Ideational code‐switching: Walking the talk about supporting student creativity in the classroom

By R. Beghetto. 2007

113 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/e8701c737ce60b2876ce382e21b7030c5088a14f

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In Cognitive Neuroscience

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Citations in the corpus

Creative Teaching: Why it Matters and Where to Begin (2011, background): “Ill-equipped teachers, perceived time constraints, challenges to the status quo, and viewing creative practices as “extras” all lead to the exclusion of creative teaching and learning (Beghetto 2007 ; Fleith 2000 ; Kim 2008 ; Makel 2009; Schacter, Thum, and Zifkin 2006).”
Creativity and Academic Achievement: A Meta-Analysis (2017, background): “At the subjective level, students exercise their creativity by developing new and personally meaningful ideas, insights, and understandings within the context of particular academic constraints (Beghetto, 2007; Beghetto & Kaufman, 2007).”
Beyond Big and Little: The Four C Model of Creativity (2009, background): “Teachers, for example, have been found to devalue creative students, in part because they associate creativity with nonconformity, impulsivity, and disruptive behavior (e.g., Beghetto, 2007b; Cropley, 1992; Dawson, 1997; Scott, 1999; Westby & Dawson, 1995).”
Musical creativity and the embodied mind (2018, methodology): “, & Beghetto, R. A. (2009). Beyond big and little: The four C model of creativity.”
Possibility thinking: culminative studies of an evidence-based concept driving creativity? (2013, unknown): “Children documented in this study were thus making the transition from their own internal meaning-making or mini-c creativity to sharing that with others, or what Beghetto and Kaufman (2007) call little c creativity. Whilst for Craft (2005) the intrapersonal and interpersonal dimensions are all part”
Creative Learning: A Fresh Look (2016, background): “Feedback can also help students develop their personal understanding into classroom contributions that support the learning of others (Beghetto, 2007).”
How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective (2018, background): “…of creative students, finding that teachers often conflate creativity with good behavior and/or intelligence (Chan & Chan, 1999; Gralewski & Karwowski, 2013; Westby & Dawson, 1995), and they may not recognize or appreciate original answers within classroom discussions (Beghetto, 2007; 2009).”
Answering the Unexpected Questions: Exploring the Relationship Between Students' Creative Self-Efficacy and Teacher Ratings of Creativity (2011, background): “Indeed, an initial step in helping to develop the creative potential of youngsters involves identifying how they view their own (mini-c) creative ability and helping them calibrate that ability in light of external (little-c) appraisals of that ability (see Beghetto, 2007; Beghetto & Kaufman, 2007).”
Teaching for Creativity in the Common Core Classroom (2015, background): “When teachers take time to encourage, listen to, and provide supportive feedback to their students, they are demonstrating that they value students’ mini-c ideas (Beghetto, 2007).”