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Open Final Thesis 04-17-08.Pdf The Pennsylvania State University The Graduate School Graduate Program in Curriculum and Instruction ENHANCING CREATIVE BEHAVIORAL EXPRESSIONS IN SCHOOL SYSTEMS: THE NEED FOR EDUCATIONAL REFORM AND A CENTER FOR CREATIVITY A Dissertation in Curriculum and Instruction by Shereen Abdel Kader © 2008 Shereen Abdel Kader Submitted in Partial Fulfillment of the Requirements for the degree of Doctor of Philosophy May 2008 ii The dissertation of Shereen Abdel Kader has been reviewed and approved* by the following: Thomas D. Yawkey Professor of Early Childhood Education Thesis Advisor Chair of Committee Daniel D. Hade Associate Professor of Language and Literacy Education Jamie M. Myers Associate Professor of Language and Literacy Education Edgar P. Yoder Professor of Agricultural and Extension Education Glendon W. Blume Professor of Education In Charge of Graduate Programs in Curriculum and Instruction *Signatures are on file at the Graduate School. iii ABSTRACT This study aims to initiate a movement calling for innovative school reform: ―Education for Creativity rather than Education for Achievement‖. The main purposes of this study are to explore stake-holders‘ perspectives, including experts and teachers, on creativity in young children; explore specifically whether teachers are able to recognize creative behaviors in young children; identify some of teachers‘ misconceptions about what constitutes creative behavior; identify descriptor behaviors of creativity that are observable and reflect the creative process rather than the creative product; identify the dynamics of creative expression; and identify the most effective ways to enhance children‘s creative expressions in the educational system. The Creative Behaviors in Young Children Checklist (CBYCC) has been created by the researcher of this study to include 265 items that represent observable behaviors in young children that reflect or may relate directly or indirectly to creativity. A new profile for understanding creativity in children and adults is introduced in this study. In addition, an innovative model for a Center for Creativity is proposed by this researcher. iv Table of Contents List of Figures v List of Tables vi Acknowledgements vii Chapter 1 Introduction 1 The Futuristic Need for Creativity 25 The Need for Assessing Creativity in Young Children 40 Common Myths About Creativity 49 Creativity in Young Children 54 Teachers‘ Recognition of Creative Behaviors in Young Children 163 Best Ways to Nurture Creativity in Young Children 179 Proposed Theory for a New Framework 187 Methodology 199 Summary of Creative Behaviors as represented in CBYCC 204 Chapter 2 Findings 216 Profiles of Participants 217 Research Question 1 221 Research Question 2 239 Research Question 3 268 Research Question 4 288 Research Question 5 293 Research Question 6 339 Research Question 7 377 Chapter 3 Summary, Conclusions, Recommendations and 361 Implications Summary of Findings 362 Memos about Teachers‘ and Experts‘ Responses 375 Recommendations for Practice and Research 386 Implications 389 Proposed Center for Creativity 391 Conclusion 405 References 406 Appendices 413 Table 10. Characteristics of Participant Experts 413 Background Information Sheets for Teachers 415 Table 11. Content Areas for Educational Background of Teachers 418 Table 12. Specialization Areas Reported By Teachers 418 Table 13. Reported Subject Areas Taught By Teachers Figures 421 Interview‘s Guiding Questions 428 Thank You List For Participant Teachers 429 Thank You List For Participant Experts 430 Vita v List of Figures Figure 1 Model of Education for Creativity 33 Figure 2 Benefits of Creativity 37 Figure 3 Maslow Hierarchy 119 Figure 4 New Profile for Understanding Creativity in Children and Adults 197 Figure 5 Center for Creativity 404 Figure 6 Expert Panel Affiliation to Classroom Teaching. 421 Figure 7 Expert Panel Members are Parent of Creative Child. Teaching. 422 Figure 8 Expert Panel University Affiliation. 423 Figure 9 Expert Panel Affiliation With Younger Children. 424 Figure 10 Expert Panel Affiliation to Children With Special Needs. 425 Figure 11 Adult or Child Expert Panel Member 426 Figure 12 Expert Panel Member A Generalist In Early Childhood Education. 427 vi List of Tables Table 1 Respective percentages of late-talking children 193 with close relatives in the following occupations Table 2 Summary of selected characteristics and 219 perceptions of participant teachers (N=41) Table 3 Summary of Information Regarding Years of Teaching Experience 221 Table 4 Recognition Level for Creative Behavior 277 Table 5 Relationship summary of selected demographic factors 342 with creative behaviors checked by 75 % or more of participant teachers Table 6 Relationship summary of demographic factors 347 with creative behaviors checked by 50-74 % of participant teachers Table 7 Relationship summary of demographic factors 352 with creative behaviors checked by less than 50% of participant teachers Table 8 Creative Behaviors Recognized the Most by 367 Experts and Teachers Table 9 Creative Behaviors Recognized the Least by 368 Experts and Teachers Table 10 Characteristics of Participant Experts (N=34) 413 Table 11 Content Areas For Teachers‘ Educational Backgrounds 418 Table 12 Specialization Areas Reported By Teachers 418 Table 13 Subject Areas Reported Taught By Teachers 419 vii Acknowledgements Reaching the acknowledgments after finishing the hard work of my thesis has not been a simple process for me. It is difficult for me as a person and researcher to recall, after this long journey with my thesis, all of the people who have made a difference in my life. There are an enormous number of valued people who have contributed significantly to me or to my thesis research, directly or indirectly. All of these dear persons deserve to be greatly thanked and appreciated. I regret not being able to list all of them in just a few pages. I will do my best to include the names of many of these important people in my life, but I want to say ―please, forgive me‖ to those who expected to read their names if they are not listed here. I want to tell everyone that all of your names are permanently etched in my mind and heart. I want to express my great thanks and appreciation to anyone, at any place or time in my life, who has taught me something; guided and advised me in something; cared for, helped, or supported me when I was in need of something; and inspired me with something. I want to express my love, respect, and admiration to anyone who taught me what science is and how scientists should be. My special thanks to all of you for what you have done and still do to help me to continue to be ―who I am‖ with appreciation of my diversity. Thank you for believing in my creativity work. This has been a great inspiration for me. I really appreciate the opportunity to enjoy this wonderful honor of knowing or working with you. I now have stronger motivation to succeed and continue helping and working for others. I will do my best to continue to make you proud with my creative expressions. Without all of your support, I would not have been able to accomplish my goal and finish my Ph. D. Degree. I know that I cannot be everything in the future, but I hope that I can at least be something one day in the Early Childhood Education field. I also hope that I will be able to positively influence the lives of our children and families across the world. I love that my sincere thanks go first to God, ―Alaha‖, who has provided me with the power, knowledge, experience, resources--including my unique family, children, friends, teachers, and other people who supported me--and unlimited things to accomplish my goal. My second greatest thanks, I want to express to all of my committee members: Dr. Thomas Yawkey (Academic Advisor); Dr. Edger Yoder (Statistics Advisor); and Dr. Jamie Myers and Dr. Dan Hade. Thank you for all of your valuable advice and support that you provided me throughout this process. My special thanks go to Dr. Yawkey and Dr. Yoder for all of the knowledge, experience, kindness, support, and care that they generously provided to me. I want to tell you: ―You are very special persons and teachers in my life. I have learned a lot from you; you are the closest ones who lived with me during the idea of this research and supported its birth through its delivery day. Thank you for doing all you could do to help me achieve my future dreams. I viii learned from you not only at the academic level, but also at the personal level. You have been always excellent models for me, and also for other creative persons and professors, and I hope that one day I will be a small part of you in your kind personalities and innovative minds.‖ Dr. Denise Hinds-Zaami, the Counselor with the Multicultural Resource Center, I would like to thank you for helping me overcome all of the obstacles in my way during my time of study time. Without your encouragement, advice, and outstanding thoughts, I will not have been able to get through by now. I really appreciate your efforts so much. Thank you also to Dr. Sven Bilén, Associate Professor of Electrical Engineering at Penn State, for your kindness and all you have done to support my creativity dreams in coming true. Also, thank you to all of my other Penn State University family and my other family at Indiana University of Pennsylvania. And now is the time for saying thank you to my great family at Harris Stowe State University in Saint Louis, Missouri. Thank you for all of your warm feelings, care, and significant contributions that I have enjoyed so much. It is a great honor to be part of your family. I am pleased to be surrounded by your love. Thank you for celebrating my success and sharing the happiness of my accomplishments.
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