Smyth, Geraldine (2006) Bilingual pupil's creative responses to a monolingual curriculum. In: Creative Learning practices: European experiences. Tuffnell Press, London, pp. 63-86. ISBN 101872767575Full text not available in this repository. (Request a copy from the Strathclyde author)
This book results from The Creative Learning and Student’s Perspectives (CLASP) research project which examined processes of creative learning. Nine research groups throughout Europe explored creative learning practices in a variety of different educational contexts. The research observed teachers across the cultures constructing real and critical events, incorporating external collaborations, being innovative with space and modeling their own creativity for students. Secondly, it identified some characteristics of creative learning itself, e.g. intellectual enquiry, engaged productivity and process and product reviews. Thirdly, the research demonstrated how teacher strategies and creative learning became meaningful to students with the students gaining self affirmation, developing social identities and appreciating being given a social role in pedagogic evaluation. The book details the research in Austria, Denmark, England, Ireland, Poland, Portugal, Scotland, Spain and Sweden.
|Item type:||Book Section|
|Keywords:||bilingual, monolingual, curriculum, creative responses, Education|
|Department:||Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education|
|Depositing user:||Pure Administrator|
|Date Deposited:||13 Apr 2011 11:46|
|Last modified:||20 May 2016 00:08|