Teaching Creative Writing in Primary Schools: A Systematic Review of the Literature through the Lens of Reflexivity
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| Title: | Teaching Creative Writing in Primary Schools: A Systematic Review of the Literature through the Lens of Reflexivity |
|---|---|
| Language: | English |
| Authors: | Georgina Barton (ORCID |
| Source: | Australian Educational Researcher. 2024 51(4):1311-1330. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education |
| Descriptors: | Creative Writing, Writing Instruction, Elementary Schools, Creativity, Educational Research |
| DOI: | 10.1007/s13384-023-00641-9 |
| ISSN: | 0311-6999 2210-5328 |
| Abstract: | Teaching writing is complex and research related to approaches that support students' understanding and outcomes in written assessment is prolific. Written aspects including text structure, purpose, and language conventions appear to be explicit elements teachers know how to teach. However, more qualitative and nuanced elements of writing such as authorial voice and creativity have received less attention. We conducted a systematic literature review on creativity and creative aspects of writing in primary classrooms by exploring research between 2011 and 2020. The review yielded 172 articles with 25 satisfying established criteria. Using Archer's critical realist theory of reflexivity we report on personal, structural, and cultural emergent properties that surround the practice of creative writing. Implications and recommendations for improved practice are shared for school leaders, teachers, preservice teachers, students, and policy makers. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1435865 |
| Database: | ERIC |
| Abstract: | Teaching writing is complex and research related to approaches that support students' understanding and outcomes in written assessment is prolific. Written aspects including text structure, purpose, and language conventions appear to be explicit elements teachers know how to teach. However, more qualitative and nuanced elements of writing such as authorial voice and creativity have received less attention. We conducted a systematic literature review on creativity and creative aspects of writing in primary classrooms by exploring research between 2011 and 2020. The review yielded 172 articles with 25 satisfying established criteria. Using Archer's critical realist theory of reflexivity we report on personal, structural, and cultural emergent properties that surround the practice of creative writing. Implications and recommendations for improved practice are shared for school leaders, teachers, preservice teachers, students, and policy makers. |
|---|---|
| ISSN: | 0311-6999 2210-5328 |
| DOI: | 10.1007/s13384-023-00641-9 |
