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1.
Malogianni Chrysoula Luo Tian Stefaniak Jill Eckhoff Angela 《Educational technology research and development : ETR & D》2021,69(5):2353-2375
Educational technology research and development - Little is known about the role of prompts to help learners solve ill-structured learning problems. Instructors do not devote adequate time to... 相似文献
2.
Angela Eckhoff 《Early Childhood Education Journal》2008,35(5):463-472
The visual arts can be an important and rich domain of learning for young children. In PreK education, The Task Force on Children’s
Learning and the Arts: Birth to Age Eight (Young children and the arts: Making creative connections, Washington, DC: Arts Education Partnership, 1998) recommends that art experiences for young children include activities
designed to introduce children to works of art that are high quality and developmentally appropriate in both content and presentation.
This paper documents the teaching strategies utilized by a master art teacher at the Denver Art Museum to engage preschool-age
students in art viewing experiences which were part of a museum-based art program. This research provides support for integrating
rich, meaningful art viewing experiences as a regular part of young children’s arts experiences while offering early childhood
educators teaching strategies for early art viewing experiences.
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Angela EckhoffEmail: |
3.
Understanding Imaginative Thinking During Childhood: Sociocultural Conceptions of Creativity and Imaginative Thought 总被引:2,自引:0,他引:2
Understanding imagination as both a cognitive and affective endeavor is crucial in order for educators to promote creative
and imaginative thinking in informal and formal learning environments. It is the primary aim of this paper to develop the
theoretical discussion of Vygotsky’s writings on young children’s imaginative abilities launched by Gajdamaschko (Teach Educ
16(1):13–22, 2005) and Lindqvist (Res J 15(2&3):245–251, 2003). This paper illustrates Vygotsky’s writings on the cognitive
processes involved in children’s imagination and creativity and concludes with a discussion focused on the components of an
educational environment that can either support or stifle children’s imaginative abilities. It is through this continuing
discussion that, as researchers, we hope to extend and challenge current conceptions of the role of imaginative thinking in
early education. 相似文献
4.
Angela Eckhoff 《Early Childhood Education Journal》2013,41(5):365-372
In many early childhood classrooms, visual arts experiences occur around a communal arts table. A shared workspace allows for spontaneous conversation and exploration of the art-making process of peers and teachers. In this setting, conversation can play an important role in visual arts experiences as children explore new media, skills, and ideas. The investigation of informal conversations during visual arts experiences will serve to improve understandings of the cognitive, imaginative, social, and affective components of young children’s creative endeavors. In particular, the exploration of conversational discourse contributes to understandings of conversation as an integral component of pedagogy in early childhood arts. As an exploration of the nature of conversation as pedagogy in early arts experiences, I present a ‘telling case’ (Mitchell 1984) featuring the collaborative work between a teaching artist and two young students as they explore and create together. The findings from this research have important implications for early childhood and art education teacher educators striving to develop supportive educational practices that will assist early childhood teachers in promoting supportive visual arts practices. 相似文献
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6.
J. Scott Baker Frankie Bjork Elyse Bley Elizabeth Eckhoff Elizabeth Hubing 《Multicultural Perspectives》2013,15(3):159-166
Teaching diversity and social justice can be difficult when working with teacher candidates (TCs) from primarily homogenous areas, with little to no exposure to pluralistic realities. In multicultural classes, TCs often struggle to understand intersections of race, gender, orientation, socioeconomic levels, religion, ability, and citizenship. In this article, an educational studies professor and four undergraduate students discuss their methodological use of Artist/Researcher/Teacher (a/r/tography) to introduce intersectionality to young students in the classroom. The article discusses a/r/tography as a method in teacher education and provides arts-based examples of how intersectionality can be taught in the PK–12 school system. 相似文献
7.
Sandra M. Linder Angela Eckhoff Larry B. Igo Dolores Stegelin 《International Journal of Science and Mathematics Education》2013,11(6):1415-1435
This paper builds on results from a previous phenomenological study examining characteristics of influential facilitators of elementary mathematics professional development. The current study utilized a survey design where results from the qualitative investigation were quantitized to develop an instrument that allowed participants to identify qualities of facilitators that are necessary to motivate teachers to be engaged in professional development sessions related to mathematics at the elementary level. This paper describes the instrument development process and results when implemented to a sample of teachers in the USA (n = 565). Findings from this research indicate that participants share the same perceptions of what it means to be an influential facilitator as participants from the phenomenological investigation of facilitator characteristics. 相似文献
8.
Angela Eckhoff 《Journal of Early Childhood Teacher Education》2013,34(3):240-255
This study examined how preservice teachers view the nature and role of creativity in light of the complexities of contemporary early childhood classrooms. A multiple methods approach was utilized and data were collected with the Questionnaire Examining Student Teachers' Beliefs about Creativity (Diakidoy & Kanari, 1999) survey instrument and through a qualitative examination of a learning community whose members were preservice teachers engaged in their student-teaching semester. Findings from both the survey and qualitative measures indicate that the vast majority of preservice teachers valued creative thinking; however, they voiced concerns over their own unclear understandings of how to support children's creative endeavors in complex classroom environments. Additionally, this research strongly suggests that early childhood teacher educators take a supportive role in the development of preservice teachers' understandings of the interrelationships between content, pedagogy, and creativity in early childhood classrooms. 相似文献
9.
Sentz Justin Stefaniak Jill Baaki John Eckhoff Angela 《Educational technology research and development : ETR & D》2019,67(1):199-245
Educational technology research and development - This study examined how practicing instructional designers manage cognitive load in a standardized scenario as they select and implement... 相似文献
10.
Stephanie J. Hathcock Daniel L. Dickerson Angela Eckhoff Petros Katsioloudis 《Research in Science Education》2015,45(5):727-748
Creativity can and should play a role in students’ science experiences. Beghetto (Roeper Review 29(4):265–270, 2007) suggested a framework for teachers to assist students in transforming their creative ideas into creative products. This framework involves taking time to listen to students’ ideas, helping them recognize the constraints of a task, and giving them multiple opportunities to think through and try their ideas. Ill-structured problems, such as those found in inquiry and engineering design activities, provide excellent opportunities for students to experience creative processing and express their creativity through product creation. These types of problems are typically challenging, but the use of appropriate questioning has been shown to assist students in solving problems. This multiple case study investigated the use of inquiry-based questioning as a means of supporting creativity within a design-based science, technology, engineering, and mathematics (STEM) activity. Findings suggest that groups facilitated by inquiry-based questioning strategies were better able to solve an ill-structured problem and achieved a more linear progression toward creative products than groups who were not facilitated by inquiry-based questions. 相似文献