A mixed methods approach to assessing the development of creative ability in third grade students through arts-integration.
| dc.contributor.advisor | LeCompte, Karon N. | |
| dc.creator | Jasper, Jessica, 1978- | |
| dc.creator.orcid | 0009-0007-7594-2632 | |
| dc.date.accessioned | 2024-07-17T14:04:25Z | |
| dc.date.available | 2024-07-17T14:04:25Z | |
| dc.date.created | 2023-08 | |
| dc.date.issued | 2023-08 | |
| dc.date.submitted | August 2023 | |
| dc.date.updated | 2024-07-17T14:04:25Z | |
| dc.description.abstract | Companies and organizations identified creativity as a necessary skill for success in the workforce (Collard & Looney, 2014; IBM Institute for Business Value, 2010; Kim, 2014; Lichtenberg et al., 2008; World Economic Forum, 2016), thus K–12 schools should provide opportunities for students to develop their creativity abilities (Adobe Systems Incorporated, 2016; Geist & Hohn, 2009). Despite the expressed need of the American workforce to produce creative workers, the current educational system prioritizes tested subjects such as reading and math, hindering creativity development (Kim, 2011; von Zastrow, 2004). School environments that place such a high value on test scores negatively affect school-age children because it creates a dichotomy between the purpose of the American educational system and the need for creative workers in the American work force. The purpose of this mixed methods study was to examine how arts integration can develop third grade students’ creative ability who participated in a state standards-aligned arts-integrated curriculum. I analyzed pre- and post-test Profiles of Creative Abilities (PCA; Ryser, 2007) to measure students’ creative ability before and after an intervention of a standards-aligned arts-integrated curriculum (n = 45), along with PCA scores from a control group (n = 92) that did not implement the curriculum. Then, teachers from the treatment group (n = 2) and control group (n = 2) participated in individual, semi-structured interviews, and a focus group to describe their students’ creative abilities. The initial quantitative phase found no statistically significant difference between the fall and spring administration of the PCA exam (Ryser, 2007). During the second, qualitative phase, teachers revealed that both students and teachers face interrelated obstacles to developing creativity. Students were highly dependent on their teacher for guidance and are hesitant to take risks. Teachers struggled with meeting curriculum demands and overcoming their own myths and misconceptions about creativity. Teachers also believed that while arts integration benefitted their students, additional factors such as collaboration, motivation, environment, and use of open-ended tasks also contributed to creativity in their students. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12813 | |
| dc.language.iso | English | |
| dc.rights.accessrights | No access – contact librarywebmaster@baylor.edu | |
| dc.title | A mixed methods approach to assessing the development of creative ability in third grade students through arts-integration. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| local.embargo.lift | 2025-08-01 | |
| local.embargo.terms | 2025-08-01 | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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