[Prevscilist] FW: EMPL Seminar Series - Tuesday, March 19

[Danette Roberson]

From: coe-staff-bounces at lists.uoregon.edu <coe-staff-bounces at lists.uoregon.edu> On Behalf Of Carmen Cybula
Sent: Thursday, March 14, 2019 8:26 AM
To: 'coe-staff at lists.uoregon.edu' <coe-staff at lists.uoregon.edu>; 'coegr at lists.uoregon.edu' <coegr at lists.uoregon.edu>; 'coeug at lists.uoregon.edu' <coeug at lists.uoregon.edu>
Subject: coe-staff: EMPL Seminar Series - Tuesday, March 19

Greetings!

Interested in education policy and practice? Eager to hear about some of the latest research and contributions to this field by UO faculty and graduate students?

This is a reminder to check out the seminar series in the department of Educational Methodology, Policy, and Leadership this February through June! With one to two seminars scheduled each month, there are sure to be a few topics to pique your interest. See the attached flyer for details. Some light refreshments will be offered to those who attend, but Zoom connection will be available for off-campus attendees as well.

If you missed either of the first two sessions, you can view them at the following links:
David Liebowitz and Lorna Porter, "The Effects of Principal Behaviors on Student, Teacher, and School Outcomes: A Meta-analysis": https://youtu.be/RTI1lFv9ZMQ
Ilana Umansky, "Gaps in Outcomes among English Learner Students: An Exploratory Methods Study of Chinese and Latinx Reclassification": https://youtu.be/8XWcwW6WY94

The third session of the EMPL Seminar Series will be Tuesday, March 19. Below is an abstract of what will be discussed by doctoral student Ross Anderson:
Becoming Creative Agents: Trajectory of Creative Development During the Turbulence Early Adolescence
Creative development remains an understudied and undervalued part of student preparation in formal K-12 education, which is unfortunate given the many benefits creativity provides an individual across the lifespan. Even though creativity is valued by teachers and communities, educators do not prioritize or feel capable of supporting student creativity in classroom learning. National trends suggest an alarming decline in general creative thinking capacity, but we know little about how those developmental trajectories differ for adolescents and what factors contribute to those trends. This study explores different trajectories of adolescents' creative development, the role of environmental, adaptive, and maladaptive factors, as well as the relationship between creative growth and student preparedness. Results indicate that four to six distinct patterns exist from Grade 6-8 for divergent thinking fluency, flexibility, and originality. The normative pattern of gradual decline included approximately 60-70% of the sample for each creative thinking factor. In comparison to the normative low and declining pattern, at least one of those groups were more likely to report (a) higher levels of support for creativity in their schools, (b) more developed growth mindset, (c) more frequent experiences of flow in learning, (d) more creative self-confidence, (e) less disengagement, and (f) less value for conformity at the beginning of middle school. Results suggest higher trajectories of creative development are possible in adolescence, are related to malleable factors, and contribute to improved academic, affective, creative, and ecological outcomes.
Hope to see you there and in the future! Abstracts for each session will be provided via email reminders approximately a week in advance, so stay tuned!

Best,
Carmen Cybula
Office Support Specialist
Educational Methodology, Policy, and Leadership
University of Oregon | Eugene, OR 97403
cybula at uoregon.edu<mailto:cybula at uoregon.edu>
541-346-5171
Pronouns: she/her/hers

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