In other words, the findings of the original study have been replicated by and large. The need for an instrument such as the CFTIndex is witnessed by many studies based using it subsequent to its first publication. Share your passion for architecture or photography or that new band you want to listen to all the time. The authors concluded that although the study does not contribute greatly to making theoretical progress, their results do show that creativity behaviour does exist in their university. Openness, Conscientiousness, Agreeableness, Extraversion and Emotional Stability). > Role of Teachers in Fostering Creativity Among Students. Motivation plays a significant role in learning and creativity among the students. For a better experience, click the icon above to turn off Compatibility Mode, which is only for viewing older websites. It is a truism that teachers play a critical role in the development of student creativity. With the given sample size, all correlations are statistically significant (p<.05). With the results above, the author concluded that The behaviours and practices of teachers in class are important to foster student creativity. This requires the SD. - Create an atmosphere that is kind and tolerant. To establish the concurrent validity of the CFTIndex, 16 adjectives were selected from Dominos (Citation1970) 59-item Creative Adjective Scale through several rounds of factor analysis. These differences in the means and reliabilities might be attributable to the fact that the replication groups were more homogeneous, mostly university graduates teaching language in the main. In both cases, the original six-point scale was used. In Table 9, however, 12 items which did not satisfy the criterion for item retention were excluded. It was determined that democratic, workshop-based classrooms are likely to result in students being empowered to make decisions that drive their learning and lead to creative output. Having the opportunity to create a learning environment that encourages creative thinking, teachers are in a unique position to help students develop one of their most important life skills. These are possible studies which can be taken as ways of further verifying the validity of the CFTIndex or as research in its own rights. They taught Chinese, mathematics and General Studies. These are substantial evidence of concurrent validity in that respondents who saw themselves as being more creative also scored higher on CFTIndex and its subscales. This shows the subscales to have moderately correlated with one another. An interesting aspect of this study is the comparisons of facultys scores with students scores. The teachers taught mainly English and Social Studies, with one quarter taught Science or Mathematics. 3099067 At the time of conception, not everyone gives importance to whether or not an idea is good or not, but as the possibility of presentation arises, they ultimately do think of it. Specifically, Chinese Language teachers scored higher than did Mathematics and General Studies teachers for Independence, Integration, Flexibility and Evaluation. In a context of productivity and capacity building, Olawale, Adeniyi, and Olubelas (Citation2010) study aims to ascertain the creativity fostering behaviour of university lecturers. Reason for changing the scale length is not given. How Teachers Can Foster Creativity in Students Now that you have an idea of the factors that affect a child's creativity, the role of teachers in helping them develop it comes in. Authors who are interested in being published in the Journal should submit one hard copy and one electronic manuscript to the editor. There are many data collection instruments for measuring student creativity but there is a dearth of instruments to measure creativity fostering behaviours of teachers. The structure of the CFTIndex appears to be relatively stable in spite of the differences between the original group and the one of this replication. What is creativity mention the strategies to foster creativity among students? 2016). This way, the student will learn to be self-critical, not so much as to demean their own work, but looking through the lens of self-improvement. These show that the CFTIndex as a whole is very highly reliable or internally consistent and its nine subscales also have reasonably high reliabilities. Creativity researchers have used the CFTIndex for varied purposes, including several Ph.D. theses. Our offerings like education erp, admission management system, fee management system, and others conveniently digitize educational organizations. The participants comprised 166 teachers of the foundation (early childhood) phase. The schools were located in city, town, village and remote rural community. There were 70% males and 30% females. In view of the recent Ph.D. dissertations and other studies which used it for data collection, and in view of the prevalent mood about creativity fostering, more studies like those annotated here can be expected. Among these only four (2.5%) references pertain to teachers and CFTIndex is one of the four (The International Center for Studies in Creativity, Citationn.d.). This study involved 34 faculty members and 202 students. This item is part of a JSTOR Collection. It is of note that the correlations with Creative Person scores are comparable between the two studies, although that for Integration, Evaluation and CFTIndex are regrettably unavailable from the Hong Kong study. Those with lower reliabilities (<.80) are Flexibility, Independence, Motivation and Evaluation. The sample was drawn on 172 teachers, with different teaching . Hopeful, this annotation helps in bringing to future researchers awareness of what has been done by their predecessors and what they themselves can add to the field, with more informed methodology. The highlights are presented in chronological order of the studies. If it is imperative to modify, also reported rescaled scores as have been demonstrated above. The information from the various studies was combined for a broader view of the nine subscales and the CFTIndex as a whole. Reason for this change is not explicated. Fostering understanding through education, organizing and advocacy. Of the respondents, 14% aged 3140years, 27% aged 4150years and 59% aged 51 or more years. With 164 respondents completed the CFTIndex with a response rate was 70%. 2018 H. Jerome Freiberg These strategies tended to fall into one or more of four categories: differentiated instruction, emotional variables, collaboration, and experiential learning (p. 123). to the school context and examine the extent to which teachers' cognitive mechanisms explain their intentions to foster creativity among their students. Secondly, make it a good habit to report the SD when reporting the mean. As alluded to above, comparison with other studies enhance the value of an otherwise isolated study. Tell students that truly creative people must imagine, and struggle, and re-imagine while working on a project. Conceptual rubrics were designed to clarify "what counts" or "what sub-skills should be developed" in relation to creativity and critical thinking and to guide the design of lesson plans and . As shown in Table 1, the correlations between CFTIndex subscales and Creative Person scores varied from r=.25 (Evaluation) to r=.45 (Integration), with r=.45 for the CFTIndex as a whole. Of course, it remains to be seen how the changes affect the interpretation of the results. Thus, it found that co-player and onlooker-stage manager roles are preferred teacher roles during free. In terms of age, 40% aged between 20 and 35, and the remaining 60% aged 36 or above. A mediation model was hypothesized with engagement as the mediator between personality and creativity fostering behaviour. Twenty 9th and 10th grade teachers from a high school in a large, mid-Atlantic suburban school district were involved in the study. . Instead of the original six-point scale, a five-point scale was used and there is no explanation for this change. He suggested several specific approaches such as checking teachers self-ratings for CFTIndex against (a) students ratings of teachers, (b) independent observers ratings, (c) student creativity, (d) effect of training in creativity techniques and (e) correspondence between changes in teacher creativity and student creativity. Whether creativity is born or bred is a naturenurture question beyond the scope of this article. They create games on their own, come up with the most bizarre and creative ideas for art, and find joy in the littlest things. Firstly, keep close to the original six-point scale with five items for each subscale and report the total score accordingly. Nevertheless, the current mood and belief is that creativity can be fostering, as evidenced by many writings posted on the Internet and more formal publications (e.g. Thirdly, also make it a good habit to report reliabilities of the CFTIndex and its nine subscales. Make it clear to students that creativity requires effort. Used for data collection was the CFTindex which has 45 items forming 9 subscales. When teachers behave in a manner that foster creativity, students are likely to respond in a creative manner and thus develop their own creativity. Excluded from this annotation are other articles citing the CFTIndex but not using it as a tool for data collection. Since teachers play a crucial role in developing student creativity, we focused on predictors of teachers' willingness to foster creativity in a classroom. This gives rise to the question of how teachers can foster creativity . The author might have some good reasons to change the format and reporting, but doing so prevent direct comparisons to be made across studies. The case study design included gathering data through interviews and observations. So, teachers need to create opportunities and avenues for children to improve their creative skills and come up with more and more creative ideas. Creativity is a phenomenon where a person uses their own ingenuity to create something that is unique and adds value to someone, or adds extra value to something. As shown in Table 8, the Cronbachs coefficients for the nine subscales are generally high and the median of the coefficients is =.83 which is greater than the conventionally expected =.7 for research instrument, though somewhat lower for the expected =.9 for making decisions on individuals. The authors suggest that the special teachers should be creative, resourceful and innovative to adequately meet the needs of the students who have special needs or disabilities, because the absence of such creative teachers could make children with special needs waste away, half-baked and remain dependent for survival. Within the context of No Child Left Behind, Edingers (Citation2008) study investigated creativity fostering teacher behaviours in a high-stakes standardized testing environment. For this reason, it can be said that Cronbachs Alpha coefficients obtained from the scale and subscales is sufficient (p. 321). The CFTIndex was administered to the respondents with the results shown in Table 1. Dr. Simon indicated in 1965 that the original purpose of the Newsletter was to meet the need to share, discuss and disseminate new ideas regarding research methodology, and variables that generated new knowledge about classroom interaction (Freiberg, 1977). For terms and use, please refer to our Terms and Conditions These are not just buzzwords; they are now key themes when discussing policy making, business strategy, and . The 'Teacher Roles in Free Play Scale' and the 'Creativity Fostering Teacher Index Scale' (CFTIndex) were used during data collection. This can provide a low-stakes environment to make students more comfortable exercising their creativity, and also cognizant of each member of the groups individual strengths and how those strengths can be leveraged to solve a problem in a unique way. You are not required to obtain permission to reuse this article in part or whole. These inter-subscale correlations are comparable in range with those found in Sohs (Citation2000) original study, although the Hong Kong study has a lower median (as compared with r=.82). The translation of the original English version into the Turkish version involved 30 lecturers from the Nigde University School of Foreign Languages. plying that it could be taught and learned. It is when someone is determined and focused that they use their full potential, and in this case, the student will be motivated to do their best, which is when their most creative ideas will come to the forefront. The Cronbachs coefficients for the modified three-item subscales vary from =.71 (Flexibility) to =.80 (Independence) although it is =.91. Having had the studies thus annotated and their information integrated, a logical question is, Where do we go from here? This time, the total variances explained for the subscales are shown in Table 2 together with the means and SDs for the CFTIndex and its nine subscales. By leveraging such learned skills as setting goals, sharing knowledge, and building relationships, a creative learning environment can help students practice and develop their own theories, ideas, and set them in motion. The purpose of Soh and Queks (Citation2007) study was to explore further the validity of the CFTIndex using fresh data from another group of Singaporean teachers. Teachers can be the biggest influence in funneling the children's creativity in such a way that they can use it in contexts both within and outside the paradigm . In practice, that usually means two things: serving as a role model for students, and finding ways to stimulate their creative thinking processes. There were 4 male and 18 female teachers in the sample. Correlations among the nine subscales were also estimated and the lowest is r=.26 between Independence (subscale 1) and Question (subscale 7) and the highest is r=.74 between Integration (subscale 2) and Flexibility (subscale 5). Demographic data includes gender, age, academic qualification and teaching experience. It overrides play and personal exploration The Journal has a 9-15% acceptance rate for each issue. As the following chart shows, 85% of teachers who focus on creativity in learning and use technology in transformative ways say they often see their students engaging in problem solving. Creativity is also a life skill, which can help students unlock new avenues in their personal self-expression. As students are encouraged to pursue creative solutions to a problem, they can learn persistence in the process of continually trying a new approach to solve that problem. However, the reliability for the whole scale of 45 items is =.95, which is very high for research instrument. Moreover, on a technical note, using six instead of five points for the scale is to minimize the respondents tendency of choosing the neutral category and, at the same time, to maximize variance which is important for correlation analysis and related statistical technique, e.g. There is also the possible training effect influencing the structure somehow. The teacher must also be wary of the language they use. There is however a difference in the approach of data analysis when compared with the original study: in this study, all 45 items were factor-analysed together at one run, whereas the nine subscales were factor-analysed separately in the original development of the CFTIndex. He further suggested that the CFTIndex could be used for in-depth qualitative research and to explore the relationship between creativity abilities and experience of administration. A change to the environment will impact the level of creativity. There is a moderate correlation between years of teaching experience with overall CFTI (r=.51), Motivation (r=.59), Opportunities (r=.44) and Flexibility (r=.51). This is a welcome feature that brings about a better understanding of teacher behaviour and this is does not found in the other studies using the CFTIndex. lack awareness of their own creativity and the responsibility that they have in fostering creativity among their students. SCAMPER) a year prior to this study conducted by the first author. Request Permissions, Published By: Journal of Classroom Interaction. However, the authors concluded that the CFTIndex has the potential to provide practical information to a classroom teachers keen on developing students creativity (p. 68). The more diverse and unique their experience is, the more creative the child will be. Thus, generally, the CFTIndex and its subscales yielded reliable scores and can be confidently used for further research. As shown in Table 10, there are generally differences between the facultys and students scores, in favour of the former group. In a sense, these are the aspects worthy of more attention if student creativity is to be fostered. However, 12 of the possible 36 correlations are at or greater than r=.50 and 16 are between r=.40 and r=.50. The correlations lend support to the concurrent validity of the CFTIndex. Provide constructive criticism only when necessary, and appreciate them when they do something good. Cropleys principle) relatively independent of the other subscales. As of 2014, the Journal of Classroom Interaction has been publishing relevant and well-researched articles for 50 years. The studies were conducted in various countries in the past few years as listed below: America (Edinger, Citation2008; Lee & Kemple, Citation2014). Multiple regression analysis results supported the hypothesized model. New researchers have the same opportunity to publish in the Journal as a veteran researcher. Groups tend to find more creative solutions, as well as foster a sense of collaboration. A common view is that as student progresses from year to year in school, the academic orientation to teaching and learning becomes more dominant. The CFTIndex was translated into Spanish and renamed as Learning Style Self-Assessment Scale, but the structure of the nine subscales and eight of the nine subscale names were retained, with Question renamed as Consultation. Carolina's Asian American Center is a space for Carolina students, faculty and staff to learn about Asian American identity and culture through resources and programming, like visiting scholars and guest lecturers. The scale has since been used by researchers in America, Canada, Chile, Hong Kong, Korea, Mexico, Nigeria, Turkey and Singapore since its first appearance in the Journal of Creativity Behavior in 2000. If the student believes that their idea is truly unique and creative, they will present it with complete confidence, but if they have relatively low self-esteem, they will consider themselves to be less creative, which will affect their creativity. The authors also classified the faculty members into five groups in terms of teaching experience. Todays youth are the future of the nation, and it is within the control of a good teacher to help them become the best version of themselves. The review process usually takes 9-12 weeks, somewhat longer if received in December, January or during the summer months. Table 3 below shows the means, SDs and Cronbachs coefficients for the CFTIndex as a whole and its nine subscales. In short, teachers are in a strategic position to foster creativity of their students, if the teachers are able to and in a habit of demonstrating creativity fostering behaviour in the day-to-day interaction with their students. emphasized the role of a teacher in the classroom as far as creativity is to be fostered. If youre interested in learning more about developing creativity in students, take a moment to learn more about Drexel University School of Education's MS in Creativity and Innovation, MS in Creative Education and Entrepreneurshipand post-bachelor's certificate in Creativity and Innovationand how you can further your own learning as an educator. Why Choose Drexel University School of Education? Teachers play a critical role in the development of student creativity. Next, for comparison by either the statistical significance test or the effect size, or both, the SD is needed for calculation. How Can Teachers Support Children With Special Needs? In terms of teaching experience, 20% had less than 10years, 39% had between 11 and 20years, and 41% had 21 or more years. The students, on average, feel that their teachers are moderately creative in their teaching while the teachers themselves believe that they are highly creative. However, gender, teaching experience and qualification did not influence the teachers scores for the CFTIndex subscales. The study involves forty university lecturers from four universities in Oyo and Ogun States selected randomly, with five males and five females from two faculties of each institution. Key points: - The skills needed to keep learning during the COVID crisis are also key to a lifelong learning mindset. Some creative thoughts require time to be molded into an idea. The study involved 27 primary school teachers (11 males and 16 females) 17 of whom had eight or less years of teaching and 10 had more. The study involved 22 Grade 5 to 7 teachers from across Southern Ontario. Table 10 shows the scores of the faculty members and students for the CFTIndex and its nine subscales. Children are some of the most creative units there are. How well they play this role depends on whether they demonstrate creativity foster- .