| LDR | | 03324nmm uu200505 4500 |
| 001 | | 000000332697 |
| 005 | | 20240805171255 |
| 008 | | 181129s2018 |||||||||||||||||c||eng d |
| 020 | |
▼a 9780438167933 |
| 035 | |
▼a (MiAaPQ)AAI10811706 |
| 035 | |
▼a (MiAaPQ)umn:19128 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 248032 |
| 082 | 0 |
▼a 721 |
| 100 | 1 |
▼a Nyboer, Jody. |
| 245 | 14 |
▼a The Perceived Attributes and Role of Environment to Creative Instruction. |
| 260 | |
▼a [S.l.] :
▼b University of Minnesota.,
▼c 2018 |
| 260 | 1 |
▼a Ann Arbor :
▼b ProQuest Dissertations & Theses,
▼c 2018 |
| 300 | |
▼a 142 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A. |
| 500 | |
▼a Adviser: Brad Hokanson. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of Minnesota, 2018. |
| 520 | |
▼a Creativity is an exciting area of research in education because it is increasingly understood to benefit learners. Creative teaching is effective teaching that enhances learning (Sawyer, 2011 |
| 520 | |
▼a Contemporary research makes it difficult to determine how important the environment is to creative instruction. The environmental contexts concerning instructional creativity are not entirely understood. This dissertation asks: What aspects of t |
| 520 | |
▼a The constructs of the Four-P Model of Creativity (Rhodes, 1987) were used as an exploratory beginning to answer the research questions, namely in guiding the review of literature. Rhode's model was selected because it is widely used to understan |
| 520 | |
▼a The literature review established that the Four-Ps of instructional creativity have not been fully investigated. The attributes and role of the environment to creativity in instruction are the least understood and defined. The results of the sys |
| 520 | |
▼a The mixed-method approach was implemented in two phases to enhance discovery. For the first phase, creative instructors were selected by using the Abbreviated Torrance Test for Adults to determine their Creative Index or CI (Goff, 2002). Nine pa |
| 520 | |
▼a Two semi-structured, responsive interviewing techniques were implemented. Participants were first interviewed in their teaching space, followed immediately by a participant-led, walking interview through the building. The walking interview was d |
| 520 | |
▼a The knowledge that emerged from this study represents the insight of creative teachers who shared personal experiences of feeling creatively enabled or limited. The discoveries are organized within three major findings. The first is multifaceted |
| 520 | |
▼a This investigation did not evaluate a causal relationship between the environment and instructional creativity. It was not an exploration of educational or developmental psychology. Rather, this work synthesizes the experiences of creative instr |
| 590 | |
▼a School code: 0130. |
| 650 | 4 |
▼a Architecture. |
| 650 | 4 |
▼a Education. |
| 650 | 4 |
▼a Design. |
| 690 | |
▼a 0729 |
| 690 | |
▼a 0515 |
| 690 | |
▼a 0389 |
| 710 | 20 |
▼a University of Minnesota.
▼b Design. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 79-12A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0130 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T14997994
▼n KERIS |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a 관리자 |