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<p class="MsoNormal"><b>From:</b> coe-staff-bounces@lists.uoregon.edu <coe-staff-bounces@lists.uoregon.edu>
<b>On Behalf Of </b>Carmen Cybula<br>
<b>Sent:</b> Thursday, March 14, 2019 8:26 AM<br>
<b>To:</b> 'coe-staff@lists.uoregon.edu' <coe-staff@lists.uoregon.edu>; 'coegr@lists.uoregon.edu' <coegr@lists.uoregon.edu>; 'coeug@lists.uoregon.edu' <coeug@lists.uoregon.edu><br>
<b>Subject:</b> coe-staff: EMPL Seminar Series - Tuesday, March 19<o:p></o:p></p>
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<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Bell MT",serif">Greetings!<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Bell MT",serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Bell MT",serif">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?
<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Bell MT",serif">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.
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<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Bell MT",serif">If you missed either of the first two sessions, you can view them at the following links:<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Bell MT",serif">David Liebowitz and Lorna Porter, "The Effects of Principal Behaviors on Student, Teacher, and School Outcomes: A Meta-analysis":
<a href="https://youtu.be/RTI1lFv9ZMQ">https://youtu.be/RTI1lFv9ZMQ</a> <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Bell MT",serif">Ilana Umansky, "Gaps in Outcomes among English Learner Students: An Exploratory Methods Study of Chinese and Latinx Reclassification":
<a href="https://youtu.be/8XWcwW6WY94">https://youtu.be/8XWcwW6WY94</a> <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Bell MT",serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Bell MT",serif">The third session of the EMPL Seminar Series will be<b> Tuesday, March 19</b>. Below is an abstract of what will be discussed by doctoral student Ross Anderson:<o:p></o:p></span></p>
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<span style="font-family:"Arial Narrow",sans-serif">Becoming Creative Agents: Trajectory of Creative Development During the Turbulence Early Adolescence <o:p></o:p></span></p>
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<span style="font-family:"Arial Narrow",sans-serif">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.<span class="MsoCommentReference"><span style="font-family:"Arial Narrow",sans-serif">
</span></span>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. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Bell MT",serif">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!
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<p class="MsoNormal"><span style="font-size:12.0pt;font-family:"Bell MT",serif">Best,<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:22.0pt;font-family:"Vladimir Script";color:black">Carmen Cybula</span><span style="font-size:13.5pt;color:black"><o:p></o:p></span></p>
<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt;font-family:"Georgia",serif;color:black">Office Support Specialist</span><span style="font-size:10.0pt;color:#212121"><o:p></o:p></span></p>
<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt;font-family:"Georgia",serif;color:black">Educational Methodology, Policy, and Leadership</span><span style="font-size:10.0pt;color:#212121"><o:p></o:p></span></p>
<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt;font-family:"Georgia",serif;color:black">University of Oregon | Eugene, OR 97403</span><span style="font-size:10.0pt;color:#212121"><o:p></o:p></span></p>
<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt;font-family:"Georgia",serif;color:black"><a href="mailto:cybula@uoregon.edu">cybula@uoregon.edu</a><o:p></o:p></span></p>
<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt;font-family:"Georgia",serif;color:black">541-346-5171</span><span style="font-size:10.0pt;color:#212121"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Georgia",serif">Pronouns: she/her/hers<o:p></o:p></span></p>
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