E. Paul Torrance Graduate Student Award

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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_at_drexel.edu
• Drexel University
• Dissertation Chair Fredricka K. Reisman, Ph.D.

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Need for Study

• 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

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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

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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

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Relevance of Study

• Studies show teachers are more convergent
  thinkers not outside the box
• Teachers who reject childrens 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

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Methodology

• Quantitative Study
• Teacher HDT Self-Report
• TTCT-Figural Form
• Philadelphia Benchmark Assessment Test

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Methodology
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Instrument

• 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

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Instruments

• 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

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Significance of the Study

• 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

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Significance of the Study

• 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)