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Kelly Ritter - One of the best experts on this subject based on the ideXlab platform.

  • professional writers Writing professionals revamping teacher training in Creative Writing ph d programs
    College English, 2001
    Co-Authors: Kelly Ritter
    Abstract:

    reative writers exist as a group both inside and outside the academic community. Inside academia, the pursuit of Creative Writing as a graduate degree specialization is typically associated with the M.FA. However, another option, the Ph.D., also exists. I am the recipient of a Ph.D. in English with emphasis in Creative Writing, alternatively called the Ph.D. in English with Creative dissertation. Like many of my colleagues who hold this degree, I also have an M.FA. in Creative Writing. I entered graduate school as a master's student to become a better writer, and a better scholar. While I was there, I also developed the desire to become a teacher. Told that the M.EA. was not sufficient for a university teaching position (without the all-important "multiple books" that many positions require), and without significant training or opportunity from my M.EA. program in teaching, let alone in the teaching of Creative Writing, I entered into a Ph.D. program in English/Creative Writing with hopes that this program would teach me how to teach in my field. But as a graduate student who did not know which way she might turn (teacher or writer? could I be both?), I was puzzled by the lack of attention on the part of my university to the pedagogy of my field. I took seminars, completed language and oral and written comprehensive examinations, and defended my dissertation-a booklength collection of poems-but heard little about what it might mean to enter a university teaching position, or what teaching Creative Writing as a professional writer/ teacher might involve. I consider myself to be one of the "lucky" ones: I took a graduate course in the teaching of composition and then taught composition, feeling well-prepared; I then taught Creative Writing, feeling less prepared, as a graduate student and postgraduate lecturer. This valuable experience allowed me to recently secure a tenure-track position teaching composition and co-directing a composition

Τσάτσου-Νικολούλη Σοφία - One of the best experts on this subject based on the ideXlab platform.

  • Ways of thinking in Binkley’s model and their enhancement through the implementation of the intervention research program "Creative Writing and Social Learning Skills" in Primary School
    'National Documentation Centre (EKT)', 2021
    Co-Authors: Τσάτσου-Νικολούλη Σοφία, Μαυρογένη Σταυρούλα, Κωτόπουλος Τριαντάφυλλος, Αλευριάδου Αναστασία
    Abstract:

    Η Binkley και οι συνεργάτες της στο μοντέλο που παρουσίασαν για τις δεξιότητες του 21ου αιώνα, τις οποίες πολλοί ταυτίζουν με τις κοινωνικές δεξιότητες, αναφέρουν ότι στους τρόπους σκέψης ανήκουν η συγκλίνουσα/αποκλίνουσα σκέψη, η καινοτομία/δημιουργικότητα και η μεταγνώση. Το ερευνητικό/παρεμβατικό πρόγραμμα «Δημιουργική Γραφή και Δεξιότητες Κοινωνικής Μάθησης» του τμήματος Βαλκανικών, Σλαβικών και Ανατολικών Σπουδών του Πανεπιστημίου Μακεδονίας, διάρκειας πέντε μηνών περίπου,  διερευνά την ενίσχυση των παραπάνω δεξιοτήτων, οι οποίες αποτελούν μέρος ενός ευρύτερου συνόλου κοινωνικών δεξιοτήτων που σχετίζονται με τη μάθηση, έχοντας ως εκπαιδευτικό εργαλείο τη δημιουργική γραφή και αφόρμηση λογοτεχνικά κείμενα των βαλκανικών χωρών. Το δείγμα της έρευνας αποτέλεσαν 573 μαθητές της Ε΄ και ΣΤ΄ τάξης των δημοτικών σχολείων του νομού Θεσσαλονίκης, οι οποίοι χωρίστηκαν στην Ομάδα Παρέμβασης, που υλοποίησε το πρόγραμμα και στην Ομάδα Ελέγχου, που παρακολούθησε το κανονικό της πρόγραμμα. Η διερεύνηση του επιπέδου των δεξιοτήτων κοινωνικής μάθησης των παιδιών έγινε με τη χρήση ενός δομημένου αυτοσχέδιου ερωτηματολογίου, του οποίου οι συντελεστές αξιοπιστίας alpha Cronbach κυμαίνονται σε πολύ υψηλά επίπεδα. Η ανάλυση των αποτελεσμάτων κατέδειξε ότι η Ομάδα Παρέμβασης σημείωσε στατιστικά σημαντική μεγαλύτερη βελτίωση στην αξιολόγηση των παραπάνω δεξιοτήτων σε σχέση με την Ομάδα Ελέγχου και με εξισωμένα τα δημογραφικά και άλλα στοιχεία των μαθητών.In today's Learning Society, the development of cognitive, metacognitive, social and communication skills are the most important competences of students, as they help them become active and critically thinking citizens of the 21st century. Binkley at al. (2012) presented a framework of 21st century skills grouped into four categories: a) ways of thinking, b) ways of working, c) tools for working, d) living in the world. This article gives particular emphasis on the category of "ways of thinking" which includes the following skills: a) creativity/innovation, b) critical thinking, problem solving, management/decision making, c) metacognition. In fact, it explores their reinforcement through Creative Writing, as the latter also functions as a form of treatment of various socio-emotional problems. In particular, strengthening the above skills, which are part of a wider set of social skills related to learning, was achieved through the intervention research program "Creative Writing and Social Learning Skills" of the Department of Balkan, Slavic and Oriental Studies of the University of Macedonia. The Creative Writing activities of the program were based on literary texts taken from the Balkan countries and the countries of Eastern and Southeastern Europe, as creativity is closely linked to the multicultural experience. The program was designed based on De Vries's ABC planning model, as in addition to its main purpose, enhancing social skills which many identify with the 21st century skills, also promoted multicultural experience on a second level. More specifically, after highlighting the significance of the issue of social skills deficits and their correlation with the learning process through the search for statistics conducted both in Greece and abroad, it was decided to create an intervention program with a target group of 5th and 6th grade students including the training of the teachers who would participate. The material of the program consists of a package which includes: a) the Teacher's Manual with clear instructions, b) the Program of the Laboratories, a detailed guide of 38 workshops, c) the Appendix, with literary excerpts and images of works of art, d) Writing sheets, e) the illustration of a literary book, g) De Bono's six thinking hats, h) a Behavior Diary for keeping track and recording each child's individual behavior. The identification of the level of the children’s social learning skills was measured using a structured improvised questionnaire called "Social Learning Skills Rating System for the 5th and 6th grade students of the primary school". The alpha Cronbach reliability coefficients of the subscales of the questionnaire are very high. The rating system was granted to the teachers upon the approval of the relevant research conducted by the Greek Ministry of Education and Religious Affairs. The sample of the research consisted of 573 students attending the 5th and 6th grade of a primary schools of Thessaloniki. Of these, 382 students formed the Intervention Team, which attended the program "Creative Writing and Social Learning Skills", lasting about 5 months, and 191 students formed the Control Team, which followed the regular school curriculum. The analysis and processing of the data showed that the Intervention Team was evaluated statistically achieving a higher score than the Control Team in the final assessment of the skills concerning convergent/divergent thinking and innovation/creativity. In addition, it appeared that the Intervention Team showed a statistically much greater improvement compared to the Control Team in the above skills as well as in the case of metacognition. Also, through the analysis "ANCOVA" and "Stepwise Regression", it appeared that the main effect of the intervention on the enhancement of the above skills remained statistically high, even when some demographics and other data of the students were taken into account, such as family status, nationality, the educational background of the father and the mother, the number of students in the class and the ability to write in the Greek language. The program "Creative Writing and Social Learning Skills" seems to be very promising in strengthening the social learning skills in the last two grades of the primary school

  • Supporting social learning skills through the intervening role of Creative Writing in primary education
    Πανεπιστήμιο Μακεδονίας, 2020
    Co-Authors: Tsatsou Nikolouli - Sofia, Τσάτσου-Νικολούλη Σοφία
    Abstract:

    Recent research has shown that children's social learning skills are critical to their academic success, but also to their overall social and emotional health. So, in recent years, a lot of attention has been paid to programs which strengthening them. This study presents the process of planning, organizing and implementing, as well as the results of evaluating a promotion program tailor-made to fulfill the above needs, which is entitled "Creative Writing and Social Learning Skills ". This is a 25-week school-based prevention program applied in a Greek primary school, which aims to strengthen the social leaning skills to 5th and 6th grade primary school students based on the use of Creative Writing and Balkan Literature as its educational tools. Thirty-nine teachers from the region of Thessaloniki participated in the research with the aim to testify its effectiveness. The experimental group consisted of 382 students, while 191 of them were children from similar socio-economic background being equated with the children from the intervention group in terms of their gender, their nationality, their level of Writing skills in Greek, their family status and their parents’ educational background forming in turn the control group. To measure the change in children's social learning skills, a questionnaire of high reliability and internal consistency was used, applying Cronbach's alpha values ranging from 0.89 to 0.97>0.7. The questionnaires were completed by the teachers-administrators of the sample classes themselves and were collected at the beginning (before the intervention) as well as at the end (after the completion of the intervention) of the academic year. The results of the program evaluation showed that the intervention group, after the end of the implementation of the program, displayed statistically significantly greater improvements in their performance than the control group in the following skills: adaptation to instructions, self-regulation, attention, convergent-divergent thinking, innovation-creativity, metacognition, personal and social responsibility and empathy. Research in recent years has shown that similar programs have improved children's social learning skills and, consequently, their academic performance. Therefore, it is important for schools to implement such educational approaches, which have been evaluated and judged to be effective.Τα πορίσματα πρόσφατων ερευνών έχουν δείξει ότι οι δεξιότητες κοινωνικής μάθησης των παιδιών έχουν κρίσιμη σημασία για την ακαδημαϊκή τους επιτυχία, αλλά και γενικότερα για την κοινωνικο-συναισθηματική τους υγεία. Έτσι, τα τελευταία χρόνια δίνεται μεγάλη προσοχή σε προγράμματα που επιδιώκουν την ενίσχυσή τους. Η μελέτη αυτή παρουσιάζει τη διαδικασία σχεδιασμού, οργάνωσης και υλοποίησης, καθώς και τα αποτελέσματα της αξιολόγησης ενός σχετικού με τα παραπάνω προγράμματος, το οποίο φέρει τον τίτλο «Δημιουργική Γραφή και Δεξιότητες Κοινωνικής Μάθησης». Πρόκειται για ένα ελληνικό σχολικό πρόγραμμα πρωτογενούς πρόληψης 25 περίπου εβδομάδων, που έχει στόχο την ενίσχυση των δεξιοτήτων κοινωνικής μάθησης σε μαθητές της Ε΄ και ΣΤ΄ τάξης του δημοτικού σχολείου με εκπαιδευτικά εργαλεία τη Δημιουργική Γραφή και τη Λογοτεχνία βαλκανικών χωρών. Στην έρευνα για την αποτελεσματικότητά του, συμμετείχαν 39 δάσκαλοι του νομού Θεσσαλονίκης. Η πειραματική ομάδα αποτελούνταν από 382 μαθητές, ενώ 191 ήταν τα παιδιά, τα οποία προερχόμενα από παρόμοια κοινωνικο-οικονομικά περιβάλλοντα, εξισώθηκαν με τα παιδιά της ομάδας παρέμβασης ως προς τις μεταβλητές του φύλου, της εθνικότητας, του βαθμού γραφής στην ελληνική γλώσσα, της οικογενειακής κατάστασης και του μορφωτικού επιπέδου των γονέων και στη συνέχεια αποτέλεσαν την ομάδα ελέγχου. Για τη μέτρηση της αλλαγής στις δεξιότητες κοινωνικής μάθησης των παιδιών χρησιμοποιήθηκε ένα ερωτηματολόγιο υψηλής αξιοπιστίας εσωτερικής συνοχής, με δείκτες Cronbach’s alpha, οι οποίοι κυμάνθηκαν από 0,89 έως 0,97>0,7. Τα ερωτηματολόγια συμπληρώθηκαν από τους ίδιους τους δασκάλους-υπεύθυνους των τάξεων του δείγματος και συγκεντρώθηκαν στην αρχή (πριν την παρέμβαση), αλλά και στο τέλος (μετά την ολοκλήρωση της παρέμβασης) του ακαδημαϊκού έτους. Τα αποτελέσματα της αξιολόγησης του προγράμματος έδειξαν πως η ομάδα παρέμβασης μετά το τέλος της εφαρμογής του προγράμματος εμφάνισε στατιστικώς σημαντικά μεγαλύτερες βελτιώσεις από τις επιδόσεις της ομάδας ελέγχου στις εξής δεξιότητες: προσαρμογή σε οδηγίες, αυτορρύθμιση, προσοχή, συγκλίνουσα-αποκλίνουσα σκέψη, καινοτομία-δημιουργικότητα, μεταγνώση, προσωπική και κοινωνική υπευθυνότητα κι ενσυναίσθηση. Οι έρευνες που έχουν διεξαχθεί τα τελευταία χρόνια δείχνουν ότι παρόμοια προγράμματα έχουν δείξει βελτίωση στις δεξιότητες κοινωνικής μάθησης των παιδιών και κατ’ επέκταση στην ακαδημαϊκή τους επίδοση. Κατά συνέπεια, είναι σημαντικό για τα σχολεία να εφαρμόσουν τέτοιου είδους εκπαιδευτικές προσεγγίσεις, οι οποίες έχουν αξιολογηθεί κι έχουν κριθεί αποτελεσματικές

Giada Peterle - One of the best experts on this subject based on the ideXlab platform.

  • carto fiction narrativising maps through Creative Writing
    Social & Cultural Geography, 2019
    Co-Authors: Giada Peterle
    Abstract:

    AbstractThis study reacts to the recent call for a narrativisation of maps’ life in post-representational cartography, proposing ‘cartographic fictional Writing’ as a means to move geography’s ‘Creative (re)turn’ from a place-centred to a ‘carto-centred’ perspective, and as an epistemological tool to go on rethinking maps from post-representational perspectives. First, ‘carto-fiction’ is defined as a self-reflexive (autoethnographic), ethnofictional, Creative carto-centred product/practice of research. Second, by including the entire short story entitled ‘Unfolding Berlin’ and an autoethnographic account on how it emerged, this study strives to both theorise and perform carto-fictional Writing as an embodied and trans-subjective mapping experience. My goal is to propose ‘carto-fiction’ as a prolific tool to let emotional, subjective cartographies emerge and to narrativise maps as mapping practices. The article further strives to focus on the mapping power of Creative Writing, and carto-fictional Writing a...

Martin Lotze - One of the best experts on this subject based on the ideXlab platform.

  • professional training in Creative Writing is associated with enhanced fronto striatal activity in a literary text continuation task
    NeuroImage, 2014
    Co-Authors: Katharina Erhard, F Kessler, Nicola Neumann, H J Ortheil, Martin Lotze
    Abstract:

    The aim of the present study was to explore brain activities associated with creativity and expertise in literary Writing. Using functional magnetic resonance imaging (fMRI), we applied a real-life neuroscientific setting that consisted of different Writing phases (brainstorming and Creative Writing; reading and copying as control conditions) to well-selected expert writers and to an inexperienced control group. During Creative Writing, experts showed cerebral activation in a predominantly left-hemispheric fronto-parieto-temporal network. When compared to inexperienced writers, experts showed increased left caudate nucleus and left dorsolateral and superior medial prefrontal cortex activation. In contrast, less experienced participants recruited increasingly bilateral visual areas. During Creative Writing activation in the right cuneus showed positive association with the creativity index in expert writers. High experience in Creative Writing seems to be associated with a network of prefrontal (mPFC and DLPFC) and basal ganglia (caudate) activation. In addition, our findings suggest that high verbal creativity specific to literary Writing increases activation in the right cuneus associated with increased resources obtained for reading processes.

Peterle Giada - One of the best experts on this subject based on the ideXlab platform.

  • Carto-fiction: narrativising maps through Creative Writing
    'Informa UK Limited', 2019
    Co-Authors: Peterle Giada
    Abstract:

    This study reacts to the recent call for a narrativisation of maps\u2019 life in post-representational cartography, proposing \u2018cartographic fictional Writing\u2019 as a means to move geography\u2019s \u2018Creative (re)turn\u2019 from a placecentred to a \u2018carto-centred\u2019 perspective, and as an epistemological tool to go on rethinking maps from post-representational perspectives. First, \u2018carto-fiction\u2019 is defined as a self-reflexive (autoethnographic), ethnofictional, Creative carto-centred product/practice of research. Second, by including the entire short story entitled \u2018Unfolding Berlin\u2019 and an autoethnographic account on how it emerged, this study strives to both theorise and perform carto-fictional Writing as an embodied and trans-subjective mapping experience. My goal is to propose \u2018carto-fiction\u2019 as a prolific tool to let emotional, subjective cartographies emerge and to narrativise maps as mapping practices. The article further strives to focus on the mapping power of Creative Writing, and carto-fictional Writing and reading will be interpreted as mapping performances, in which subjects are bodily and emotionally engaged. The inclusion of original illustrations aims to involve readers in a visual experience and to further stimulate their spatial imagination: each reader is asked to reflect on his/her own mapping experiences to interpret the fictional story and, thus, the paper itself attempts to unfold unpredicted Creative cartographic practices