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ERIC Number: EJ909967
Record Type: Journal
Publication Date: 2011-Jan
Pages: 23
Abstractor: As Provided
Reference Count: 90
ISBN: N/A
ISSN: ISSN-0020-4277
Effects of Hierarchical versus Sequential Structuring of Teaching Content on Creativity in Chinese Writing
Cheung, Wai Ming
Instructional Science: An International Journal of the Learning Sciences, v39 n1 p63-85 Jan 2011
This research employed the Learning Study approach which refers to a blend of Japanese "lesson study" and design-based research to provide support to teachers to teach creatively in Chinese writing. It reports a serendipity finding that remarkable differences in the creativity scores among these classes were noted even though they had the same learning objectives with the same lesson plan. Examining how teachers structure writing activities in a unit is essential to the understanding of how creativity works in the context of classroom instruction. We suggested that these differences were associated with the effects of hierarchical and sequential structuring of teaching content on creativity in Chinese writing. Possible ways of understanding creativity in a domain-specific training and disseminations of the findings are suggested.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A