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E. Paul Torrance Graduate Student Award

E. Paul Torrance Graduate Student Award. An Evaluative Study of Teacher Creativity, use of the Heuristic Diagnostic Teaching Process and Student Mathematics Performance Louise Whitelaw Whitella@drexel.edu Drexel University Dissertation Chair: Fredricka K. Reisman, Ph.D.

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E. Paul Torrance Graduate Student Award

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  1. E. Paul Torrance Graduate Student Award An Evaluative Study of Teacher Creativity, use of the Heuristic Diagnostic Teaching Process and Student Mathematics Performance Louise Whitelaw Whitella@drexel.edu Drexel University Dissertation Chair: Fredricka K. Reisman, Ph.D.

  2. Reisman and Bach (2000) findings Chester Upland School District Hidden Figural Creativity strengths in low-income minority students Recognized for good behavior - not creative strengths Need for Study

  3. Overview of Study Investigates the relationship between teacher Figural Creativity (TTCT) and teacher identification of Creative Characteristics Investigates the relationship between teachers who report to use the Heuristic Diagnostic Teaching (HDT) process and teacher identification of Creative Characteristics

  4. Need for Study Dawson (1997) –Teachers typically identify student verbal creative characteristics Parents accurately identify creative characteristics in their children Torrance (2000) –Teachers are a factor in the development of student creativity Correlation between creativity in high school and adulthood

  5. Relevance of Study Studies show teachers are more convergent thinkers – not ‘outside the box’ Teachers who reject children’s choices and expression which may hinder problem solving ability (Torrance) Teachers who allow freedom of expression, identify creativity and understand bad behavior as potential boredom or expression to solve tasks in their own way, may be apt to creatively solve problems

  6. Methodology Quantitative Study Teacher HDT Self-Report TTCT-Figural Form Philadelphia Benchmark Assessment Test

  7. Methodology

  8. TTCT Figural: Sample Assesses divergent spatial thinking Picture completion, creation- e.g.triangles Sound test-retest reliability Content validity based on research at the time Predictive validity based on longitudinal data Instrument

  9. Teacher HDT Self-Report Inventory Teacher perceptions Includes use of HDT in classrooms, identification of generic influences on learning (cognitive, social, emotional, physical) and creative characteristics Philadelphia Benchmark Assessment Test Measures student class-wide mathematics content knowledge Instruments

  10. This study will identify if teacher figural creativity & HDT use are factors when identifying student creativity characteristics The impact for adult creativity and need to further research teacher identification of student creativity have been shown in the current research Significance of the Study

  11. Investigates teacher use of the HDT process & relationship to student mathematics content knowledge, the generic influences on learning, and identification of creative characteristics Findings offer information for the teaching field Timely –No Child Left Behind (mathematics) Significance of the Study

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