Date of Award
2-1-2018
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Donna Graham, Ph.D.
Second Advisor
Judy Shoemaker, Ed.D.
Third Advisor
Greg Aldred, Ed.D.
Abstract
While the goal of American education has been to produce workers who are ready to take their place in society, emphasis on standardization has not lead to the skills needed to effectively be a part of the technologically-based, globalized world in which society now functions. In this study, the researcher investigated how middle and secondary teacher perceive a creative environment or how the use of creative teaching strategies was perceived to increase academic performance of middle and secondary students. From the lens of Constructivism, a qualitative case study of middle and secondary teachers allowed for the discussion of creativity and perceived academic impact. Drawing from qualitative data collected using a questionnaire, classroom observations, and one-on-one interviews, this study found a perception among middle and secondary teachers of creativity increasing student academic achievement. The data revealed that a creative environment was central to student success. The study concluded a creative environment is established through the building of trust, which is done by the setting clear classroom expectations, allowing for questions and risk-taking, as well as making it safe for students to make mistakes or fail. Additionally, the study concluded that creativity aligns with the recognition of individual student needs, abilities, and learning preferences and offers clear learning goals which in turn affected student academic performance.
Keywords: creativity, creative environment, creative teaching strategies, middle-level student, secondary student, increased achievement