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Teaching and Learning to Risk: Desig...

Pease, Pamela Marie.

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Teaching and Learning to Risk: Design Pedagogy as a Catalyst for Innovation and Creative Risk-Taking in Secondary School Learning Environments.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching and Learning to Risk: Design Pedagogy as a Catalyst for Innovation and Creative Risk-Taking in Secondary School Learning Environments./
作者:	Pease, Pamela Marie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	373 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:	Dissertations Abstracts International81-03A.
標題:	Pedagogy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27529133
ISBN:	9781085646000

Teaching and Learning to Risk: Design Pedagogy as a Catalyst for Innovation and Creative Risk-Taking in Secondary School Learning Environments.
Pease, Pamela Marie.

Teaching and Learning to Risk: Design Pedagogy as a Catalyst for Innovation and Creative Risk-Taking in Secondary School Learning Environments. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 373 p.

Source: Dissertations Abstracts International, Volume: 81-03, Section: A.

Thesis (Ph.D.)--North Carolina State University, 2018.

This item must not be sold to any third party vendors.

This study investigates the beliefs and actions of teachers who use the pedagogy of design with the intent of fostering cultures of innovation and creative risk-taking in 21st-century learning environments. My research is based on four assertions: 1) that the 21st century is characterized by rapid change and unprecedented complexity; 2) that consensus exists among governments, business leaders, educators, and communities regarding the importance of innovation in preparing young people to meet future challenges in a rapidly changing and complex world; 3) that cultivating innovation requires an interconnected learning ecosystem that supports creative problem solving and risk-taking; and 4) that teachers, as designers of learning experiences, are positioned to serve as catalysts for change and play a vital role in developing communities of practice that encourage creative risk-taking and innovation. Without risk, there is no innovation. The present study reflects the inherent conflict between society's desire to graduate innovative students within the context of a culture of education that has become increasingly risk-averse. The study researches ways in which teachers embed design challenges in the curriculum, providing opportunities for students to develop and practice essential decision-making, risk-taking, and innovation skills within a safe and supportive environment. Data was collected for this study from two exceptional secondary schools committed to incorporating innovation and creative risk-taking into the life of their schools. Through document analysis, interviews, and observations (n=12 educators / 184 students), this study uses the methodology of constructivist grounded theory to explore teachers' beliefs and actions as they implement authentic design challenges within the curriculum. The audience for this dissertation includes educators, design practitioners, and community leaders interested in the future of learning. Three themes emerged from this study. Findings suggest that establishing conditions in the learning environment that are conducive to creative risk-taking and innovation will benefit from 1) the alignment of educators' beliefs and actions, 2) making connections between classrooms and interdisciplinary communities of educators and design practitioners, and 3) providing an optimal balance of challenge and support. A proposed theory of action is based on evidence of the role of that incorporating design pedagogy can play in fostering cultures of innovation and creative risk-taking in secondary school learning environments.

ISBN: 9781085646000Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Innovation

Teaching and Learning to Risk: Design Pedagogy as a Catalyst for Innovation and Creative Risk-Taking in Secondary School Learning Environments.
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