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ERIC Number: ED028150
Record Type: RIE
Publication Date: 1968
Pages: 16
Abstractor: N/A
Reference Count: 0
Relationships Between Teacher Behavior and Pupil Creativity in the Elementary School.
Weber, Wilford A.
A four-year study was conducted to test the hypothesis that indirect teacher behaviors foster pupil creativity more than do direct teacher behaviors. Multivariate composite scores derived from interaction analysis data were used to classify 180 elementary school students (who had the same teacher for grades 1 through 3, and a different teacher in grade 4) as having experienced one of four teaching behavior combinations: indirect or direct all four years; indirect for three years and direct in the fourth year; and direct with indirect in the fourth year. Student responses to a creative thinking test composed within the framework of two forms of creative expression, verbal and figurative, were compared with their teacher behavior experience. Results suggest that verbal creativity is fostered more under the influence of indirect teacher behaviors, and that figural creative potentialities are encouraged more under the influence of consistent patterns of teaching behaviors. It would seem, then, that consistently indirect teaching behavior would encourage the growth of both verbal and figural creativ e expression. (A four-item bibliography is included.) (SM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the American Educational Research Association, Chicago, February 1968