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dc.contributor.authorIwata, Takuya
dc.date.accessioned2014-03-04T21:12:53Z
dc.date.available2014-03-04T21:12:53Z
dc.date.issued2013-08
dc.identifier.otheriwata_takuya_201308_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/iwata_takuya_201308_ma
dc.identifier.urihttp://hdl.handle.net/10724/29076
dc.description.abstractTeacher’s autonomy has become a popular research topic in the field of teacher education in the world; however, as a result of No Child Left Behind initiative, teacher autonomy has be marginalized in schools in the U.S. and, most research studies that advocate the importance of teacher’s autonomy were conducted outside the United States. Therefore, the purpose of this study is to understand the role of American teachers’ autonomy in predicting their students’ creativity. The simple linear regression model was significant in explaining the relationship between teaching autonomy and students’ creativity. Student characteristics made up the highest percentage of the variance, approximately 32%, and were, therefore, the most influential independent variable. Within student characteristics, Gender was the strongest indicators of influence. However, given the participants’ demographic information and the school characteristics, the findings of the study, therefore, should be generalized with caution.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectTeacher Autonomy
dc.subjectCreative Teaching
dc.subjectStudent Creativity
dc.subjectProfessionalization of Teaching
dc.subjectEducational Reforms
dc.subjectSimple Linear Regression
dc.subjectMultiple Regression
dc.titleTeacher's autonomy and students' creativity
dc.typeThesis
dc.description.degreeMA
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorEducational Psychology
dc.description.advisorBonnie Cramond
dc.description.committeeBonnie Cramond
dc.description.committeeThomas Valentine
dc.description.committeeTarek C. Grantham


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