Adaptive Teaching for Students’ Critical and Creative Thinking
- 425 Downloads
Students’ creative and critical thinking is a key outcome of interest as schooling systems in OECD countries position the so-called twenty-first-century learning skills as fundamental objectives of their educational endeavours. This policy shift has piqued interest in pedagogical models that promote student creative and critical thinking of which there are many. Most of these existing models focus on curriculum design rather than delivery. Adaptive teaching is a notable exception. This study posits a model of adaptive teaching that conceptualises the interaction of the personal and environmental determinants of adaptive teaching that influence the teaching behaviours that promote student creative and critical thinking. These teaching behaviours are labelled teacher adaptive practices in this study.
KeywordAdaptive Teaching Student Critical and Creative Thinking Teacher Adaptive Practices
- AERA, APA, & NCME. (2014). Standards for educational and psychological testing. Washington D.C.: AERA.Google Scholar
- Albers, B., & Pattuwage, L. (2017). Implementation in education: Findings from a Scoping Review. Retrieved from Melbourne: http://www.ceiglobal.org/application/files/2514/9793/4848/Albers-and-Pattuwage-2017-Implementation-in-Education.pdf.
- Australian Curriculum Assessment and Reporting Authority. (2018). Learning continuum of critical and creative thinking. Sydney: ACARA.Google Scholar
- Baer, J. (2019). Theory in creativity research: The pernicious impact of domain generality. In C. A. Mullen (Ed.), Creativity under duress in education?. Switzerland: Springer.Google Scholar
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.Google Scholar
- Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Harvard Graduate Education School: Harvard Education Press.Google Scholar
- Collie, R. J., & Martin, A. J. (2017). Teachers’ sense of adaptability: Examining links with perceived autonomy support, teachers’ psychological functioning, and students’ numeracy achievement. Learning and Individual Differences, 55, 29–39. https://doi.org/10.1016/j.lindif.2017.03.003.CrossRefGoogle Scholar
- Danielson, C. (2013). The framework for teacher evaluation instrument (2013th ed.). Princeton, NJ: The Danileson Group.Google Scholar
- Gibson, S. A., & Ross, P. (2016). Teachers’ professional noticing. Theory Into Practice, 180–188. https://doi.org/10.1080/00405841.2016.1173996.
- Lucas, B., Claxton, G., & Spencer, E. (2013). Progression in student creativity in schools: First steps towards new forms of formative assessments. OECD: OECD publishing. https://doi.org/10.1787/5k4dp59msdwk-en.
- Parsons, S. A., Vaughn, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., … Allen, M. (2017). Teachers’ instructional adaptations: A research synthesis. Review of Educational Research, 0(0), 0034654317743198. https://doi.org/10.3102/0034654317743198.
- Pianta, R. C., Hamre, B. K., & Mintz, S. (2012). Classroom assessment scoring system: Secondary manual. Teachstone: Curry School of Education University of Virginia.Google Scholar
- Sahlberg, P. (2014). Finnish lessons 2.0. What can the world learn from educational change in Finland? New York: Teachers College Press.Google Scholar
- Vaughn, M., Parsons, S. A., Burrowbridge, S. C., Weesner, J., & Taylor, L. (2016). In their own words: Teachers’ reflections on adaptability. Theory into Practice, 259–266. https://doi.org/10.1080/00405841.2016.1173993.
- Victoria State Government. (2018). Education state ambition: Learning for life. Melbourne: Victoria Government Retrieved from http://www.education.vic.gov.au/Documents/about/educationstate/EducationState_LearningForLife.pdf.
- Zhao, Y. (2015). Lessons that matter: What should we learn from Asia’s school systems? Retrieved from Melbourne: http://www.mitchellinstitute.org.au/.