: Pedagogies for Leaning into God's New Creation. Wipf & Stock Publishers, 2016.

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50

Murray, Jane. Early Childhood Pedagogies: Creating Spaces for Young Children to Flourish. Taylor & Francis Group, 2018.

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