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Investigating creativity: Understan...

Jennings, Tracy.

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Investigating creativity: Understanding the perspectives of teachers and students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Investigating creativity: Understanding the perspectives of teachers and students./
作者:	Jennings, Tracy.
面頁冊數:	159 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0528.
Contained By:	Dissertation Abstracts International67-02A.
標題:	Education, Technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3205101
ISBN:	9780542533150

Investigating creativity: Understanding the perspectives of teachers and students.
Jennings, Tracy.

Investigating creativity: Understanding the perspectives of teachers and students. - 159 p.

Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0528.

Thesis (Ed.D.)--Northern Illinois University, 2005.

Educators face new challenges today. Swiftly advancing technology, globalization, and the individual's ready access to boundless amounts of information are changing the old way of doing things. Creativity can help prepare students for a life with these new challenges.

ISBN: 9780542533150Subjects--Topical Terms:

1017498
Education, Technology.

Investigating creativity: Understanding the perspectives of teachers and students.
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500 $a Adviser: Rhonda Robinson.
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520 $a Educators face new challenges today. Swiftly advancing technology, globalization, and the individual's ready access to boundless amounts of information are changing the old way of doing things. Creativity can help prepare students for a life with these new challenges.
520 $a Apparel design teachers and students were participants in this qualitative investigation into creativity. Interview and focus group techniques yielded data on teachers' and students' attitudes, perceptions, awareness, and fundamental knowledge of creativity.
520 $a Data revealed that teachers and students had different perspectives concerning creativity. Teachers defined creativity in cognitive terms, most often as problem-solving. Students defined creativity in affective terms and they were emotionally attached to their products. Most participants had one-dimensional views of creativity and they were generally not aware of the complexities of the researched creativity construct. The teachers agree that creativity can be taught in the classroom, but many students contend that teaching creativity will cause a loss of their personal voice in favor of standardized formats and institutionalized concepts of creativity. The data allow for an understanding of a particular group of teachers' and students' perspectives on creativity. Findings highlight the complexities inherent in the construct and possibilities for misunderstandings in the classroom.
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