Anna Craft
Biographic Data
| ID | 5239176 |
|---|---|
| NAME | Anna Craft |
| GIVEN NAMES | Anna |
| FAMILY NAME | Craft |
| SIGNATURE | CRAFT A |
| AFFILIATIONS | University of Exeter |
| ORCID | 0000-0002-9774-4027 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 3 |
It’s all about developing the whole child’
Between 2011 and 2013, the Department for Education (DfE) in England made £3.3 million available to support the development of opportunities for young disabled people to access high-quality physical education and school sport. The DfE with the Youth Sport Trust (YST) developed a range of initiatives to help meet this aim, including Project Ability, TOPsportsability and the Young Leaders programme. The authors of this article were commissioned by …
Creative primary schools
This micro-ethnographic study investigated pedagogy in two English primary schools, following a change of government and challenges posed by economic austerity. Unlike the previous decade's emphasis on children's curiosity and agency and valuing arts and partnership, emphasis on knowledge and attainment was now foregrounded. A two-stage National Curriculum government review (2011–2012) brought primary schools little clarity. During the review per…
Creativity and performativity in teaching and learning
Creativity in Schools
Creativity in schools is changing, with greater emphasis being placed on creative skills across the curriculum than ever before. This shift has thrown up some challenging questions which this book tackles head-on in order to better understand the implications of this change and the effects on pedagogy and policy. The questions raised include: What is creative learning? How does it relate to creative teaching? How do we organize the curriculum to …
Teaching creatively and teaching for creativity
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 inno…
The Limits To Creativity In Education
Since the end of the 1990s, creativity has become a growing area of interest once more within education and wider society. In England creativity is now named within the school curriculum and in the curriculum for children aged 3–5. There are numerous government and other initiatives to foster individual and collective creativity, some of this through partnership activity bringing together the arts, technology, science and the social sciences. As …
Primary Education
Quality Assurance in Training and Education
Creative primary schools
This micro-ethnographic study investigated pedagogy in two English primary schools, following a change of government and challenges posed by economic austerity. Unlike the previous decade's emphasis on children's curiosity and agency and valuing arts and partnership, emphasis on knowledge and attainment was now foregrounded. A two-stage National Curriculum government review (2011–2012) brought primary schools little clarity. During the review per…
It’s all about developing the whole child’
Between 2011 and 2013, the Department for Education (DfE) in England made £3.3 million available to support the development of opportunities for young disabled people to access high-quality physical education and school sport. The DfE with the Youth Sport Trust (YST) developed a range of initiatives to help meet this aim, including Project Ability, TOPsportsability and the Young Leaders programme. The authors of this article were commissioned by …
Creativity and performativity in teaching and learning
Quality Assurance in Training and Education
Primary Education
The Limits To Creativity In Education
Since the end of the 1990s, creativity has become a growing area of interest once more within education and wider society. In England creativity is now named within the school curriculum and in the curriculum for children aged 3–5. There are numerous government and other initiatives to foster individual and collective creativity, some of this through partnership activity bringing together the arts, technology, science and the social sciences. As …
Teaching creatively and teaching for creativity
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 inno…
Creativity in Schools
Creativity in schools is changing, with greater emphasis being placed on creative skills across the curriculum than ever before. This shift has thrown up some challenging questions which this book tackles head-on in order to better understand the implications of this change and the effects on pedagogy and policy. The questions raised include: What is creative learning? How does it relate to creative teaching? How do we organize the curriculum to …
Creativity and performativity in teaching and learning
Creative primary schools
This micro-ethnographic study investigated pedagogy in two English primary schools, following a change of government and challenges posed by economic austerity. Unlike the previous decade's emphasis on children's curiosity and agency and valuing arts and partnership, emphasis on knowledge and attainment was now foregrounded. A two-stage National Curriculum government review (2011–2012) brought primary schools little clarity. During the review per…
It’s all about developing the whole child’
Between 2011 and 2013, the Department for Education (DfE) in England made £3.3 million available to support the development of opportunities for young disabled people to access high-quality physical education and school sport. The DfE with the Youth Sport Trust (YST) developed a range of initiatives to help meet this aim, including Project Ability, TOPsportsability and the Young Leaders programme. The authors of this article were commissioned by …
Pedagogy (8 works) · Psychology (7 works) · Sociology (6 works) · Creativity (5 works) · Political science (5 works) · Art Education and Development (4 works) · Creativity in Education and Neuroscience (4 works) · Mathematics education (4 works) · Epistemology (3 works) · Social Psychology (3 works)