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Relevant bibliographies by topics / Education for creativity

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Dissertations / Theses

Academic literature on the topic 'Education for creativity'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Dissertations / Theses on the topic "Education for creativity"

1

Okere, Mark Ignatius Owondo. "Creativity in physics education." Thesis, King's College London (University of London), 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283420.

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2

Broderick, Jane Tingle. "Creativity." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4235.

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3

Almutlaq, Zidna. "Understanding CreativityThe Nature of Children’s Creativity and the Development of Creativity." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo154469865307658.

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Vosler, Matthew S. "Cracking the Creativity Crunch: Understanding Creativity for Outdoor Leaders in Adventure Programming." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1557421932155276.

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5

Broderick, Jane Tingle, and J. Matson. "Creativity and Curriculum: “Exploring Theories of Creativity Through Our Shape Investigation”." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4479.

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6

Wyke, Rebecca Martha C. "Teaching creativity and innovation in higher education." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592900.

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<p> A principal goal of higher education is to prepare students for the real-world challenges they will encounter upon graduation in their everyday life, in their work and in society. While discipline specific content knowledge is an important component of a college education, a 2010 survey of employers conducted for the Association of American Colleges and Universities reflected the changing expectations of employers for recent college graduates. Approximately ninety percent of employers surveyed said college graduates entering the workplace need a broader set of skills than in the past in or

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7

Peacock, Diane. "Telling utterances : education, creativity & everyday lives." Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/52611/.

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Education policy, in practice so singularly an experienced phenomenon, may be irreconcilable to single forms of academic interpretation. The questions and possibilities raised by this proposition animate the core of this study. Why, given the volume of noise generated by the multiplicity of agents and agencies with critical interests in education policy and practice, do some voices dominate while others are unheard or silent? What might this mean for those being educated and for art and design education? Responses, rather than being articulated as a series of arguments in a traditional researc

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Corfman, Timothy D. "Creativity in Asynchronous Online Discussions." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4209.

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It is vital for online educators to know whether the strategies they use help students gain 21st-century skills. One skill that has been identified as important in the 21st century is creativity; however, a gap existed in the literature concerning whether online courses could help students to develop creativity. Thus, the purpose of this study was to determine whether participation in online courses can help students develop creativity using asynchronous online discussions, textbooks, and teacher developed materials. Amabile's componential model of creativity formed the study's conceptual fram

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9

Merrill, Jeremy. "Increasing creativity in design education: measuring the e/affect of cognitive exercises on student creativity." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/16996.

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Doctor of Philosophy<br>Department of Environmental Design and Planning<br>Stephanie A. Rolley<br>Creativity is vital to the design professions although there is a not a common understanding among designers about the nature of creativity. Designers need a model of creativity that helps place the importance of creativity in the design process and informs educators about how to better enhance creativity in their students. Merrill’s Model of Creativity in Design (Merrill & Rolley 2012) was developed by the researcher and served as the framework for exploring the effect of an academic intervention

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10

Fryer, Marilyn. "Teachers' views on creativity." Thesis, Leeds Beckett University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328586.

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This study explored the views of teachers and further education lecturers in England and Wales about creativity and its development. A survey questionnaire was administered to 1028 teachers and lecturers, and interviews were conducted with a sub-sample of 31 teachers. The questionnaire included original measures of teachers' opinions about creativity and teaching style preferences, as well as the Torrance "Ideal Pupil" and "Ideal Person" Checklists - included to facilitate comparisons with previous research. Results indicate that most teachers subscribe to a definition of creativity perceived

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