Graduate Thesis Or Dissertation
 

A study of the ability of verbally creative teachers to identify verbally creative students

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/cj82kb35p

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  • Rooted in the writer's general concern with the teaching and evaluation of writing, this study attempts to determine whether verbally creative teachers are better able to identify verbally creative students than are less verbally creative teachers. A second aim was to determine whether the verbal creativity of the teacher is positively related to the verbal creativity of the student. Using the Remote Associates Test (RAT) as a measuring instrument, fourteen Oregon State University and eight community college Freshman Composition teachers from three nearby community colleges were tested. Students of the three high- and three low-scoring university teachers and of all eight community college teachers were tested during the seventh week of the Fall term with the same instrument. Students were ranked by teachers according to the teacher's estimate of the student's verbal creativity and rankings were collected at the time of testing. Student scores in each section were trichotomized and comparative success of prediction was determined for high creative (HC) teachers and low creative (LC) teachers in predicting HC and LC students for both university and community college teachers. Analysis of variance and covariance was used to compare mean scores of students with HC and LC teachers and of student populations from the four schools after adjusting for age, sex, and G. P. A. Findings of the study indicated that teacher RAT scores were high in comparison with other reported groups and that scores for university and community college teachers were essentially equal. HC teachers were no more able to identify HC students than were LC teachers. LC teachers tended to be better able to identify LC students, although not at the .10 level of confidence. An F-test of the means of students with HC and LC university teachers was significant at the .10 level of confidence and may indicate a possibility that the verbal creativity of the teacher is positively related to the verbal creativity of students. Covariate analysis indicated that students of one community college were significantly more creative (P < .05) than those of the other three participating schools. Findings of the study tend to support other studies of teacher ability to identify creativity and of the relationship of student creativity to teacher creativity. Together with previous studies, this study seems to indicate that creative teachers do enhance student creativity, but probably not through recognition and reinforcement of creative effort. Differences in creativity of school populations suggest that institutional environment or curriculums may vary in their ability to attract and hold creative students.
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