Journal articles: 'Creative programs in Christian education'

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COOKSON, GARY, and SAMUEL J. SMITH. "Establishing Special Education Programs: Experiences of Christian School Principals." Journal of Research on Christian Education 20, no. 3 (2011): 239–53. http://dx.doi.org/10.1080/10656219.2011.623653.

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Atkinson, Harley. "An Introduction to Field Education in Higher Christian Education." Christian Education Journal: Research on Educational Ministry 6, no. 1 (2009): 9–23. http://dx.doi.org/10.1177/073989130900600103.

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Field education, as a key link between Christian education institutions and practical ministry experience, has expanded in recent decades. This article introduces the reader to the foundational issues of field education including definition of terms, the nature of experiential education, the history of field education, and significant issues for field education related to educational ministry programs.

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Ream, Todd C. "Creative Calls for Coherence: Ernest L. Boyer and Christian Higher Education." Christian Higher Education 13, no. 1 (2013): 1–3. http://dx.doi.org/10.1080/15363759.2014.850934.

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Lawson, Kevin E. "Christian Education: A Field in Motion Mapping Christian Education Preparation Programs Summary Report a Collaborative Research Effort." Christian Education Journal: Research on Educational Ministry 4, no. 1 (2007): 49–61. http://dx.doi.org/10.1177/073989130700400104.

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NUNLEY, CHARLES. "National Diffusion Network Effective Programs for Christian Schools." Journal of Research on Christian Education 1, no. 1 (1992): 131–32. http://dx.doi.org/10.1080/10656219209484764.

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Barwegen, Laura. "The Value of Social Science Research in Christian Education Programs." Christian Education Journal: Research on Educational Ministry 16, no. 3 (2019): 495–510. http://dx.doi.org/10.1177/0739891319874357.

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Departments of Christian Education often find themselves in liminal spaces at colleges and universities somewhere between the theology of the humanities and the education of the social sciences, often not educating students well in research epistemologies of either. This article argues for the importance of including social science research methodology as an integral part of any Christian Education program.

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Abu Naser, Fathi Mohammed. "Exploring Perceptions of Education Experts Regarding “Creative School” and Its Leadership Role in Public Education." International Education Studies 13, no. 5 (2020): 132. http://dx.doi.org/10.5539/ies.v13n5p132.

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Creative school is an integrative system that secures a school environment that encourages creativity and inventiveness. It also highly depends on modern technology in all its educational and administration processes, in addition to means of communication with students and parents. The current study aims at exploring the perceptions of education experts regarding the concept of creative school and requirements of its leadership. The study adopted the qualitative method in which a sample of 21 experts were selected from those concerned with the field of study; 13 of them were staff members in Saudi Universities and 8 leaders of Saudi public schools throughout the academic year 2018&ndash;2019.  The findings revealed that the creative school carried several names: intelligent school, creativity-developing school, and active teaching school. All experts agree that such schools secure a propitious environment for creativity and inventiveness and provide various advanced skills and programs subjected to balanced international criteria, which are conscious of international awareness with global issues, and environment programs. The findings also revealed that the foremost supports of creative schools are financing and social backup. It also unveiled that there are several abnormal roles for creative school leaders that suit nature and objectives of the school, in addition to requirements for creative school leadership as manifested in openness to organizational flexible structures along with a cooperative leadership that institutes technology. The study specified the foremost challenges facing leaders of the creative school, which is variety of skills needed for school leadership.

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Noh, Younghee. "A study of the effects of library creative zone programs on creative thinking abilities." Journal of Librarianship and Information Science 49, no. 4 (2016): 380–96. http://dx.doi.org/10.1177/0961000616650933.

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This study intends to evaluate the degree of improvement in the participants’ creative thinking abilities index after participants engage in the program for six months in the public library creative zone. A comparative assessment was carried out by calculating the creative thinking abilities index before and after participation in the program. This study examines three factors of creative thinking ability: fluency, flexibility, and originality. As a result, first, the average standard score was 100, and standard deviation (SD) was a normal distribution of 20. First, there was a significant difference in the fluency for looking at the degree of enhancement in the fluency of the participants’ creative thinking abilities after they participated in the program. Therefore, the creative thinking abilities education can significantly improve the fluency of participants. Second, there was a significant difference in the flexibility. The creative thinking abilities education can significantly improve the flexibility of participants. Third, there was a significant difference in originality. The creative thinking abilities education can significantly improve the originality of participants. Fourth, when the overall creative thinking abilities of the participants were analyzed, there was a significant difference from the creative thinking abilities mean score. The creative thinking abilities education can significantly improve the average score of creative thinking abilities. Finally, there was no difference by gender, but there was a significant difference by grade level for evaluating all creative thinking abilities factors.

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Sorenson, Jacob. "The Logic of Camp in Christian Education." Theology Today 76, no. 1 (2019): 50–62. http://dx.doi.org/10.1177/0040573619826948.

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Christian camping ministry is often overlooked in the scholarly community for its role in Christian education. New research from the Confirmation Project and Effective Camp Research Project demonstrates that camping ministries are often integral parts of Christian education programs and have lasting effects on participants. Many of the best practices of camping ministry are also transferrable to other educational settings, allowing the logic of camp to enhance related ministries, such as confirmation instruction.

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Pereira, Ana Catarina. "Creative Tools: How Education and Arts Connect?" Proceedings 2, no. 21 (2018): 1338. http://dx.doi.org/10.3390/proceedings2211338.

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It is a question with which surely many university professors debate: what turns a Cinema professor into a good College Professor? Obliterating the subjectivity of the adjectivation, I believe that this is the ultimate goal of every academic or professional who has embraced the career of specialized art and cultural education. Nevertheless, the undefinition or constant debate around concepts such as Art, New Media, History, Canon, Experimentalism, Utopia or even Freedom, often associated with film schools, raise the question. How to properly define the programs of the curricular units? How to establish evaluation criteria? How to meet the expectations of a whole faculty that considers an immense variety of issues fundamental for the knowledge and development of students of the first degree in universities?

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Cunningham, Donald H., and Jeanette G. Harris. "Undergraduate Technical and Professional Writing Programs: A Question of Status." Journal of Technical Writing and Communication 24, no. 2 (1994): 127–37. http://dx.doi.org/10.2190/ta1y-72ah-05ym-ukey.

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The results of our recent survey of the membership of the Association of Teachers of Technical Writing, Associated Writing Programs, and the Council of Writing Program Administration indicate the relative health of undergraduate writing programs (major, concentration, or certificate programs, not service courses) in American four-year universities and colleges. During the past five years there has been a significant increase in the number of undergraduate writing programs, including technical and professional writing. But responses to our survey also suggest that while undergraduate technical and professional writing programs comprise the second largest group of programs (behind creative writing) they are not increasing as rapidly as a new kind of undergraduate writing program—a broad-based program that students can complete by taking a wide range of creative writing, composition, journalism, and technical and professional writing courses. The future seems unclear for traditional undergraduate technical and professional writing programs, and faculties need to examine their options in designing or redesigning their programs.

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Pollard, Vikki, Andrew Vincent, and Emily Wilson. "Learning-to-be in two vocationally-oriented higher education degrees." On the Horizon 23, no. 1 (2015): 7–15. http://dx.doi.org/10.1108/oth-06-2014-0021.

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Purpose – This paper aims to explore the pedagogical approach of two higher education programmes aiming to develop both discipline-specific and key employability skills in graduates. Design/methodology/approach – This paper presents two case studies of degree programs in the broad field of the creative industries and focusses on the innovative pedagogy adopted based on a “learning to be” approach (McWilliam, 2008). Findings – The two case studies describe a different type of pedagogy taken up at one mixed-sector institution over two degree programs. The degrees offered within this institution are recognised as being vocationally oriented yet productive of the higher-order skills expected of degree programs. The case studies illustrate this through a pedagogy designed to orientate the students towards the development of a sense of identity whilst also placing them within the broader professional context of the discipline. Practical implications – The paper has practical implications for educators in the field and points towards the need to consider the broader professional context of the students in the course design and review phases of programmes in the creative industries. Originality/value – It is hoped the findings will be useful to educators and curriculum developers in other creative industries’ higher education programs with a vocational orientation to inform future course design, review and planning.

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Nugroho, Listyanto Aji, Sariyatun Sariyatun, and Suryo Ediyono. "Creating Future Leader trough Creative Minority Vision on Higher Education (A Case Study on SWCU)." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (2021): 2416–25. http://dx.doi.org/10.33258/birci.v4i2.1942.

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Higher Education has a key role in preparing society to entering the era of Society 5.0. Higher education must be able to change the paradigm of society with good ideas and thoughts towards a better social order. Apart from knowledge, higher education must be able to form a generation of change agents in society. This study aims to find out more about the vision of the Satya Wacana Christian University to form a generation of leaders with a “creative minority” spirit. This research is a qualitative research with a case study approach that was held in Satya Wacana Christian University (SWCU). This research concludes that the vision of creative minority is the university's vision to form leaders who drive the nation's development with the following skills and character: Leadership, creative, problem solver, critical mindfulness. This vision is manifested as points in the CPL study program. In addition, this vision is also integrated into the hidden curriculum through the process of: habituation, role models, internalization, and culturalization.

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Gorobeca, Paula. "ANALYSIS OF ARTISTICALY CREATIVE WORK OF STUDENTS IN LATVIAN HIGHER EDUCATION DANCE PROGRAMS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 21, 2019): 368. http://dx.doi.org/10.17770/sie2019vol4.3778.

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Often dance teachers do not realize that their professional activity is the creation of an artwork. Teachers are limited to a range of movements in some genres or the requirements of their work place, but above all dance teachers are representatives of art un they have a potential to create new, original artistic value and contribute to the art and cultural space in Latvia. Therefore it is essential to understand the development and level of artistically creative work in the study process. The aim of this article is to analyse the artistically creative work of students in different higher education dance programs. The aim is carried out in the analysis of literature and on its base promoted evaluation indicators and levels of artistically creative work for dance teachers as choreographers. A questionnaire is designed on a basis of these indicators and levels. The respondents are students in higher education dance programs in Latvian Academy of Music and Latvian Academy of Culture. The results promote strong and weak points in the artistically creative work of students as well as the necessary discussable questions in the study process.

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Trubetskaya, Anastasia Yu. "Creative Industries: The Experience of Practice-Oriented Approach Application in the Modern Russian Education." Observatory of Culture 16, no. 3 (2019): 240–50. http://dx.doi.org/10.25281/2072-3156-2019-16-3-240-250.

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The sphere of creative industries is the activity based on applying creative approach. Due to the complex composition of the areas of production attributed to creative industries, and the interdisciplinarity of approaches to their study, a consolidated position regarding their definition, composition, classification and essential characteristics has not been developed yet. At the same time, many researchers believe that activities in the field of creative industries have the ability to develop human potential. The inclusion of the topic, principles and approaches of the creative industries to the educational process of the higher education institutes of Russia conforms to the educational field development tendencies connected with the formation of necessary metasubject skills and abilities in present conditions. In those situations when there is no possibility and need for introducing specialized educational courses in creative industries into educational programs, the same positive results can be achieved by applying a practice-oriented approach to the disciplines, provided by curriculum plans, educational and work practices, and educational events. Through acquaintance with creative businesses, inventions of their own creative projects, students have the opportunity to expand the future professional field, to apply the knowledge, gained in particular from studying a wide range of disciplines, to solve real problems in public life. The practice-oriented approach in educational programs can be embodied in the forms of specialized educational programs, project seminars (competitions, incubators) and educational events. The article considers the practical examples of the specified formats implemented by “Creative Industries” Agency from 2015 to 2018 in partnership with a range of state institutes of higher education (Moscow School of Social and Economic Sciences, Russian Presidential Academy of National Economy and Public Administration, Moscow City Government University of Management, Petrosavodsk State University, Siberial Federal University) and cultural institutions.

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Bullis, Ronald K. "Applying St. Cyril’s Pedagogy to Contemporary Christian Education." Christian Education Journal: Research on Educational Ministry 15, no. 3 (2018): 361–74. http://dx.doi.org/10.1177/0739891318805108.

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This article asserts that early Church educators, like St. Cyril of Jerusalem, offer contemporary Christian educators theological and pedagogical insights and methods. It describes the trend of Christian education programs to teach a living relationship with a living Christ at a time when categorical, rational and empirical methods predominate in education. The article describes St. Cyril’s catechetical theology and pedagogy. Finally, it applies pedagogical methods, used or inspired by Cyril, to contemporary Christian education.

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Miedema, Siebren. "Nicholas P. Wolterstorff's Philosophy of Education: Christian, Open and Critically Committed." Journal of Christian Education os-52, no. 1 (2009): 23–32. http://dx.doi.org/10.1177/002196570905200104.

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Next to several other domains in philosophy, in his writings Professor Nicholas P. Wolterstorff has also dealt with issues belonging to the field of philosophy of education. In his own Christian, creative and open way he is striving to use the ties between education and character formation on the one hand, and his Christian theology on the other hand. All this is in the service of the praxis of Christian education. In this article a reconstruction is offered of the continuities and/or discontinuities in his contributions to the philosophy of education. Besides, the question is posed whether certain topics are not given continuously or hardly any attention by Wolterstorff.

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Savelyeva, Lyudmila A., Mergalyas M. Kashapov, and Marina I. Savelyeva. "Cognitive basis of emotional burn-out syndrome in students on ordinature programs." Perspectives of Science and Education 50, no. 2 (2021): 353–64. http://dx.doi.org/10.32744/pse.2021.2.24.

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Introduction. Post-graduate education of residents is the basis of the professional activity of doctors. Therapeutic activities involve emotional load and a lot of stress factors. Emotional burnout syndrome (EBS) is the response of the organism to prolonged negative exposure to professional stresses. Psychological overwork is considered to be the main cause of EBS. This article is devoted to the study of resource possibilities of the individual and to the search for ways to prevent the development of EBS in residents at the postgraduate stage of education. Materials and methods. The EBS analysis (V.V. Boyko’s method), conflict competence (method "Diagnostics of leading type of response" by M.M. Kashapov and T.G. Kiseleva), communicative competence (method "Professional communicative competence of the doctor" by N.V. Yakovleva and L.P. Urvantsev), creativity (test "Creativity" by N.F. Vishniakova) and creative characteristics of personality (Questionnaire of abilities of creative personality by O.A. Shliapnikova and M.M. Kashapov) were used to examine 130 persons (100 residents of surgical and therapeutic specialties and 30 doctors of general practice) in comparison groups with correlation analysis. Results. The obtained data support the hypothesis that 1) differences in the choice of conflict resolution strategy contribute to the development of EBS symptoms; 2) residents experience a shortage of professional communicative competence, which leads to the development of EBS; 3) there are relationships between the parameters of creativity and the expression of EBS; 4) the chosen medical specialty is related to the degree of expression of creative abilities of the individual. Discussion and conclusion. The reasons for the identified psychological disadvantage are analyzed. A comparative analysis of conflict and communication competencies, as well as creative characteristics of the person, which play a role in the development of the EBS has been carried out. It has been established that creativity and creative abilities manifest themselves as resource opportunities whose targeted development can serve as a means of preventing EBS in residents.

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CAMPOLONGO, EDWARD D. "Intentional Peer-Mentoring Programs in Christian Schools: An Exploratory Study." Journal of Research on Christian Education 18, no. 1 (2009): 69–83. http://dx.doi.org/10.1080/10656210902751842.

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Bratt, Kenneth. "Hearts and Minds: Honors Programs in North American Christian Institutions." Journal of Education and Christian Belief 14, no. 2 (2010): 7–18. http://dx.doi.org/10.1177/205699711001400202.

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For readers of this journal outside North America, the very concept of “honors education” may be confusing (since the word honours features in British and Commonwealth degree titles) or obscure (bringing to mind associations with aristocratic privilege or elitist competition). But in the United States the development of honors programs in colleges, and later honors colleges within universities, has been an important and growing trend of the last fifty years. Intended to recruit students of high intellectual aptitude, to serve their special needs, and to raise the academic profile of the host institution, honors programs have proliferated from a handful in the 1940s to more than 600, as catalogued in the most recent edition of Peterson's Guide to Honors Programs and Colleges (Digby, 2005). Even though the phrase “honors education” may have a peculiarly North American ring, the issues raised for those who teach highly talented university students are the same for Christian educators around the world, and very little has been published on the topic. With these essays we aim to identify some of the issues that are particularly relevant to Christian higher education for “honors” students, to explore how different theological traditions offer different pedagogical resources for teaching the gifted, and to describe some successful paradigms for cultivating hearts and minds toward service in the kingdom of God.

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gosujin. "Christian Education for Youth as a Creative Person at the Age of AI." Theological Forum 93, no. ll (2018): 7–34. http://dx.doi.org/10.17301/tf.2018.93..001.

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Ragalutu, Herlina, Nurdin Ibrahim, and Maruf Madokala. "EXISTENCE AND ROLE OF CHARACTER EDUCATION IN THE MIDDLE OF DIGITALIZATION OF EDUCATION 4.0.EXISTENCE AND ROLE OF CHARACTER EDUCATION IN THE MIDDLE OF DIGITALIZATION OF EDUCATION 4.0." Science Proceedings Series 1, no. 2 (2019): 140–43. http://dx.doi.org/10.31580/sps.v1i2.802.

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Character Education Strengthening is one of 5 (five) programs initiated by education in Indonesia. KDP is one of the goals of learning so that it is one of the thinking skills needed by students in the 21st century. 4 (four) other programs are 4C (collaborative, communicative, critical thinking, creative), literacy, HOTS (High Order Thinking Skills), and digitalization of learning. Digitizing education, especially online learning, is considered by many to be unable to transfer capabilities in the affective domain. This study conducted a study and analysis of how character education synergizes with digital-based online learning. This study is expected to be an answer to the concerns of academics and practitioners in other fields of education. The method of data collection in this study was carried out through literature review, interviews and observations, and analyzed qualitatively. The results of the study show that online learning based on digitalization implicitly and exponentially synergizes with character education, especially on character values â€‹â€‹of responsibility, independence, honesty, discipline, hard work, creative, independent, and curiosity.

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Lazzaro, Elisabetta. "Linking the Creative Economy with Universities’ Entrepreneurship: A Spillover Approach." Sustainability 13, no. 3 (2021): 1078. http://dx.doi.org/10.3390/su13031078.

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In recent years the importance of the creative economy has also characterised the international higher-education sector through specialised education, research and entrepreneurship. In this paper I apply and discuss the concept of spillovers as a relevant theoretical framework to understand and foster the value generated by university programs in the creative economy. After introducing the main concepts of spillovers in relation to innovation and growth, I discuss the recent developments in the research on spillovers applied to the arts, culture, and creativity. Through a contextualised model of academic creative economy, the analysis is combined with that on knowledge spillovers in higher education and universities’ third mission, to fill a research gap that still exists in creative economy programs and their potential to generate creative spillovers. The study further integrates some more recent literature on university spillovers, which can provide useful methodological suggestions especially oriented toward internalising and enabling positive creative spillovers, in particular in an urban context.

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Sawatzki, Max, and Rosemary Walsh. "Resourcing Special Education Programs in Times of Economic Restraint." Australasian Journal of Special Education 14, no. 2 (1991): 20–27. http://dx.doi.org/10.1017/s1030011200022417.

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In addressing the subject of resourcing special education programs in times of economic restraint, I want to say from the outset that I do not view the concept of “restraint” in a completely negative sense. In many ways it is in times of restraint that some of ourmostconstructiveand creative planning for effective service delivery occurs. It is at times such as these that we need to take a critical look at what we are doing in the area of program provision and to ask ourselves whether we are meeting needs and achieving outcomes, or whether, in fact, we could be doing better.

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Cho, Eunsik, and Jin–Sook Yun. "A Study on Developing Education Programs for Embodying Identity of Christian University." Korean Journal of Christian Studies 99 (January 31, 2016): 263–87. http://dx.doi.org/10.18708/kjcs.2016.01.99.1.263.

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Scott, Lindy. "North American Christian Study Abroad Programs: Wheaton College and Whitworth University." Christian Higher Education 14, no. 1-2 (2014): 52–65. http://dx.doi.org/10.1080/15363759.2015.974476.

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Hutapea, Rinto Hasiholan. "Kreativitas Mengajar Guru Pendidikan Agama Kristen Di Masa Covid-19." Didache: Journal of Christian Education 1, no. 1 (2020): 1. http://dx.doi.org/10.46445/djce.v1i1.287.

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This study aims to determine the desckription of the creativity of teaching Christian Religious Education teachers during the covid-19. The method used in this research is descriptive qualitative. The results show that teaching creativity is one of the important aspects that must be prossesed by Christian Religious Education teachers in dealing with online learning systems in the covid-19. Christian Religious Education teachers to be creative, at least understand well the nature of teaching creativity itself. In addition, Christian Religious Education teachers need to develop themselves in relation to creative teachers in teaching during the covid-19. Especially developing themselves in using online learning media. Another important thing is that Christian Religious Education teachers are able to overcome student learning problems at home related to Christian Religious Education learning materials.Penelitian ini bertujuan untuk mengetahui gambaran kreativitas mengajar guru Pendidikan Agama Kristen pada masa pandemi covid-19. Metode yang digunakan dalam penelitian ini adalah kualitatif deskriptif. Hasil penelitian menunjukkan bahwa kreativitas mengajar merupakan salah satu aspek penting yang mesti dimiliki oleh guru Pendidikan Agama Kristen dalam menghadapi sistem pembelajaran daring di masa covid-19. Guru Pendidikan Agama Kristen untuk dapat menjadi kreatif, minimal memahami dengan baik hakikat dari kreativitas mengajar itu sendiri. Selain itu, guru Pendidikan Agama Kristen perlu untuk mengembangkan diri terkait guru yang kreatif dalam mengajar pada masa covid-19. Terutama mengembangkan diri dalam menggunakan media pembelajaran daring. Hal terpenting lainnya adalah guru Pendidikan Agama Kristen mampu mengatasi permasalahan belajar siswa di rumah terkait materi pembelajaran Pendidikan Agama Kristen itu sendiri.

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Lumban Gaol, Lestarina. "HUBUNGAN KEKREATIFAN GURU PAK DENGAN MOTIVASI BELAJAR SISWA KELAS VIII SMP NEGERI 1 SIGUMPAR KECAMATAN SIGUMPAR KABUPATEN TOBASA TAHUN PEMBELAJARAN 2017/2018." Areopagus : Jurnal Pendidikan Dan Teologi Kristen 16, no. 1 (2018): 38–43. http://dx.doi.org/10.46965/ja.v16i1.205.

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Abstract, This study aims to find out how the relation of creative teachers of Christian Religious Education with the motivation of studying students of class VIII SMP Negeri 1 Sigumpar Year of learning 2017/2018. The research hypothesis is: there is a positive and significant correlation of teacher's teacher's creativity with the motivation to learn the students of grade VIII SMP Negeri 1 Sigumpar Year of learning 2017/2018. This research is a correlational research using descriptive and imperative statistical techniques. The population is all students of class VIII SMP Negeri 1 Sigumpar 2017/2018 years of study that is Christian Protestant amounted to 137 people. Samples is 34 people. The research instrument is a closed questionnaire. The result of rx value = 0,468 rtabel = 0,339. Hypothesis test obtained t count = 2.995 ttable = 2.042 then H0 rejected and Ha accepted indicates that there is a positive and significant correlation of teacher Christian Education teacher's creativity with the motivation to study the students of grade VIII SMP Negeri 1 Sigumpar Learning year 2017/2018. The researcher concludes that the Creativity of Christian Religious Education teacher can support student's learning motivation. In connection with the results of this study. the authors provide input for the observer of the Christian Religious Education teachers to improve the creative in teaching so that student learning motivation can increase.

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Ye, Jing-Jia, Li-Min Qiu, and Xiao-Wu Tang. "Interdisciplinary Learning: A Strategy of Chinese Honors Education for providing depth and scale of learning." Journal of the European Honors Council 1, no. 2 (2017): 1–4. http://dx.doi.org/10.31378/jehc.13.

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Chu Kochen Honors College (CKC) offers a series of honors programs for talented and motivated students from all academic disciplines of Zhejiang University (ZJU). The Honors Programs offer both general education and interdisciplinary learning. Through the customized curriculum and interdisciplinary training, honors students will be required to push themselves academically and strive for excellence. Students enrolled in honors programs are encouraged to become independent thinkers and creative problem solvers.

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Isaev, A. P., and L. V. Plotnikov. "Technology for Training Creative Graduates in Engineering Bachelor’s Programs." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 7 (2019): 85–93. http://dx.doi.org/10.31992/0869-3617-2019-28-7-85-93.

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This article is devoted to technologies of engineering education that produce the most in-demand professional qualities of graduates from Bachelor’s programs. A review of studies about introducing innovations to improve the educational process in practice-oriented Bachelor’s studies is carried out. The advantages and limitations of project-based and problem-based learning technologies are defined. The work presents the experience of developing and applying a unique teaching technology based on the integration of problemand project-based training approaches, designed to enhance the creativity of the study process in engineering Bachelor’s programs. It is described with a focus on the mechanisms for the integrated use of the advantages of methods of problemand project-based training in the formation of the professional competencies required for an engineer’s innovative activity in the development of a new product project. The data from an empirical study have been considered; they allow us to substantiate the conclusion that the integration of projectand problem-based learning in the form of a holistic technology is effective for developing students’ creative capacities.

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Schack, Gina D. "Self-Efficacy as a Mediator in the Creative Productivity of Gifted Children." Journal for the Education of the Gifted 12, no. 3 (1989): 231–49. http://dx.doi.org/10.1177/016235328901200306.

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This study investigated the relationship between self-efficacy as a creative producer and initiation of independent investigations in areas of personal interest. Subjects were 294 students in grades four through eight who were participants in gifted programs based on the Enrichment Triad Model in eight schools. Path analysis was used to test the influence of grade, sex, years in the gifted program, previous independent projects, self-efficacy as a creative producer before and after a research methodology mini-course, and initiation of an independent project on final efficacy scores as a creative producer. The second analysis examined the role of the first six variables and participation in the research methodology mini-course on subsequent initiation of an independent project. Self-efficacy as a creative producer was a significant predictor of initiation of independent projects and final self-efficacy as a creative producer was higher for students who participated in such projects. The effect of treatment on self-efficacy as a creative producer or subsequent initiation of independent projects was not significant for students who had not started an independent project before the mini-course began, when considered with the other variables in the causal model.

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Oladepo, Oladimeji, Joseph Esu Usendiah, and Ademola Johnson Ajuwon. "Christian Religious Leaders' Knowledge and State of Preparedness for AIDS Education in an Urban Area in Nigeria." International Quarterly of Community Health Education 18, no. 3 (1998): 373–84. http://dx.doi.org/10.2190/5kxd-69nb-6ha7-qy6j.

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An exploratory survey assessed Christian religious leaders' knowledge, state of preparedness, and current level of involvement in AIDS education in Ibadan, Nigeria, with a view to providing baseline information upon which AIDS education programs can be developed for churches. A total of 306 Christian leaders, who were selected from half (78) of the churches in Ibadan through multi-stage sampling, were interviewed. In addition, the church records kept by the Christian leaders were reviewed to document AIDS educational activities carried out by the churches. Results showed that almost all (97.7%) of the Christian leaders have heard about AIDS, with the mass media being the primary source of information (78.3%). Despite a high level of awareness, only 6 percent of the Christian leaders correctly identified HIV as the causative agent of AIDS. Knowledge regarding unprotected sexual intercourse with multiple partners as a way by which the virus is transmitted was high (88.3%). Only 37.8% of the leaders had ever carried out any AIDS educational activity in their respective churches, while the majority (62.2%) had not. The preaching of sermons (38.9%), presentation of seminar papers at workshops (21.2%), and counseling (15.8%) were the main educational programs carried out by the Christian leaders. Of those who have heard about AIDS but had not educated their congregation, a lack of basic knowledge on the disease was cited as the principal barrier (27%) to action. However, a majority (79.4%) are favorably disposed toward playing a pro-active role in AIDS educational programs in Nigeria. The implications of these findings for AIDS control efforts are discussed.

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Dușe, Dan Maniu, and Carmen Sonia Dușe. "Engineering creativity support for future research and development." Balkan Region Conference on Engineering and Business Education 2, no. 1 (2017): 371–82. http://dx.doi.org/10.1515/cplbu-2017-0049.

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Abstract The human abilities to use nature’s materials and force to their benefit, by means of engineering applications has made the human development possible. Multiple factors have influenced the human development, sometimes accelerating it, other times slowing it down to annulation. Although it is known and accepted that creativity’s role is essential in engineering performances, the neglecting of creativity in engineering education is not understood. The graduates from Anglo-Saxon countries and Europe reduced creative potential and the lack of necessary abilities concerning the solving of the companies’ problems have been emphasized by specialists in education and governmental reports reinforces the need to creativity in engineering education. The diagram of engineering education presented in the paper defines in conceptual terms the way engineering study programs can be developed with an adequate creative composition. The evaluation of the students’ creativity level at the master and doctoral levels of engineering programs belonging to two European universities has shown the need for improving creativity solutions. The development of creative abilities can be realized by formulating creative objectives which are specific to learning: creative evaluating topics, open projects, answering topics, originality of solutions and the use of projects method.

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David, Marianne, and Javier Muñoz-Basol. "El legado de la Península Ibérica en la época medieval: una valiosa fuente de recursos para los retos educativos del siglo xxi / learning from the past: the legacy of medieval Iberia for 21st century education." Education in the Knowledge Society (EKS) 13, no. 1 (2012): 334–67. http://dx.doi.org/10.14201/eks.8810.

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El legado histórico de la ‘convivencia’, o intercambio cultural que se produjo en la época medieval entre los musulmanes, los judíos y los cristianos de la Península Ibérica, puede contribuir al contexto educativo global en el que vivimos como una valiosa fuente de contenido interdisciplinar. Esta interacción entre diferentes culturas, en ocasiones conflictiva, y que se desarrolló durante casi ocho siglos, supuso además una variada amalgama de costumbres y conocimientos en numerosos ámbitos del saber. En el presente artículo rescatamos este momento histórico para mostrar cómo se puede vincular al contexto educativo multicultural en el que vivimos. Para ello, explicamos el fenómeno de la ‘convivencia’ en su contexto histórico y, a continuación, presentamos diferentes ejemplos relacionados de investigación-acción: un programa de teatro que se lleva a cabo en la actualidad en el campamento de refugiados de Yenín en Palestina, y una actividad interdisciplinar de trabajo en equipo para que estudiantes de diversas culturas puedan investigar, buscar y experimentar, a la vez que encuentran soluciones creativas para abordar algunos de los retos educativos a los que nos enfrentamos en el siglo XXI. The legacy of convivencia or cultural exchange among the Muslims, Jews and Christians of medieval Iberia has an important contribution to make to education in the 21st century. Creating a bridge between the history of convivencia and our own global society, this article aims to bring into the classroom a subject that is both timely and relevant, given its multicultural and interdisciplinary content. Highlighting the interaction of Iberia’s ‘three cultures’ over almost eight centuries we illustrate issues of diversity, emphasizing how these medieval Iberians built community by interacting with each other and melding their contrasting, often conflictive traditions, languages and religions into a remarkable pluralistic narrative. To demonstrate how convivencia can serve education we offer a framework for interdisciplinary learning, as well as two examples of action research and role playing: a successful theatre program for high school students of the Jenin refugee camp in Palestine that is effecting social change; and a collaborative classroom activity in which students do research, brainstorm, and experiment with representation to give voice to conflict as they search for creative solutions to some of today’s pressing issues.

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Capistrán-Gracia, Raúl Wenceslao. "Reflecting on Basic Art Education in Aguascalientes, Mexico. Implications for Higher Education." Revista Electrónica Educare 22, no. 2 (2018): 1. http://dx.doi.org/10.15359/ree.22-2.19.

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The basic art education in Aguascalientes, Mexico, faces a significant number of challenges that must be overcome and problems that must be addressed. Among other challenges, the public education system must train a high number of teachers who lack professional qualifications. The system also has to promote the training of its whole teaching staff and satisfy the demand for sufficient pedagogical materials. Thus, the author proposes that higher education must actively get involved with basic education by implementing remedial programs for unqualified teachers. It also must propose continuous education programs to foster a better preparation of the teaching staff and develop research projects that generate knowledge to promote more comprehensive and better-quality art education. The contributions made to the improvement of art education will impact on more sensitive, creative and harmonious human beings.

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Venkatasawmy, Rama. "Communication and Media Education in an Era of Big Data." Journal of Interdisciplinary Studies in Education 7, no. 1 (2018): 87–101. http://dx.doi.org/10.32674/jise.v7i1.1063.

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Fundamental aspects of work carried out in the communication, media and creative industries are growingly being impacted upon by intense data-centric occurrences or Big data – which is constituted by vast amounts of information generated about and by social media users, instagrammers, tweeters, online retailers and service providers, shoppers, subscribers and netizens in general. Such information is categorized, scrutinized and processed so that substantial indications, extrapolations and inferences can be derived: and those subsequently influence investment decisions, production processes and output generation in the media, communication and creative industries (such as television, journalism, advertising and public relations). The quantifying and computing data-driven procedures associated with the collection, examination and depiction of Big Data bear explicit resonance in comprehending the intersection of communication, media and creative industries with technology and society. This resonance inevitably needs to be assimilated into the contemporary teaching of communication and media programs in higher education contexts. It has become vital for educators to ensure that contemporary communication and media students fully understand why and how large-scale datasets are collected, analyzed and interpreted so as to make sense of and to create value out of digital information. Big Data has now to be not simply addressed but fully incorporated into communication and media education, essentially to enable future generations of communication and media professionals to understand and apply Big Data in decision-making and when generating creative output. It is necessary to include Big Data in the teaching curriculum of communication and media programs because Big Data developments are already impacting strongly on the ways of knowing and of doing, as well as on the negotiation of value and on ethical considerations within the communication, media and creative industries.

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Mercer, Calvin. "Finding Freedom Abroad: Working with Conservative Christian Students in Study Abroad Programs." Teaching Theology & Religion 18, no. 1 (2015): 81–87. http://dx.doi.org/10.1111/teth.12266.

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STARCHER, RICHARD L. "AFRICAN STUDENTS IN THEOLOGICAL DOCTORAL PROGRAMS IN CHRISTIAN INSTITUTIONS OF HIGHER LEARNING." Christian Higher Education 3, no. 3 (2004): 207–22. http://dx.doi.org/10.1080/15363750490429453.

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Jones, Hannah C., Anderson Rowan, Rachel L. Stephens, and Jeffrey A. Brauch. "In Faith and Practice: How Christian Doctoral Programs Address Religious Diversity Needs." Christian Higher Education 20, no. 1-2 (2021): 87–103. http://dx.doi.org/10.1080/15363759.2020.1851814.

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POTTER, LEE ANN. "Education Programs in the Presidential Libraries: A Report from the Field." Public Historian 28, no. 3 (2006): 133–42. http://dx.doi.org/10.1525/tph.2006.28.3.133.

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Abstract: In recent years, significant effort has been made by the staff of the presidential libraries to develop formal education programs. Many of these programs demonstrate an awareness of educational research into multiple intelligences, and embrace educational methods that include cooperative learning, authentic assessments, and project- and performance-based learning. In addition, the programs draw from both the archival and the museum components of the institutions. But more can be done. Building creative partnerships, clarifying program objectives, harnessing new technologies, and building support for existing efforts will provide exciting opportunities in the coming years for the libraries to better serve a nationwide audience.

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Maddix, Mark A., and James R. Estep. "Spiritual Formation in Online Higher Education Communities: Nurturing Spirituality in Christian Higher Education Online Degree Programs." Christian Education Journal: Research on Educational Ministry 7, no. 2 (2010): 423–34. http://dx.doi.org/10.1177/073989131000700212.

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Astapieva, O. M. "New requirements to higher medical education under globalization and integration of education." Український радіологічний та онкологічний журнал 28, no. 3 (2020): 287–93. http://dx.doi.org/10.46879/ukroj.3.2020.287-293.

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Background. Ukraine has settled down to a course of market-oriented economy development focused on a high level of creative activity, education, and intellectual property. In accordance with the up-to-date requirements to higher education development, globalization and integration into the modern world education space, Kharkiv National Medical University (KhNMU) introduces educational programs within the specific specialities; one of the main principles is forming competences in students as their learning outcomes. Purpose – to define a clear idea regarding up-to-date requirements to higher medical education under globalization and integration of education. Materials and methods. Radiology and Radiation Medicine Department of KhNMU has created an educational program (syllabus) of Radiology branch of study for masters in the field of training 22 “Healthcare” intended to switch to the unified European system of credit transfer and to improve the quality of education. Results. An important difference between the syllabus and previous educational programs is listing competences and final learning outcomes, which are presented in the National Qualifications Framework (2011, 2019) and based on European and national standards and principles of ensuring the quality of education with due regard for labor market requirements. Gaining the competences by future employees is introduced in order to harmonize statutory regulations on education and social and labour relations. Mastering the competences will enable students and later graduates of KhNMU to successfully reach their potential in the labor market, provide prospects for further development of a creative personality, favorable conditions for continuous professional enhancement. Conclusions. The current trends in higher education development are globalization through unifying educational programs for students in order to spread the internationalization of higher education, make it fast-evolving as well as integrating higher education in Ukraine to European-wide educational environment.

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Astapieva, O. M. "New requirements to higher medical education under globalization and integration of education." Український радіологічний та онкологічний журнал 28, no. 3 (2020): 287–93. http://dx.doi.org/10.46879/ukroj.3.2020.287-293.

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Background. Ukraine has settled down to a course of market-oriented economy development focused on a high level of creative activity, education, and intellectual property. In accordance with the up-to-date requirements to higher education development, globalization and integration into the modern world education space, Kharkiv National Medical University (KhNMU) introduces educational programs within the specific specialities; one of the main principles is forming competences in students as their learning outcomes. Purpose – to define a clear idea regarding up-to-date requirements to higher medical education under globalization and integration of education. Materials and methods. Radiology and Radiation Medicine Department of KhNMU has created an educational program (syllabus) of Radiology branch of study for masters in the field of training 22 “Healthcare” intended to switch to the unified European system of credit transfer and to improve the quality of education. Results. An important difference between the syllabus and previous educational programs is listing competences and final learning outcomes, which are presented in the National Qualifications Framework (2011, 2019) and based on European and national standards and principles of ensuring the quality of education with due regard for labor market requirements. Gaining the competences by future employees is introduced in order to harmonize statutory regulations on education and social and labour relations. Mastering the competences will enable students and later graduates of KhNMU to successfully reach their potential in the labor market, provide prospects for further development of a creative personality, favorable conditions for continuous professional enhancement. Conclusions. The current trends in higher education development are globalization through unifying educational programs for students in order to spread the internationalization of higher education, make it fast-evolving as well as integrating higher education in Ukraine to European-wide educational environment.

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Mambo, Alice W. "The Rationale Motive of Adult Christians’ Participation in Education Programs among Episcopal Churches in Southern California." Christian Education Journal: Research on Educational Ministry 16, no. 1 (2018): 7–25. http://dx.doi.org/10.1177/0739891318816105.

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The understanding of the motivational orientations of adults with complex reasons participating in learning activities is a base for church leaders and directors of Christian education to plan educational programs that meet their needs as adult learners. Knowing their motivation helps determine the curriculum, methods of teaching, and the available resources, leading to success in reaching the desired goals for the members and the church. This paper investigates adults’ voluntary participation in congregationally sponsored Christian education programs among Episcopal churches in Southern California. Adaptation of the education participation scale (EPS) (Boshier, 1991) was used to measure the adult’s motivation to participate.

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Journal articles on the topic 'Creative programs in Christian education'

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