SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted Barriers And Opportunities For Practising Creativity And Creative Teaching With Gifted Girls In Primary Schools In The KSA(University of Exete, 2024) Almasoudi, YasamiyanIn recent years, the Saudi educational system has witnessed significant changes and developments aimed at enhancing students’ performance by promoting creativity and nurturing creative and gifted students in primary schools. Encouraging creativity and creative teaching has become one of the basic goals of the Saudi Arabia’s Ministry of Education (MoE) with focus on teachers and students, which it evaluates through supervision of teachers and primary schools. However, recent research indicates the failure of many schools and institutions that sponsor gifted students to promote students' creative abilities, which would contribute to enhancing their talents. Accordingly, it is necessary to conduct research into this area of Saudi Arabian education to explore the perceptions of female teachers, supervisors and gifted female students about creativity and creative teaching with gifted students in girls' primary schools. This research responds to this need and aims to study and explore the perceptions of female teachers, supervisors and female gifted students about barriers and opportunities facing the promotion of creativity and creative teaching practices in Saudi Arabian girls' primary classrooms and current curricula. The study was conducted using the exploratory interpretive methodology. Interviews and focus groups, with analysis informed by a constructivist grounded theory approach, were used to obtain in-depth data to understand participants' responses from different perspectives. Data were collected in this study using semi-structured interviews with nine female teachers who teach classes that include female gifted students, and four female supervisors who supervise teachers of classes with female gifted students. Also, 14 female gifted students from public and private schools identified as gifted from the fourth to sixth grades in the girls’ primary level took part in three focus groups. Through these tools, a rich set of data was analysed to answer the research questions and objectives. The results of this study revealed that participants have clear concepts about creativity and its role in the classroom, whether for ordinary or gifted girls. Despite this, the participants pointed to a selection of barriers facing the promotion of creativity and creative teaching in girls’ primary schools. There was a lack of professional training that aims to develop female teachers for creative teaching and creative teaching practices, as well as dealing with gifted students, for teachers, in addition to a lack of time and resources in schools and the integration of female gifted students with many students in regular classes. On the other hand, teachers pointed to opportunities that enhance creativity among students, such as applying a set of practices to enhance creative teaching and learning strategies, cooperative learning, brainstorming, learning by playing and self-learning. The results of this study also revealed that the current curricula in the Kingdom of Saudi Arabia (KSA) help enhance creativity although they do not seem appropriate for gifted students. The results of this study provide a comprehensive understanding of the current landscape of creativity and creative teaching in one area of Saudi Arabia. They also provide valuable insights into the possibility of promoting a more creative and inclusive educational environment for all students, especially gifted girls. Therefore, in addition to its contributions to researchers and education professionals, this study is also valuable to educational policymakers in Saudi Arabia.5 0Item Restricted Horizon Scanning: Futurology(Unniversity of Bath, 2023-09-04) BAKHASHWAIN, FAISAL; DE SA FIALHO, GUILHERME CALAIS GRILO; SENTHILKUMAR, PRAVEEN; SUN, SHUSHEN; NAGVEKAR, TANAY; ZHOU, XUAN; HAASZ, ANDYBMT's service covers many products and consulting services, with business spread across the globe, thus possessing a solid market position. However, it simultaneously faces inherent risks tackled through scenario planning. BMT faces a problem which is a slow and often inconsistent futurology process. The aim is to optimise this practice, offering a faster and more consistent solution. Futurology is the activity of overlooking the future, in efforts to prepare for dynamic changes. Scenario planning is a futurology tool that creates pictures of current trends to predict future states. Academic scenario planning frameworks can be divided into two areas: those that base scenarios on key drivers and those that don’t. The trade-off between them is consistent, so the team has incorporated ideologies from both types within the proposed framework. Findings from existing frameworks showed that two of the best processes are Shell and the UK Gov. toolkit. Therefore, factors from both are integrated into the proposed framework. The proposed framework has been divided into three main areas, enabling a more targeted and methodical approach, and ensuring that all relevant factors are considered. Challenge assessment pairs technology with potential challenges. The pair analysis evaluates whether a pair is feasible to enter the next stage, which saves time as it eliminates unnecessary items. Finally, devising scenarios serves as the scenario-building stage. 1. Challenge assessment a. SCAMPER: a creativity tool that guides the critical analysis of technology. b. Sector tree: aids in predicting technology transformation. c. Delphi: synthesizes expert opinions through iterative rounds of questionnaires. 2. Pair analysis: utilises a scoring table to evaluate pairs. 3. Devising scenarios a. Cross-Impact method: a comprehensive and structured tool, however the lacking creativity and time-efficiency. b. 4 Questions: the intermediate choice regarding tool trade-off. c. Scenario archetypes: a creative and time efficient tool, however lacking comprehensiveness. However, upon usage, it was discovered that the process was still quite slow. Henceforth, the process was fully digitalised, to decrease time and increase engagement. This resulted in two deliverables: an explanatory word handbook and a digital guidebook. This proposal has proven to save 50% of BMT’s time during their scenario planning process while producing similar/better results. Moreover, this framework is expected to maximise engagement and consistency, optimising decision-making.23 0Item Restricted Exploring Teachers’ Beliefs and Practice Regarding Children’s Creativity in Visual Art from Three to Six Years Old in Riyadh, The Kingdom of Saudi Arabia(University of Leeds, 2023-12-01) Aldosari, Dimah Hamad M; Clarke, PaulaThis qualitative study aimed to explore preschool teachers’ beliefs and practices regarding preschool children’s creativity in the visual arts in Riyadh, Saudi Arabia. Saudi Arabia has neither a programme at preschool nor a university course designed to support children’s creativity, which could pose a problem for preschool teachers when defining what creativity is and how to support it. The research was based on the theories of Bourdieu, Bronfenbrenner and Vygotsky (Bourdieu, 2010; Vygotsky, 1979; Bronfenbrenner, 1979; 2005; Routledge, 2016; Harkonen, 2007; Thuketana and Westhof, 2018; Reunamo et al., 2014), which assert that cultures and societies have an influence on children’s development, especially their creativity. For this case study, three methods were developed and applied in four sequential phases with 11 teachers in three cases of preschools in Riyadh. The methods were semi-structured interviews (first and fourth phases), observation (second phase), and a photography task (third phase). The study revealed that the teachers agreed that children’s development is influenced by their culture and society. However, the teachers were uncertain about the definition of ‘creativity’. Teachers’ beliefs led their practice in supporting the creativity of the children, which reflected several barriers that teachers face, some of which are not easy to overcome. These barriers were a source of inspiration for the teachers to discern what to advise policymakers. This research can help educators to explore definitions of children’s creativity and support it with the use of the observation schedule developed in this study to observe children’s creativity. It can also help teachers define what policymakers could provide for them to support children’s creativity in preschools. Finally, this research could inform further studies in the area of creativity, especially through the use of the methods developed for this study as there may be a lack of applicable research methods related to this subject.33 0