東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

An exploratory study of creativity -...

Edinger, Matthew J.

FindBook

Google Book

Amazon

博客來

An exploratory study of creativity -fostering teacher behaviors in secondary classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An exploratory study of creativity -fostering teacher behaviors in secondary classrooms./
作者:	Edinger, Matthew J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2008,
面頁冊數:	244 p.
附註:	Source: Dissertations Abstracts International, Volume: 70-02, Section: A.
Contained By:	Dissertations Abstracts International70-02A.
標題:	Educational evaluation. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3308107
ISBN:	9780549545408

An exploratory study of creativity -fostering teacher behaviors in secondary classrooms.
Edinger, Matthew J.

An exploratory study of creativity -fostering teacher behaviors in secondary classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2008 - 244 p.

Source: Dissertations Abstracts International, Volume: 70-02, Section: A.

Thesis (Ph.D.)--The College of William and Mary, 2008.

The purpose of this exploratory study was to investigate creativity-fostering teacher behaviors in the context of the high-stakes standardized testing environment. The sample consisted of twenty, core subject teachers from a high school in a large, mid Atlantic suburban school district. Data were collected through Soh's (2000) Creativity Fostering Teacher Index (CFT Index), a 45-item self-report survey based on nine creativity-fostering behaviors identified by Cropley (1997). Data were also collected with the CFT Index Observation Scale to observe teachers who scored within the 50th percentile of the CFT Index. Interviews were completed using nine open-ended questions concerning creativity and classroom strategies used to foster creativity. Findings suggest that 9th and 10th grade teachers utilize creativity-fostering behaviors to a moderate degree. Ten behavioral strategies appear to be utilized with a high degree of effectiveness. Additionally, the participants' ability to foster creativity in the classroom was improved by both supportive administration and instructional peers and was constrained by a lack of time and the constricting standardized testing environment. The findings suggested that factors, both personal and environmental, influence creativity-fostering behaviors and abilities. Implications for practice and research were discussed. These include staff development programs aimed toward increasing awareness of specific characteristics of creativity-fostering pedagogy, such as open-ended questioning techniques, problem solving, and freedom with focus. Administration can positively influence the teachers' ability to be creative in the classroom by being "open to ideas," by making teachers aware of professional opportunities, and planning meaningful staff development. Future studies with larger samples could use the CFT Index observation tool to conduct a more in-depth program of qualitative research. Future research could also explore the creative abilities and experiences of administration and the relationship this has to policy decisions, new hires, and the administrative-faculty relationship.

ISBN: 9780549545408Subjects--Topical Terms:

526425
Educational evaluation.

An exploratory study of creativity -fostering teacher behaviors in secondary classrooms.
LDR:03128nmm a2200313 4500 001 2208282
005 20191010070907.5
008 201008s2008 ||||||||||||||||| ||eng d
020 $a 9780549545408
035 $a (MiAaPQ)AAI3308107
035 $a AAI3308107
040 $a MiAaPQ $c MiAaPQ
100 1 $a Edinger, Matthew J. $3 3435299
245 1 3 $a An exploratory study of creativity -fostering teacher behaviors in secondary classrooms.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2008
300 $a 244 p.
500 $a Source: Dissertations Abstracts International, Volume: 70-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Ph.D.)--The College of William and Mary, 2008.
520 $a The purpose of this exploratory study was to investigate creativity-fostering teacher behaviors in the context of the high-stakes standardized testing environment. The sample consisted of twenty, core subject teachers from a high school in a large, mid Atlantic suburban school district. Data were collected through Soh's (2000) Creativity Fostering Teacher Index (CFT Index), a 45-item self-report survey based on nine creativity-fostering behaviors identified by Cropley (1997). Data were also collected with the CFT Index Observation Scale to observe teachers who scored within the 50th percentile of the CFT Index. Interviews were completed using nine open-ended questions concerning creativity and classroom strategies used to foster creativity. Findings suggest that 9th and 10th grade teachers utilize creativity-fostering behaviors to a moderate degree. Ten behavioral strategies appear to be utilized with a high degree of effectiveness. Additionally, the participants' ability to foster creativity in the classroom was improved by both supportive administration and instructional peers and was constrained by a lack of time and the constricting standardized testing environment. The findings suggested that factors, both personal and environmental, influence creativity-fostering behaviors and abilities. Implications for practice and research were discussed. These include staff development programs aimed toward increasing awareness of specific characteristics of creativity-fostering pedagogy, such as open-ended questioning techniques, problem solving, and freedom with focus. Administration can positively influence the teachers' ability to be creative in the classroom by being "open to ideas," by making teachers aware of professional opportunities, and planning meaningful staff development. Future studies with larger samples could use the CFT Index observation tool to conduct a more in-depth program of qualitative research. Future research could also explore the creative abilities and experiences of administration and the relationship this has to policy decisions, new hires, and the administrative-faculty relationship.
590 $a School code: 0261.
650 4 $a Educational evaluation. $3 526425
650 4 $a Secondary education. $3 2122779
650 4 $a Curricula. $3 3422445
650 4 $a Teaching. $3 517098
690 $a 0288
690 $a 0533
690 $a 0727
690 $a 0727
710 2 $a The College of William and Mary. $3 1018629
773 0 $t Dissertations Abstracts International $g 70-02A.
790 $a 0261
791 $a Ph.D.
792 $a 2008
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3308107