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Creative intelligence in the 21st century : grappling with enormous problems and huge opportunities
\"How can creative individuals and societies adapt to complex 21st-century conditions? Will civilizations thrive or collapse in the decades to come if they are not creative enough, or if they are too creative? Interest in these questions is growing; however, until now there has been inadequate understanding of the socioeconomic and cultural trends and issues that influence creativity. This book provides that understanding while yielding insights from many of the world's leading creativity researchers and educational experts. The book begins with a big-picture, interdisciplinary overview of the socioeconomic, cultural, and technological pressures emerging from 21st-century globalization and describes some ways in which those pressures simultaneously suppress, distort, and invigorate creativity in general, and creative education in particular. After that, prominent scholars of creativity and education use their impressive knowledge bases to clarify how we can adjust our thoughts and actions in order to give ourselves the best possible chances for success in this complex world.\"--Back cover.
Book
Learning and teaching creative cognition
At the onset, this book provides explanations/definitions for what it is to be \"creative.\" Research-based viewpoints and personal perspectives on creativity lead to an introduction of an Interactive Methodology (IM) and interactive instructional strategies focused on The Interactive Book Report (IBR).Learning-through-play is emphasized.
eBook
Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement
Research on mindsets have mostly focused on students’ beliefs about the malleability of their intelligence. However, past studies have not explored how teachers’ beliefs about the malleability of their teaching ability is associated with teaching emotions and work engagement. Akin to intelligence mindsets, teachers might also hold either a fixed or growth mindset towards their teaching ability. We tested a model wherein teachers’ emotions (i.e., enjoyment, anger, and anxiety) mediated the relationship between mindsets about teaching ability and engagement. A total of 547 teachers (Mage = 39, SDage = 8.63 years; 89.6% female) completed questionnaires on mindsets about teaching ability, emotions, and work engagement. Results showed that holding a growth mindset about one’s teaching ability positively predicted enjoyment, which in turn, predicted engagement. Theoretical and practical implications are discussed.
Journal Article
The Construction of Training and Assessment System of Informatization Teaching Ability of Language Teachers in Colleges and Universities
With the rapid development of education informatization, teachers’ informatization teaching ability has become a key factor to improve teaching quality. This paper constructs a training and assessment system of informatization teaching ability based on principal component analysis and logistic model. First, multiple indicators of informatization teaching ability are dimensionality reduced by principal component analysis in order to extract key principal components. Second, the main influencing factors of each dimension of informatization teaching ability are explored based on Logistic model, and the dominant degree of influencing factors on each dimension is quantified. The experimental results show that this paper’s training and assessment system of informatization teaching ability based on principal component analysis and Logistic model can effectively assess the informatization teaching ability of college language teachers and reveal the teachers’ deficiencies in the innovation of informatization teaching ability. The key influencing factors of the five important dimensions of teachers’ informatization teaching ability are also summarized to provide a scientific basis for the training and assessment of teachers’ informatization teaching ability.
Journal Article
RETRACTED: Research on Teaching Ability Evaluation Model of University Teachers Based on Computer Big Data Theory
As the backbone theory to guarantee the teaching level of universities, teachers are essential resources for the healthy development of universities. However, some universities are still lack of data support in the process of carrying out the evaluation of teachers’ teaching ability, which leads to the evaluation process is not scientific and reasonable, and it is difficult to reflect teachers’ real teaching ability objectively and fairly. Based on this, this paper first analyzes the comprehensive evaluation model of university teachers’ teaching ability under the big data theory, and then studies the application effect of the teaching ability evaluation model based on the big data theory.
Journal Article
Big data analytics platform enhances teaching abilities in normal university students through triple helix collaboration
Normal university students face significant challenges in developing comprehensive teaching competencies due to the lack of data-driven feedback and systematic assessment mechanisms in traditional teacher education programs. This research develops and validates an educational practice big data analysis platform guided by Triple Helix theory, which systematically integrates university pedagogical expertise, industry technological capabilities, and governmental educational standards. Through a 16-week quasi-experimental study with 378 participants, the platform demonstrated significant improvements in teaching abilities, with experimental group participants achieving substantial gains in teaching implementation (28.4%), student engagement (25.9%), and technology integration (22.6%) compared to control group. These findings establish that data-driven approaches embedded within cross-sector collaboration frameworks provide effective pathways for transforming teacher education practices.
Journal Article