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Teachers' Conceptualizations of Crea...

University of Colorado at Denver.

Teachers' Conceptualizations of Creativity in Early Childhood Educational Contexts.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teachers' Conceptualizations of Creativity in Early Childhood Educational Contexts./
Author:	Philip, Erin.
Description:	1 online resource (86 pages)
Notes:	Source: Masters Abstracts International, Volume: 57-02.
Contained By:	Masters Abstracts International57-02(E).
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355511758

Teachers' Conceptualizations of Creativity in Early Childhood Educational Contexts.
Philip, Erin.

Teachers' Conceptualizations of Creativity in Early Childhood Educational Contexts. - 1 online resource (86 pages)

Source: Masters Abstracts International, Volume: 57-02.

Thesis (M.A.)--University of Colorado at Denver, 2017.

Includes bibliographical references

Three preschool teachers working in varied early childhood educational contexts were interviewed and observed to examine their creativity conceptualizations, how these developed, and how these manifest within their educational practices. A multiple case-study design was used; individual cases were organized using cultural-historical activity theory and the cross case analysis was ordered around the research questions. Conceptualizations were influenced by their cultural-historical development; these ideas are brought into their preschools-as-activity systems whereby creativity practices are also moderated by the tools/materials, and rules for such, within their school's pedagogical approach.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355511758Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Teachers' Conceptualizations of Creativity in Early Childhood Educational Contexts.
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245 1 0 $a Teachers' Conceptualizations of Creativity in Early Childhood Educational Contexts.
264 0 $c 2017
300 $a 1 online resource (86 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Masters Abstracts International, Volume: 57-02.
500 $a Adviser: Ruben P. Viramontez Anguiano.
502 $a Thesis (M.A.)--University of Colorado at Denver, 2017.
504 $a Includes bibliographical references
520 $a Three preschool teachers working in varied early childhood educational contexts were interviewed and observed to examine their creativity conceptualizations, how these developed, and how these manifest within their educational practices. A multiple case-study design was used; individual cases were organized using cultural-historical activity theory and the cross case analysis was ordered around the research questions. Conceptualizations were influenced by their cultural-historical development; these ideas are brought into their preschools-as-activity systems whereby creativity practices are also moderated by the tools/materials, and rules for such, within their school's pedagogical approach.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
650 4 $a Early childhood education. $3 557157
650 4 $a Education. $3 555912
655 7 $a Electronic books. $2 local $3 554714
690 $a 0525
690 $a 0518
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Colorado at Denver. $b Educational Psychology. $3 1189852
773 0 $t Masters Abstracts International $g 57-02(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10683247 $z click for full text (PQDT)

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