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- W3044278160 abstract "This chapter describes educators’ thoughts about creativity and accountability in Canada and probes how these align or conflict with accountability-based conceptions of creativity. This qualitative case study focused on how inhabitants at an urban Canadian university conceive creativity and accountability within the high-stakes testing era, giving rise to the pedagogic research question: Can diverse graduate students and educators in Canada discover creativity when encouraged under educational constraint? University stakeholders participating in a public institution were mostly preservice and novice inservice teachers, faculty members, and leaders. Information was gathered onsite in Toronto at a leading research university’s highly diverse education unit. Responses were stimulated from individuals and groups via interviews and an activity using the researcher’s 4-C Classroom and Activity Interview Protocol for Canada. With three classes, this semistructured, open-ended protocol was approached as an educational brainstorming activity. Rooted in the Four C Model of Creativity, the research tool uniquely offers a translation (methodological, pedagogical, and contextual) of the 4-Cs: Mini-c, Little-c, Pro-C, and Big-C. Results shed light on the 4-Cs and their relative importance, suggesting a differentiation among the creativity types. Across participant responses, two themes emerged: socially just pedagogy and educational entrepreneurialism. Striking differences between students and professors’ thinking about these complex ideas enrich the perspectives elicited on educational creativity and accountability. Reflections are offered." @default.
- W3044278160 created "2020-07-29" @default.
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- W3044278160 date "2020-01-01" @default.
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- W3044278160 title "China Case: Revealing Creativity and 4-C Responses" @default.
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- W3044278160 doi "https://doi.org/10.1007/978-3-030-48165-0_5" @default.
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