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Browsing by Author "McWilliam, Robin A."

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    Comparing Pre-Service and In-Service Teachers' Perceptions in Fostering Creativity
    (University of Alabama Libraries, 2022) Stephenson, Kim G.; Jolly, Jennifer L.; Lamb, Kristen N.; University of Alabama Tuscaloosa
    Teacher educational perceptions dictate what they feel are essential to emphasize in the classroom; however, pre-service and in-service teacher perceptions of creativity are rarely explored. This study compares pre-service and in-service teachers' perceptions of fostering creativity using the Teaching for Creativity Scale (TCS; Rubenstein et al., 2013). The study investigates prevailing perceptions that may guide student learning and change with differing teachers' characteristics. Using Bronfenbrenner's five-layer ecological model as a theoretical framework, the tool analyzes four critical perception areas that affect fostering creativity: teacher self-efficacy, environmental engagement, societal value, and student potential. Through quantitative online survey research, this study identifies if relationships exist between teacher status, years of experience, level and type of education, subject domain, student grade level, and school type within the four areas of the TCS. The findings of differences of perceptions by teacher status, experience, and characteristics are reported. In addition, the field of literature in pre-service and in-service teachers' perceptions of fostering creativity are reviewed so areas of improvement for teacher preparation programs and teacher professional development can be identified, and misconceptions of fostering creativity can be uncovered for future research.
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    Crisis Brings Innovative Strategies: Collaborative Empathic Teleintervention for Children with Disabilities during the COVID-19 Lockdown
    (MDPI, 2021) Schiariti, Veronica; McWilliam, Robin A.; University of Victoria; University of Alabama Tuscaloosa
    Background: While coronavirus disease 2019 (COVID-19) continues to spread across the globe, public health strategies-including the social distancing measures that many countries have implemented- have caused disruptions to daily routines. For children with disabilities and their families, such measures mean a lack of access to the resources they usually have through schools and habilitation or rehabilitation services. Health emergencies, like the current COVID-19 pandemic, require innovative strategies to ensure continuity of care. The objective of this perspective paper is to propose the adoption of two innovative strategies for teleintervention. Methods: The novel strategies include: (1) to apply the principles of the Routines-Based Model beyond the early years of development, and (2) to adopt My Abilities First-which is a novel educational tool promoting an abilities-oriented approach in healthcare encounters. Results: In the context of COVID-19, and using accessible language, the content of the paper highlights what is important for families and individuals with disabilities, and how the proposed novel strategies could be useful delivering remote support. Conclusions: The principles of the Routines-Based Model and My Abilities First are universal and facilitate collaborative, empathic, family-centered teleintervention for children and youth with disabilities during and post the COVID-19 lockdown.