Teachers' Conceptions of Creativity and Creative Students.

By Abdullah Aljughaiman, Elizabeth Mowrer-Reynolds. 2005

281 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Visual Arts and Performing Arts

View Paper: https://www.semanticscholar.org/paper/7e5961576281b9a5a5a943de72b6faf47b5d7cf8

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In Experimental and Cognitive Psychology

In Visual Arts and Performing Arts

Citations in the corpus

How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective (2018, background): “…addresses longstanding misconceptions that persist within the creativity field: creativity is reserved for the eminent, creativity cannot be taught, and ideas simply emerge (e.g., Aljughaiman & Mowrer-Reynolds, 2005; Mullet, Willerson, Lamb, & Kettler, 2016; Plucker et al., 2004; Sawyer, 2012).”
In Praise of Clark Kent: Creative Metacognition and the Importance of Teaching Kids When (Not) to Be Creative (2013, background): “Certainly, one reason is that they often do not like the accompanying classroom behavior (Aljughaiman & Mowrer-Reynolds, 2005).”
Teachers’ Perceptions of Creativity in the Classroom (2018, background): “…students in terms of fluency (Plucker et al., 2004), flexibility (Lee & Seo, 2006), elaboration (Torrance, 1979), openness to new experiences (Liu & Lin, 2014), impulsivity or adventurousness (Kampylis, Berki, & Saariluoma, 2009), and as critical or emotional (Aljughaiman & Mowrer-Reynolds, 2005).”
Do People Recognize the Four Cs? Examining Layperson Conceptions of Creativity (2013, background): “When the same teachers were given adjectives that were typically used more to describe creative people, they said they disliked these types of students (see also Aljughaiman & Mowrer-Reynolds, 2005).”
Tasks that may occasion mathematical creativity: teachers’ choices (2013, background): “Aljughaiman and Mowrer-Reynolds (2005), for example, found that many elementary school teachers associate creativity with original ideas but only a few perceive divergent thinking as a defining attribute of creativity.”
Creative metacognition and self-ratings of creative performance: A 4-C perspective (2016, background): “Another topic to consider is that people show an implicit dislike of creativity both in everyday life (Mueller, Melwani, & Goncalo, 2012), the workplace (Mueller, Goncalo, & Kamdar, 2011), and, especially, in the classroom (Aljughaiman & Mowrer-Reynolds, 2005; Westby & Dawson, 1995).”
Ideational code‐switching: Walking the talk about supporting student creativity in the classroom (2007, background): “For instance, Aljughaiman & Mowrer-Reynolds (2005) concluded that teachers often view supporting student creativity as "something additional, something segregated from the usual curricula" (p. 30).”
Learning environments that support student creativity: Developing the SCALE (2018, background): “encouraged Aljughaiman and Mowrer-Reynolds (2005), Batchelor and Bintz (2013), Beghetto (2007), Chan and”