Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/109333


Title: The development of indicators for creativity education and a questionnaire to evaluate its delivery and practice
Authors: Ku, H.-C.;Burnard, P.;McLellan, R.;Cheng, Y.-Y.;Wu, Jingjyi
吳靜吉
Contributors: 創新與創造力中心
Date: 2017-06
Issue Date: 2017-05-08 14:34:53 (UTC+8)
Abstract: This research aimed to develop a set of indicators for creativity education and a questionnaire to evaluate its delivery in Taiwan. Four research methods were systematically combined to develop the indicators and the questionnaire, including interviews, document analysis, onsite visits, and a survey. The indicator-informed questionnaire was then administered to a total of 1015 school administrators and teachers in Taiwan's primary and secondary schools (pre-test N = 397 and post-test N = 658). The results from confirmatory factor analysis (CFA) and Structure Equation Modeling (SEM) revealed that the questionnaire had very good measurement properties with five interrelated latent variables, including creative teachers, creative students, creative campus, interdisciplinary practice, and creative database. The questionnaire's reliability was calculated at a Cronbach's alpha of 0.97, and the five subscales’ Cronbach alpha scores ranged from 0.82 to 0.95. Evidence revealed that the practice of creativity education program in Taiwan was very effective. Overall, among the five subscales, the creative student subscale had highest ratings (most helpful), whereas interdisciplinary practice subscale had the lowest ratings (least helpful). The questionnaire has great potential to be utilized in government, educational institutions, and other sectors as a reference tool to evaluate the delivery and practice of creativity education. © 2017 Elsevier Ltd
Relation: Thinking Skills and Creativity, 24, 186-198
Data Type: article
DOI 連結: http://dx.doi.org/10.1016/j.tsc.2017.02.005
Appears in Collections:[創新與創造力研究中心 ] 期刊論文

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