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 Investigation of California Class...

Reedy, Patricia R.

FindBook

Google Book

Amazon

博客來

An Investigation of California Classroom Teachers' Beliefs and Ratings of Creativity in Dance.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Investigation of California Classroom Teachers' Beliefs and Ratings of Creativity in Dance./
作者:	Reedy, Patricia R.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	269 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28002932
ISBN:	9798662444331

An Investigation of California Classroom Teachers' Beliefs and Ratings of Creativity in Dance.
Reedy, Patricia R.

An Investigation of California Classroom Teachers' Beliefs and Ratings of Creativity in Dance. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 269 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ed.D.)--University of San Francisco, 2020.

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

Creativity is a fundamental aim of art education. Because classroom teachers are responsible for teaching the arts at the elementary-school level, how they perceive and recognize creativity effects the quality of art education their students receive. This study investigated California teachers' beliefs about creativity in dance and the relationship of their beliefs to their ratings of student dance compositions. It also investigated the extent of agreement in creativity ratings across teachers and between teachers and dance experts. Classroom teachers' beliefs were collected through a research-constructed questionnaire, and classroom teachers (n=74) and dance experts (n=35) rated students' creative-dance products using a variation of Amabile's (1982) Consensual Assessment Technique (CAT).The findings show that classroom teachers value creativity and adhere to the belief that all children can be creative. They do not believe that creativity disrupts learning. Classroom teachers identified high, medium, and low levels of creativity with good interrater agreement (ICC=.84), and no statistically significant differences were found when compared with dance experts' ratings. Statistically significant positive associations were found between teachers' creativity ratings and their beliefs about creativity (r=.26), and medium-to-large associations were found between their creativity ratings and three individual belief items: It is important that students have free expression assignments in dance (n2=.15), All children can express themselves creatively in dance (n2=.19), and Improvisation is vital in school dance programs (n2=.11).Stepwise multiple regression was used to examine teacher characteristics as possible explanations for differences in ratings. The amount of dance offered at the teachers' schools was the only variable with a statistically significant correlation. Teachers answered three open-response questions defining creativity and describing their embodied experiences in dance. The majority of responses were psychosocial.The results of this study show that teachers' beliefs are related to their recognition of creativity and to the extent that they witness their students participating in dance, they increase that recognition. The study reveals a need for increased dance programs at the elementary-school level and professional development for teachers in dance education. This study is the first known application of CAT to dance.

ISBN: 9798662444331Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Consensual Assessment Technique

An Investigation of California Classroom Teachers' Beliefs and Ratings of Creativity in Dance.
LDR:03710nmm a2200397 4500 001 2274297
005 20201120093412.5
008 220629s2020 ||||||||||||||||| ||eng d
020 $a 9798662444331
035 $a (MiAaPQ)AAI28002932
035 $a AAI28002932
040 $a MiAaPQ $c MiAaPQ
100 1 $a Reedy, Patricia R. $3 3551777
245 1 3 $a An Investigation of California Classroom Teachers' Beliefs and Ratings of Creativity in Dance.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 269 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: Busk, Patricia.
502 $a Thesis (Ed.D.)--University of San Francisco, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Creativity is a fundamental aim of art education. Because classroom teachers are responsible for teaching the arts at the elementary-school level, how they perceive and recognize creativity effects the quality of art education their students receive. This study investigated California teachers' beliefs about creativity in dance and the relationship of their beliefs to their ratings of student dance compositions. It also investigated the extent of agreement in creativity ratings across teachers and between teachers and dance experts. Classroom teachers' beliefs were collected through a research-constructed questionnaire, and classroom teachers (n=74) and dance experts (n=35) rated students' creative-dance products using a variation of Amabile's (1982) Consensual Assessment Technique (CAT).The findings show that classroom teachers value creativity and adhere to the belief that all children can be creative. They do not believe that creativity disrupts learning. Classroom teachers identified high, medium, and low levels of creativity with good interrater agreement (ICC=.84), and no statistically significant differences were found when compared with dance experts' ratings. Statistically significant positive associations were found between teachers' creativity ratings and their beliefs about creativity (r=.26), and medium-to-large associations were found between their creativity ratings and three individual belief items: It is important that students have free expression assignments in dance (n2=.15), All children can express themselves creatively in dance (n2=.19), and Improvisation is vital in school dance programs (n2=.11).Stepwise multiple regression was used to examine teacher characteristics as possible explanations for differences in ratings. The amount of dance offered at the teachers' schools was the only variable with a statistically significant correlation. Teachers answered three open-response questions defining creativity and describing their embodied experiences in dance. The majority of responses were psychosocial.The results of this study show that teachers' beliefs are related to their recognition of creativity and to the extent that they witness their students participating in dance, they increase that recognition. The study reveals a need for increased dance programs at the elementary-school level and professional development for teachers in dance education. This study is the first known application of CAT to dance.
590 $a School code: 6019.
650 4 $a Teacher education. $3 3172312
650 4 $a Dance. $3 610547
650 4 $a Educational psychology. $3 517650
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Educational evaluation. $3 526425
653 $a Consensual Assessment Technique
653 $a Creativity
653 $a Creativity assessment
653 $a Student dances
653 $a Teacher beliefs
690 $a 0530
690 $a 0378
690 $a 0525
690 $a 0288
690 $a 0443
710 2 $a University of San Francisco. $b School of Education - Ed.D.. $3 2098911
773 0 $t Dissertations Abstracts International $g 82-02A.
790 $a 6019
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28002932