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  1. Teaching creatively and teaching for creativity: distinctions and relationships.Bob Jeffrey * & Anna Craft - 2004 - Educational Studies 30 (1):77-87.
    The distinction and relationship between teaching creatively and teaching for creativity identified in the report from the National Advisory Committee on Creative and Cultural Education (NACCCE, 1999), is examined by focusing on empirical research from an early years school, known for its creative approach. The examination uses four characteristics of creativity and pedagogy identified by Peter Woods (1990): relevance, ownership, control and innovation, to show the interdependence of the NACCCE distinctions. We conclude that although the NACCCE distinction between teaching creatively (...)
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  • Teachers and testing: an investigation into teachers' perceptions of formative assessment.Elizabeth Sach - 2012 - Educational Studies 38 (3):261-276.
    Research conducted within the past decade contributes much to an understanding of the role and potential value of formative assessment in learning. As an Advisory Teacher within a local authority, the researcher was interested to find out how teachers actually perceive formative assessment. This study therefore set out to investigate the range and nature of such perceptions and whether any relationships exist between them and independent variables such as school phase and length of teacher experience. The sample was drawn from (...)
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  • Teaching creatively and teaching for creativity: distinctions and relationships.Bob Jeffrey * & Anna Craft - 2004 - Educational Studies 30 (1):77-87.
    The distinction and relationship between teaching creatively and teaching for creativity identified in the report from the National Advisory Committee on Creative and Cultural Education , is examined by focusing on empirical research from an early years school, known for its creative approach. The examination uses four characteristics of creativity and pedagogy identified by Peter Woods : relevance, ownership, control and innovation, to show the interdependence of the NACCCE distinctions. We conclude that although the NACCCE distinction between teaching creatively and (...)
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  • Primary pupilsï¿ ½ perspectives and creative learning.Robert Jeffrey - 2001 - Encyclopaideia 9 (GEN./G):133-152.
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