Promoting creativity in education : from policy to practice : an Australian perspective
Lassig, Carly J. (2009) Promoting creativity in education : from policy to practice : an Australian perspective. In Proceedings the 7th ACM Conference on Creativity and Cognition : Everyday Creativity, The Association for Computing Machinary, University of California, Berkeley, Calif, pp. 229-238.
In the 21st century, our global community is changing to
increasingly value creativity and innovation as driving
forces in our lives. This paper will investigate how
educators need to move beyond the rhetoric to effective
practices for teaching and fostering creativity. First, it will describe the nature of creativity at different levels, with a focus on personal and everyday creativity. It will then provide a brief snapshot of creativity in education through the lens of new policies and initiatives in Queensland, Australia. Next it will review two significant areas related to enriching and enhancing students’ creative engagement and production: 1) influential social and environmental factors; and 2) creative self-efficacy. Finally, this paper will propose that to effectively promote student creativity in schools, we need to not only emphasise policy, but also focus on establishing a shared discourse about the nature of creativity, and researching and implementing effective practices for supporting and fostering creativity. This paper has implications for educational policy, practice and teacher training that are applicable internationally.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||Australia, education, creativity, school, policy, student, teacher, self-efficacy|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2009 ACM|
|Copyright Statement:||Copyright © 2009 by the Association for Computing Machinery, Inc. (ACM). Permission to make digital or hard copies of portions of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyright for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permission to republish from: Publications Dept., ACM, Inc. Fax +1 (212) 869-0481 or <firstname.lastname@example.org>. For other copying of articles that carry a code at the bottom of the first or last page, copying is permitted provided that the per-copy fee indicated in the code is paid through the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923.|
|Deposited On:||09 Dec 2009 09:34|
|Last Modified:||10 Jun 2010 00:12|
Repository Staff Only: item control page