روایت‌نگاری باورهای معلمان باتجربه و کم‌تجربه زبان انگلیسی از سنجش خلاقیت در نگارش فراگیران زبان انگلیسی: یک مطالعه کیفی

Aljughaiman, A., & Mowrer-Reynolds, E. (2005). Teachers’ conceptions of creativity and creative students. Journal of Creative Behavior, 39, 17–34.

Amabile, T. M. (1982). Social psychology of creativity: A consensual assessment technique. Journal of Personality and Social Psychology, 43, 997–1013.

Amabile, T. M., Collins, M. A., Conti, R., Phillips, E., Picariello, M., Ruscio, J., & Whitney, D. (2018). Creativity in context: Update to the social psychology of creativity. New York: Routledge.

Andiliou, A., & Murphy, P. K. (2010). Examining variations among researchers and teachers’ conceptualizations of creativity: A review and synthesis of contemporary research. Educational Research Review, 5(3), 201–219.

Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. (2014). Introduction to research in education. Wadsworth: Cengage Learning.

Barkhuizen, G. (2015). Narrative knowledging in second language teaching and learning contexts. In A. De Fina, & A. Georgakopoulou (Eds.), The handbook of narrative analysis (pp. 97–115). New York: Wiley.

Bereczki, E. O., & Kàrpàti, A. (2018). Teachers’ beliefs about creativity and its narture: A systematic review of the recent research literature. Educational Research Review, 23, 25–56.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

Carson, S. H. (2019). Creativity and mental illness. In J. C. Kaufman, & R. J. Sternberg (Eds.), The cambridge handbook of creativity (pp. 296–318). London: Cambridge University Press.

Cremin, T., & Myhill, D. (2013). Writing voices: Creating communities of writers. New York: Routledge.

Edmonds, W. A., & Kennedy, T. D. (2017). An applied guide to research designs: Quantitative, qualitative, and mixed methods. London: SAGE.

Fives, H., & Buehl, M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Eds.), Individual differences and cultural and contextual factors (pp. 471–499). New York: American Psychological Association.

Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444–454.

Guilford, J. P. (1967). Creativity and learning. In D. B. Lindsley, & A. A. Lumsdaine (Eds.), Brain function, vol. IV: Brain function and learning. Los Angeles: University of California Press.

Hill, R. (1992, March). Finding creativity for children. Paper prepared for the leadership accessing symposium, Lafayette, IN. (ERIC document reproduction service No. ED348169).

Hossieni, A. (2009). Investigating the effects of teachers’ creativity programs on students’ creativity in their school achievement, and self-belief. Journal of Educational Innovations, 6(5), 147-168. [In Persian]

Hua, Y., & Yang, Y. (2024). Early childhood preservice teachers’ beliefs of creativity, creative individuals and creative environment: Perspectives from China. Thinking Skills and Creativity, 101441. DOI:10.1016/j.tsc.2023.101441

Kampylis, P., Berki, E., & Saariluoma, P. (2009). In-service and prospective teachers’ conceptions of creativity. Thinking Skills and Creativity, 15–29.

Kaufman, J. C., Gentile, C. A., & Baer, J. (2005). Do gifted student writers and creative writing experts rate creativity the same way? Gifted Child Quarterly, 49(3), 260–265.

Kaufman, J. C., & Sternberg, R. J. (2019). Cambridge handbook of creativity. London: Cambridge University Press.

Kozbelt, A., Beghetto, R. A., & Runco, M. A. (2010). Theories of creativity. In J. C. Kaufman, & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 20–47). London: Cambridge University Press.

Meihami, H. (2022). An exploratory investigation into EFL teacher educators’ approaches to develop EFL teachers’ ability to teach for creativity. Thinking Skills and Creativity, 43, 101006.

Meihami, H., Dasmeh, P., & Bastan, M. R. (2018). The effect of teaching creativity on the cognitive aspects of high school students’ creativity: A report of seasonal creativity and idea schools of Fars province. Studies in Learning & Instruction, 10(1), 206-229. [In Persian].

Mullet, D. R., Willerson, A., Lamb, K. N., & Kettler, T. (2016). Examining teacher perceptions of creativity: A systematic review of the literature. Thinking Skills and Creativity, 21, 9–30.

Rakedzon, T., & Baram-Tsabari, A. (2017). Assessing and improving L2 graduate students’ popular science and academic writing in an academic writing course.
Educational Psychology, 37(1), 48–66.

Riessman, C. K. (2008). Narrative methods for the human sciences. London: Sage.

Runco, M. A. (2014). Creativity: Theories and themes: Research, development, and practice. Cambridge: Elsevier.

Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96.

Scott, K. A. (2015). Creativity: Conceptions of a group of exemplary teachers (Doctoral dissertation. The University of North Carolina at Greensboro.

Scott-Barrett, J., Johnston, S. K., Denton-Calabrese, T., McGrane, J. A., & Hopfenbeck, T. N. (2023). Nurturing curiosity and creativity in primary school classrooms. Teaching and Teacher Education, 135, 104356. https://doi.org/10.1016/j.tate.2023.104356

Smith, K. (2022). How language learning and language use create linguistic structure. Current Directions in Psychological Science, 31 (2), 177-186.

Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2002). The creativity conundrum: A propulsion model of kinds of creative contributions. New York: Psychology Press.

Torrance, E. P. (1976). Creativity testing in education. Creative Child & Adult Quarterly, 1(3), 136–148.

Tsui, A, (2005). Expertise in teaching: perspectives and issues. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 67-189). New York: Palgrave MacMillan.

Aljughaiman, A., & Mowrer-Reynolds, E. (2005). Teachers’ conceptions of creativity and creative students. Journal of Creative Behavior, 39, 17–34.

Amabile, T. M. (1982). Social psychology of creativity: A consensual assessment technique. Journal of Personality and Social Psychology, 43, 997–1013.

Amabile, T. M., Collins, M. A., Conti, R., Phillips, E., Picariello, M., Ruscio, J., & Whitney, D. (2018). Creativity in context: Update to the social psychology of creativity. New York: Routledge.

Andiliou, A., & Murphy, P. K. (2010). Examining variations among researchers and teachers’ conceptualizations of creativity: A review and synthesis of contemporary research. Educational Research Review, 5(3), 201–219.

Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. (2014). Introduction to research in education. Wadsworth: Cengage Learning.

Barkhuizen, G. (2015). Narrative knowledging in second language teaching and learning contexts. In A. De Fina, & A. Georgakopoulou (Eds.), The handbook of narrative analysis (pp. 97–115). New York: Wiley.

Bereczki, E. O., & Kàrpàti, A. (2018). Teachers’ beliefs about creativity and its narture: A systematic review of the recent research literature. Educational Research Review, 23, 25–56.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

Carson, S. H. (2019). Creativity and mental illness. In J. C. Kaufman, & R. J. Sternberg (Eds.), The cambridge handbook of creativity (pp. 296–318). London: Cambridge University Press.

Cremin, T., & Myhill, D. (2013). Writing voices: Creating communities of writers. New York: Routledge.

Edmonds, W. A., & Kennedy, T. D. (2017). An applied guide to research designs: Quantitative, qualitative, and mixed methods. London: SAGE.

Fives, H., & Buehl, M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Eds.), Individual differences and cultural and contextual factors (pp. 471–499). New York: American Psychological Association.

Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444–454.

Guilford, J. P. (1967). Creativity and learning. In D. B. Lindsley, & A. A. Lumsdaine (Eds.), Brain function, vol. IV: Brain function and learning. Los Angeles: University of California Press.

Hill, R. (1992, March). Finding creativity for children. Paper prepared for the leadership accessing symposium, Lafayette, IN. (ERIC document reproduction service No. ED348169).

Hossieni, A. (2009). Investigating the effects of teachers’ creativity programs on students’ creativity in their school achievement, and self-belief. Journal of Educational Innovations, 6(5), 147-168. [In Persian]

Hua, Y., & Yang, Y. (2024). Early childhood preservice teachers’ beliefs of creativity, creative individuals and creative environment: Perspectives from China. Thinking Skills and Creativity, 101441. DOI:10.1016/j.tsc.2023.101441

Kampylis, P., Berki, E., & Saariluoma, P. (2009). In-service and prospective teachers’ conceptions of creativity. Thinking Skills and Creativity, 15–29.

Kaufman, J. C., Gentile, C. A., & Baer, J. (2005). Do gifted student writers and creative writing experts rate creativity the same way? Gifted Child Quarterly, 49(3), 260–265.

Kaufman, J. C., & Sternberg, R. J. (2019). Cambridge handbook of creativity. London: Cambridge University Press.

Kozbelt, A., Beghetto, R. A., & Runco, M. A. (2010). Theories of creativity. In J. C. Kaufman, & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 20–47). London: Cambridge University Press.

Meihami, H. (2022). An exploratory investigation into EFL teacher educators’ approaches to develop EFL teachers’ ability to teach for creativity. Thinking Skills and Creativity, 43, 101006.

Meihami, H., Dasmeh, P., & Bastan, M. R. (2018). The effect of teaching creativity on the cognitive aspects of high school students’ creativity: A report of seasonal creativity and idea schools of Fars province. Studies in Learning & Instruction, 10(1), 206-229. [In Persian].

Mullet, D. R., Willerson, A., Lamb, K. N., & Kettler, T. (2016). Examining teacher perceptions of creativity: A systematic review of the literature. Thinking Skills and Creativity, 21, 9–30.

Rakedzon, T., & Baram-Tsabari, A. (2017). Assessing and improving L2 graduate students’ popular science and academic writing in an academic writing course.
Educational Psychology, 37(1), 48–66.

Riessman, C. K. (2008). Narrative methods for the human sciences. London: Sage.

Runco, M. A. (2014). Creativity: Theories and themes: Research, development, and practice. Cambridge: Elsevier.

Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96.

Scott, K. A. (2015). Creativity: Conceptions of a group of exemplary teachers (Doctoral dissertation. The University of North Carolina at Greensboro.

Scott-Barrett, J., Johnston, S. K., Denton-Calabrese, T., McGrane, J. A., & Hopfenbeck, T. N. (2023). Nurturing curiosity and creativity in primary school classrooms. Teaching and Teacher Education, 135, 104356. https://doi.org/10.1016/j.tate.2023.104356

Smith, K. (2022). How language learning and language use create linguistic structure. Current Directions in Psychological Science, 31 (2), 177-186.

Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2002). The creativity conundrum: A propulsion model of kinds of creative contributions. New York: Psychology Press.

Torrance, E. P. (1976). Creativity testing in education. Creative Child & Adult Quarterly, 1(3), 136–148.

Tsui, A, (2005). Expertise in teaching: perspectives and issues. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 67-189). New York: Palgrave MacMillan.

 

Aljughaiman, A., & Mowrer-Reynolds, E. (2005). Teachers’ conceptions of creativity and creative students. Journal of Creative Behavior, 39, 17–34.

Amabile, T. M. (1982). Social psychology of creativity: A consensual assessment technique. Journal of Personality and Social Psychology, 43, 997–1013.

Amabile, T. M., Collins, M. A., Conti, R., Phillips, E., Picariello, M., Ruscio, J., & Whitney, D. (2018). Creativity in context: Update to the social psychology of creativity. New York: Routledge.

Andiliou, A., & Murphy, P. K. (2010). Examining variations among researchers and teachers’ conceptualizations of creativity: A review and synthesis of contemporary research. Educational Research Review, 5(3), 201–219.

Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. (2014). Introduction to research in education. Wadsworth: Cengage Learning.

Barkhuizen, G. (2015). Narrative knowledging in second language teaching and learning contexts. In A. De Fina, & A. Georgakopoulou (Eds.), The handbook of narrative analysis (pp. 97–115). New York: Wiley.

Bereczki, E. O., & Kàrpàti, A. (2018). Teachers’ beliefs about creativity and its narture: A systematic review of the recent research literature. Educational Research Review, 23, 25–56.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

Carson, S. H. (2019). Creativity and mental illness. In J. C. Kaufman, & R. J. Sternberg (Eds.), The cambridge handbook of creativity (pp. 296–318). London: Cambridge University Press.

Cremin, T., & Myhill, D. (2013). Writing voices: Creating communities of writers. New York: Routledge.

Edmonds, W. A., & Kennedy, T. D. (2017). An applied guide to research designs: Quantitative, qualitative, and mixed methods. London: SAGE.

Fives, H., & Buehl, M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Eds.), Individual differences and cultural and contextual factors (pp. 471–499). New York: American Psychological Association.

Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444–454.

Guilford, J. P. (1967). Creativity and learning. In D. B. Lindsley, & A. A. Lumsdaine (Eds.), Brain function, vol. IV: Brain function and learning. Los Angeles: University of California Press.

Hill, R. (1992, March). Finding creativity for children. Paper prepared for the leadership accessing symposium, Lafayette, IN. (ERIC document reproduction service No. ED348169).

Hossieni, A. (2009). Investigating the effects of teachers’ creativity programs on students’ creativity in their school achievement, and self-belief. Journal of Educational Innovations, 6(5), 147-168. [In Persian]

Hua, Y., & Yang, Y. (2024). Early childhood preservice teachers’ beliefs of creativity, creative individuals and creative environment: Perspectives from China. Thinking Skills and Creativity, 101441. DOI:10.1016/j.tsc.2023.101441

Kampylis, P., Berki, E., & Saariluoma, P. (2009). In-service and prospective teachers’ conceptions of creativity. Thinking Skills and Creativity, 15–29.

Kaufman, J. C., Gentile, C. A., & Baer, J. (2005). Do gifted student writers and creative writing experts rate creativity the same way? Gifted Child Quarterly, 49(3), 260–265.

Kaufman, J. C., & Sternberg, R. J. (2019). Cambridge handbook of creativity. London: Cambridge University Press.

Kozbelt, A., Beghetto, R. A., & Runco, M. A. (2010). Theories of creativity. In J. C. Kaufman, & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 20–47). London: Cambridge University Press.

Meihami, H. (2022). An exploratory investigation into EFL teacher educators’ approaches to develop EFL teachers’ ability to teach for creativity. Thinking Skills and Creativity, 43, 101006.

Meihami, H., Dasmeh, P., & Bastan, M. R. (2018). The effect of teaching creativity on the cognitive aspects of high school students’ creativity: A report of seasonal creativity and idea schools of Fars province. Studies in Learning & Instruction, 10(1), 206-229. [In Persian].

Mullet, D. R., Willerson, A., Lamb, K. N., & Kettler, T. (2016). Examining teacher perceptions of creativity: A systematic review of the literature. Thinking Skills and Creativity, 21, 9–30.

Rakedzon, T., & Baram-Tsabari, A. (2017). Assessing and improving L2 graduate students’ popular science and academic writing in an academic writing course.
Educational Psychology, 37(1), 48–66.

Riessman, C. K. (2008). Narrative methods for the human sciences. London: Sage.

Runco, M. A. (2014). Creativity: Theories and themes: Research, development, and practice. Cambridge: Elsevier.

Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96.

Scott, K. A. (2015). Creativity: Conceptions of a group of exemplary teachers (Doctoral dissertation. The University of North Carolina at Greensboro.

Scott-Barrett, J., Johnston, S. K., Denton-Calabrese, T., McGrane, J. A., & Hopfenbeck, T. N. (2023). Nurturing curiosity and creativity in primary school classrooms. Teaching and Teacher Education, 135, 104356. https://doi.org/10.1016/j.tate.2023.104356

Smith, K. (2022). How language learning and language use create linguistic structure. Current Directions in Psychological Science, 31 (2), 177-186.

Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2002). The creativity conundrum: A propulsion model of kinds of creative contributions. New York: Psychology Press.

Torrance, E. P. (1976). Creativity testing in education. Creative Child & Adult Quarterly, 1(3), 136–148.

Tsui, A, (2005). Expertise in teaching: perspectives and issues. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 67-189). New York: Palgrave MacMillan.