1、3850 英文单词， 22500 英文字符 ， 中文 6700 字 文献出处： Jaskyte K, Taylor H, Smariga R. Student and faculty perceptions of innovative teachingJ. Creativity Research Journal, 2009, 21(1): 111-116. Student and Faculty Perceptions of Innovative Teaching Kristina Jaskyte, Heidi Taylor, and Robert Smariga This study exp
2、lored student and faculty perceptions of innovative teaching. Forty-eight faculty and 52 students at a southeastern university participated in interviews during which they were asked to free-list characteristics of innovative teaching. At the second stage of the study, separate lists for faculty and
3、 students were developed and e-mailed to participants, which produced faculty and student proles of perceived characteristics of innovative teaching. Interestingly, although cultural consensus analysis indicated within-sample agreement for the faculty and student samples, the descriptors/characteris
4、tics of innovative teaching and their rankings differed for the two samples. Implications for education are discussed. The importance of innovative teaching has been emphasized in a number of professional journals and across variety of disciplines (Esquivel, 1995; Simplicio, 2000). Innovation and cr
5、eativity in teaching can benet both students and faculty. It can help sustain interest and professional growth of faculty, broaden student engagement in the curriculum, increase students sense of efcacy, help faculty and students overcome structured habits of mind, and increase student understanding
6、 and retention of the course content (Gow, 2000; Ritchhart, 2004). Universities and colleges have been experiencing increased pressure to offer innovative programs that meet the changing demands of students, government, and accrediting organizations (Albers-Miller, Straughan, & Prenshaw, 2001). Scholars are in agreement that creative thinking is essential in the knowledge economy and educators must help develop this quality in students (Horng, Hong, ChanLin, Chang, & Chu, 2005). Todays s
