Layal Shuman
Dados Biográficos
| ID | 233578 |
|---|---|
| NOME | Layal Shuman |
| PRENOMES | Layal |
| SOBRENOME | Shuman |
| ASSINATURA | SHUMAN L |
| AFILIAÇÕES | Toronto Metropolitan University, Ontario, Canada |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 2 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 0 |
Collaborative Creative Engagements as Drivers for Re-imagining Classrooms and Pedagogies
This paper presents a study examining how pre-service teachers understand and experience the limit(s) of classroom creativity in a Canadian higher education class. Participants first completed a modified version of the Harris Creativity Audit to assess their preliminary understandings of creativity policies and practices, as well as perceptions of the value and feasibility of incorporating creativity into their own teaching. The survey results in…
Developing a Researcher Identity
This article shares the processes of five emerging researchers as they trace their journeys in becoming researchers and examine their identities through the qualitative, arts-informed method of “commonplace book” creation. It positions commonplace books as “living document” that explore the ongoing processes of identity development we experience as novice scholars in the field of education. Using this article, we extend our artistic processes, in…
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Developing a Researcher Identity
This article shares the processes of five emerging researchers as they trace their journeys in becoming researchers and examine their identities through the qualitative, arts-informed method of “commonplace book” creation. It positions commonplace books as “living document” that explore the ongoing processes of identity development we experience as novice scholars in the field of education. Using this article, we extend our artistic processes, in…
Collaborative Creative Engagements as Drivers for Re-imagining Classrooms and Pedagogies
This paper presents a study examining how pre-service teachers understand and experience the limit(s) of classroom creativity in a Canadian higher education class. Participants first completed a modified version of the Harris Creativity Audit to assess their preliminary understandings of creativity policies and practices, as well as perceptions of the value and feasibility of incorporating creativity into their own teaching. The survey results in…
Aesthetics (2 obras) · Art (2 obras) · Pedagogy (2 obras) · Psychology (2 obras) · Sociology (2 obras) · Anthropology (1 obras) · Art Education and Development (1 obras) · Autoethnography (1 obras) · Communication (1 obras) · Computer Science (1 obras)