The world we know is facing unprecedented growth, both economically and socially. Now, more than ever, it is crucial that students have the skills necessary to navigate in an ever-changing world. It is no longer enough for students to memorize information. They must learn how to think creatively and flexibly. Although few would disagree with the importance of creative thinking skills, the concept of creativity in education is complex. In order improve education and prepare students for the future, it is crucial to evaluate teachers’ beliefs in regard to creativity in education. The purpose of this study is to examine how teachers’ perceptions of creativity impact intentions to foster creativity in the classroom, and how those intentions impact the classroom ecology. The study’s findings are taken from observations and interviews within two 4th grade classrooms.
|Commitee:||Amaya, Efrain, Sandstrom, Clarine|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 58/01M(E), Masters Abstracts International|
|Subjects:||Education, Elementary education, Educational psychology, Education philosophy|
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