LEADER 05430oam 2200685I 450 001 9910791880503321 005 20230725020106.0 010 $a1-136-88116-6 010 $a1-136-88117-4 010 $a1-283-04329-7 010 $a9786613043290 010 $a0-203-83894-7 024 7 $a10.4324/9780203838945 035 $a(CKB)2560000000058704 035 $a(EBL)667829 035 $a(OCoLC)701718092 035 $a(SSID)ssj0000472730 035 $a(PQKBManifestationID)12130199 035 $a(PQKBTitleCode)TC0000472730 035 $a(PQKBWorkID)10434559 035 $a(PQKB)10175020 035 $a(MiAaPQ)EBC667829 035 $a(Au-PeEL)EBL667829 035 $a(CaPaEBR)ebr10447697 035 $a(CaONFJC)MIL304329 035 $a(EXLCZ)992560000000058704 100 $a20180706d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aResearching creative learning $emethods and issues /$fedited by Pat Thomson and Julian Sefton-Green 210 1$aAbingdon, Oxon, England ;$aNew York :$cRoutledge,$d2011. 215 $a1 online resource (495 p.) 300 $aDescription based upon print version of record. 311 $a0-415-54885-3 311 $a0-415-54884-5 320 $aIncludes bibliographical references and index. 327 $aContents; Contributors; Acknowledgements; Chapter 1 Introduction; What is creative learning?; Childhood, progressivism and creativity; New times, new creativities; Creative subjects; Researching creative learning; About this book; Part 1: What are the practices of creative learning?; Part 2: Can researchers 'see' creative learning and can their research help others to 'see' it?; Part 3: Can creative learning be measured and evaluated?; Notes; References; Part 1 What are the practices of creative learning?; Chapter 2 Capturing the 'plaid' moment; Aesthetic principles 327 $aResearching the aesthetic experienceThe headteacher as researcher; Capturing 'plaid moments'; The rise and fall of student co-researchers; Findings; Summary; Note; References; Chapter 3 From the other side of the fence; Getting into research; The student research project; Pain or pleasure?; The value of research; Chapter 4 What's with the artist?; Introduction; Three constructions of the artist; Artist as uniquely inspired individual; Artist as craftsperson or designer; Artist as collaborator or facilitator; Framing the artist in creative learning research 327 $aWhat research has been done? Methodologies and approachesConclusion; Note; References; Chapter 5 Supporting schools to do action research into creative learning; Action research: what's in a name?; Getting started on inquiry; The importance of questions; It's about evidence; But inquiry has to start where teachers are at; Action research and teachers' learning; The point of action research; The importance of documentation; The outcomes of action research; Resources; Chapter 6 Towards the creative teaching of mathematics; Introduction; Design research; Building on prior research 327 $aBeginning design research in FEA first design iteration; A second design iteration; Closing remarks; Notes; References; Part 2 Can researchers 'see' creative learning and can their research help others to 'see' it?; Chapter 7 A conversation with Kathleen Gallagher; What is your professional background?; What is your current research about?; How do you use drama as part of your research process?; What are the issues in researching theatre with and for kids 'at risk'?; Are there any key issues arising from the ethnographic processes you have used? 327 $aHow does this relate to using drama as a method?What are your views on the accountability of researchers?; Chapter 8 The promise of ethnography for exploring creative learning; The promise of ethnography; The CLASP project; Project strategy; Critical engagement; Common fieldwork lens; Case-study analysis; Conclusion; References; Chapter 9 'Now it's up to us to interpret it'; Introduction; The visual in contemporary culture; Visual methods in research, learning and participatory processes; To answer a question; To generate talk: the visual as 'elicitation tool'; To document or provide evidence 327 $aTo make room for tacit knowledge (and creativity) 330 $aIt is a common ambition in society and government to make young people more creative. These aspirations are motivated by two key concerns: to make experience at school more exciting, relevant, challenging and dynamic; and to ensure that young people are able and fit to leave education and contribute to the creative economy that will underpin growth in the twenty-first century.Transforming these common aspirations into informed practice is not easy. It can mean making many changes:turning classrooms into more exciting experiences;introducing more thoughtful challe 606 $aCreative teaching$xResearch 606 $aCreative ability$xResearch 615 0$aCreative teaching$xResearch. 615 0$aCreative ability$xResearch. 676 $a370.15/7072 700 $aThomson$b Pat$f1948-,$0847707 701 $aSefton-Green$b Julian$0901117 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910791880503321 996 $aResearching creative learning$93706618 997 $aUNINA LEADER 03131oam 2200697I 450 001 9910777674903321 005 20230422045217.0 010 $a1-135-70925-4 010 $a1-135-70926-2 010 $a0-203-98235-5 010 $a1-280-14364-9 024 7 $a10.4324/9780203982358 035 $a(CKB)1000000000456314 035 $a(EBL)235205 035 $a(OCoLC)475942770 035 $a(SSID)ssj0000160041 035 $a(PQKBManifestationID)11155632 035 $a(PQKBTitleCode)TC0000160041 035 $a(PQKBWorkID)10181698 035 $a(PQKB)10319965 035 $a(MiAaPQ)EBC235205 035 $a(Au-PeEL)EBL235205 035 $a(CaPaEBR)ebr10095189 035 $a(CaONFJC)MIL14364 035 $a(OCoLC)84373824 035 $a(EXLCZ)991000000000456314 100 $a20180331d1999 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe funding revolution $enew routes to project fundraising /$fTom Roberts 210 1$aLondon ;$aPhiladelphia, Pa. :$cFalmer Press,$d1999. 215 $a1 online resource (135 p.) 225 1 $aManaging colleges effectively series ;$v3 300 $aDescription based upon print version of record. 311 $a0-7507-0821-2 311 $a0-7507-0822-0 320 $aIncludes bibliographical references (p. 121-123) and index. 327 $aPreliminaries; Contents; List of Figures and Tables; Acknowledgments; Preface; Chapter 1 The New Outlook; Chapter 2 National Lottery Funding; Chapter 3 Regional Regeneration Funding; Chapter 4 The Welfare to Work Initiative; Chapter 5 The Private Finance Initiative; Chapter 6 Setting Up a College Charity; Chapter 7 Seeking Funding from the European Community; Chapter 8 Securing Match Funding; Chapter 9 Managing Enterprise; Chapter 10 The Future Starts Here; Bibliography; Index 330 $aAt a time when traditional funding is diminishing and costs increasing, the need to look to new external sources of money is now central to survival for many organizations. New avenues of funding often demand a new outlook, and old ways of thinking can prove to be barriers to success. This book looks not only at methods for raising funds, providing practical steps in preparing for new funding initiatives, but also at the attitudes and mind-sets that form part of the whole picture. The volume is concise and accessible, with plans of action, bullet lists and diagrams for ease of consultation. 410 0$aManaging colleges effectively series ;$v3. 606 $aFund raising$zGreat Britain 606 $aProject finance$zGreat Britain 606 $aFund raising$zEurope 606 $aProject finance$zEurope 615 0$aFund raising 615 0$aProject finance 615 0$aFund raising 615 0$aProject finance 676 $a361.70681 676 $a658.15224 700 $aRoberts$b Tom$f1944 April 24,$01551464 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910777674903321 996 $aThe funding revolution$93810976 997 $aUNINA