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    Please use this identifier to cite or link to this item: https://nccur.lib.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 link: http://dx.doi.org/10.1016/j.tsc.2017.02.005
    DOI: 10.1016/j.tsc.2017.02.005
    Appears in Collections:[Center for Creativity and Innovation Studies] Periodical Articles

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