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ERIC Number: EJ871351
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1060-6041
Curriculum Construction and Teacher Empowerment: Supporting Invitational Education with a Creative Problem Solving Model
Chant, Richard H.; Moes, Rachelle; Ross, Melissa
Journal of Invitational Theory and Practice, v15 p55-67 2009
This case study demonstrates how the Osborne-Parnes Creative Problem-solving Model (CPS) can be used to enhance teacher creativity through the collaborative and inviting processes found within Invitational Education, which counter the individualistic and product-oriented enterprises often associated with creative endeavors. Conclusions indicate that the model's three stages guided, via sequenced divergent and convergent thinking strategies, teacher curricular decision-making and, ultimately, the learning opportunities provided to students. The CPS framework encouraged participants to engage in and experience optimism, trust, respect, care, and intentionality, which are the five value-based assumptions of Invitational Education. (Contains 1 figure.)
International Alliance for Invitational Education. Kennesaw State University, 1000 Chastain Road House #55, Kennesaw, GA 30144-5591. Tel: 770-423-6869; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A