Relationship Between Organizational Climate And Creativity Development

Getting assessments to the desirable level is therefore vital, both for teacher and students. From the Educational Assessment Landscape chart, I believe the measurements go hand-in-hand to offer students the opportunities to show what they have learned through differentiated assessments, all leading to the final result of success in summative

Creativity or the lack of encouraging creativity can be seen declining as you get lower in the class level in Anyons research. She states “Work tasks do not usually request creativity” and “Creativity is not often requested in social studies and Science projects”. In an article entitled “The Impact of Creativity on the Brain” by Judy Willis M.D; M.E.D posted on the website Radtech.com. “Neuroscience and cognitive science research are increasingly providing information that correlates creativity with intelligence; academic, social, and emotional success; and the development of skill sets and the highest information processing (Executive functions)”. This basically states that if creativity is encouraged then the upper intelligence functions of students are developed which includes social and emotional success. Which shows that if you stifle creativity you basically limit the

Mean is the average of a group of scores (Woolfolk, 2014). Mean and average are used interchangeably. To find the mean, a teacher will add all of the scores together and divided by the number of tests. For example, a teacher wants to find the mean of the spelling test, the spelling test scores are as the following, 10, 8, 7, 8, 10, 10, 6, 5, 7, and 5. The first step is to add all of the scores together (76). The second step is to divided by the number of tests (10), the quotient is the mean (7.6). The first math equation is 10+8+7+8+10+10+6+5+7+5=76. The second math equation is 76/10=7.6. The mean of the

3. Critically analyse how creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development.

In the context of creativity’s stated definition, we will proceed to group our arguments into three themes of factors: cognitive ability, expertise training, and environmental conditions. The human brain is highly adaptable and can continue to develop new cognitive abilities, even past adulthood (Norman, 2015). Proper cognitive expertise and training can help workers produce and operate in ingenious ways (Ginamarie, Lertiz & Mumford, 2004). Finally, the working environment can both motivate or stifle creative output. Managers can influence all three components: expertise, thinking skills, and motivation (Amabile, 1998).

In Creativity on the Brink the Arthur, Arlane Starko, explains of his trip to china. While there he encountered many questions from fellow educators that all asked the same question, how to teach creativity. The areas that he visited were known for having very high test scores, but the educators knew that high test scores won’t be enough to help in the future. The Chinese are masters of test taking yet their creativity level is almost nonexistent. China has become the example that Yong Zhao points out, “every choice we make about

Five hundred sixty five students ranging from grade 7 to grade 11 took part in this study. All students enrolled in an

In order for children to be creative the environment and the experiences they are exposed to will determine their creative learning and creativity.  This is closely linked with cultural approaches and role modelling.

Internal validity of this study included data collection process and student personal interest in education. For example, students may have scored in exam because they concern about their own education. Reliability of this study instrument has not been tested. This is the first time this group will have this survey. There is no former survey to use as a standard to see if there are many changes.

If you search almost anywhere on the internet about creativity and public schools you will run into a video by a man named Sir Ken Robinson. He emphasizes that schools kill creativity in every way. On the other hand, President Barack Obama disagrees whole heartedly. Both of these men agree that creativity is important to children and schools but they disagree on whether or not creativity is being implemented in schools. Robinson stated in his lectured at TED 2006, “I believe this passionately, that we don’t grow into creativity, we grow out of it. Or rather, we get educated out of it” (Ken Robinson. TED2006). He goes to say that

However, the fact that the study only focused on a small group (a specific university students), a specific race (whites), one specific social class (middle class), and one gender (female) makes the credibility of the findings questionable because we cannot use them to develop a general conclusion to represent all the teachers. The researcher also acknowledged this by stating that the findings from the study can be used to inform other groups, but is not meant to be representative of all teacher researcher groups (Vetter,

A sample size of 496 participants was enrolled in the study. The average age of the participants were 21.5 ± 3.7 years. The institution is a university that is in the Central Atlantic region of the US. The enrollment of undergraduates was 18,000 students and the enrollment of graduate students was 6,000 for the fall semester of 2006, 85% of the undergraduates were 18 to 24 years old, 12% were 25 to 40 years old, and 3% were 41 years old and older (East Carolina University fact

The quantitative method for this study is being used because of the statistical, arithmetical, or a numerical study of facts gathered through surveys, and questionnaires (Babbie, 2010). The quantitative will allow to measure before and after. This quantitative research is significant because it will statistically show the number of teachers that improve with a before and after test design. The methodology will be a Quantitative Quasi-Experimental Pre-Post Test Design.

Creativity is the ability to produce work that is original yet appropriate-something that others have not thought of but that is useful in some way (Kaufman & Sternberg, 2007; Sternberg, 2003b). The significance of creativity for children’s development is very high. Creativity helps children develop the overall areas of development; physical, social, emotional, language and cognitive. A child learns to innovate as well as invent while doing creative activities. Through creative practices child finds multiple methods of looking at various situations, assessing these situations and finding new solutions. Children often desire to be able to express themselves without any

Graphs 1 – Student Survey with answers 1-5..........................................................................11 Graphs 2 – Students survey with answers 5 to 10 ...................................................................12