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Welcome to the Teachers' Preceptions of Creativity Survey!
You have been invited to take part in a research study. Before you decide to participate in this study, it is important that you understand why the research is being done and what it will involve. This form is designed to give you the information about the study so you can decide whether to participate in the study or not. Please take the time to read the following information carefully.
Purpose of the Study
The goal of this study is to gain a better understanding of teachers' perceptions of characteristics of creativity in students. Participants will be graduate students enrolled in gifted endorsement classes, who will be asked about the characteristics that they might observe in students. The study will provide information about teachers' perceptions of creative characteristics, and will be used in dissertation research, which is being conducted by Gail Fiddyment, Educational Psychology, University of Georgia, 404-405-0149, under the direction of Dr. Bonnie Cramond, Educational Psychology, University of Georgia, 706-542-4248.
Study Procedures
As a participant, you will be assigned to one of six conditions. You will be asked to read three vignettes of students and select the creative characteristics that you would expect to observe in this student. If there are other characteristics that you believe should be included, you will be given the opportunity to add these characteristics at the end of the vignette. You will also be asked demographic questions about yourself and your experience. The questionnaire will take approximately 15 minutes or less.
Risks/Discomforts
Risks are minimal for involvement in this study. No discomforts or stressed are expected.
Benefits
There are no direct benefits for participants. However, it is anticipated that through your participation, researchers will learn more about the characteristics that teachers associate with creativity in students.
Confidentiality
This research involves the transmission of data over the Internet. All data obtained from participants will be kept confidential and will only be reported in an aggregate format (by reporting only combined results and never reporting individual ones). The only people who will know that you are a research subject are members of the research team. No individually-identifiable information about you, or provided by you during the research, will be shared with others, as the survey will automatically remove email information and IP address from collected responses. The data collected will be stored in the website database until it has been deleted by the primary investigator. Every reasonable effort has been taken to ensure the effective use of available technology; however, confidentiality during online communication cannot be guaranteed.
Incentives
There are no incentives.
Participation
Although your instructor has requested that you complete the survey as part of a class activity, you are under no obligation to allow your responses to be used for research. You can choose to complete the survey without allowing your responses to be used for research. Your decision to take part or not to take part in the research will have no bearing on your grades or class standing. You can ask to have information related to your responses removed from the research records or destroyed. If you change your mind about allowing your responses to be used for research after you have started the survey, please notify the principal investigator at this email: [email protected].
Questions about the Research
If you have questions regarding this study, now or during the course of the project, you may contact Gail Fiddyment at [email protected]. If you have questions you do not feel comfortable asking the researcher, you may contact Dr. Bonnie Cramond, 706- 542-4248, [email protected]. Questions about your Rights as Research Participants Additional questions or problems regarding your rights as a research participant should be addressed to The Chairperson, Institutional Review Board, University of Georgia, by telephone 706-542-3199, or email [email protected].
I have read and understand the procedures described above, and have printed a copy of the consent form. My questions have been answered to my satisfaction. |
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Directions: Please read the following case vignette. Think about the creative characteristics that you would expect to see in such a child and choose the appropriate characteristics following the vignette. There is no limit on the number of characteristics that you can select; you may choose as many as you feel would be applicable to the student. If there are additional characteristics that you believe the child would display, you may add them at the end.
Imani is a nine-year-old female in the fourth grade. She lives with her natural mother and father, two older brothers and one younger sister in a middle class neighborhood. Elena moved to the United States when she was five and received English for Speakers of Other Languages (ESOL) services for two years, although she has since been dismissed from the program.
Imani is slightly above grade level in both math and reading. She excels in mathematical reasoning and problem-solving, but frequently makes errors in calculations. She avoids writing, although she can tell elaborate—and frequently unbelievable—stories about her life. When asked to correct or complete assignments, Imani will often make several starts and give up in frustration because she can’t get it right the first time. At home, she likes to build constructions out of unusual materials she finds around the house and yard. In class, she spends free time manipulating small blocks or Legos and can get lost in doing so. Her teachers indicate that she is an abstract thinker, but quiet and sensitive to criticism.
Imani often appears distracted and withdrawn, and may make jokes at inappropriate times. She has difficulty working in a group, as she gets off-track easily, and many of her peers view her as a little “weird.” Her teachers indicate that she is an abstract thinker, but quiet and sensitive to criticism. |
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Directions: Please read the following case vignette. Think about the creative characteristics that you would expect to see in such a child and select the appropriate characteristics following the vignette.There is no limit on the number of characteristics that you can select; you may choose as many as you feel would be applicable to the student. If there are additional characteristics that you believe the child would display, you may add them at the end.
Luisa is a ten-year-old female in the fifth grade. She lives with her natural mother and father and two younger sisters in an upper middle class neighborhood.
Luisa demonstrates advanced verbal abilities; she reads on a tenth grade level and has a large vocabulary. She enjoys reading fables and historical fiction, and is fascinated by the early 1900s. Her writing shows that she finds hidden themes and relationships that are not readily apparent to others. In class, Luisa often prefers to socialize and “do her own thing” rather than follow teacher-directed activities. When she chooses to participate, she tends to either dominate discussions or go off on tangents with unrelated ideas. She is interested in art and drama and has participated in several community theater productions.
Luisa is outgoing and friendly, and is comfortable and charming with adults. She has a small circle of friends who enjoy similar interests. However, she is also opinionated and does not hesitate to strongly express her views, sometimes becoming argumentative and defiant. This verbal sparring can get her into trouble with her teachers, although this does not seem to stop her. Many of her peers perceive her as bossy and condescending. Luisa is well-aware that she is different and is comfortable in her own skin. |
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Directions: Please read the following case vignette. Think about the creative characteristics that you would expect to see in such a child and select the appropriate characteristics following the vignette.There is no limit on the number of characteristics that you can select; you may choose as many as you feel would be applicable to the student. If there are additional characteristics that you believe the child would display, you may add them at the end.
Emily is a seven-year-old female in the second grade. She lives with her mother, older brother, and younger sister and brother in a lower class neighborhood, and qualifies for free and/or reduced lunch at school. Her father is currently in jail and has been in and out of her life.
Emily has been successful in school; she reads above grade level and shows superior mathematical abilities. Her teachers indicate that she is quick to learn, inquisitive, and highly verbal. She enjoys math, science, and using technology in the classroom. When Emily is interested in a topic, she is engaged and asks a lot of questions, showing persistence and intense concentration. She is able to see relationships among unrelated ideas and transfer those relationships to new situations. However, she seems to be bored with the regular curriculum and her work is often disorganized or incomplete. She seldom completes homework; when she does, she often forgets to turn it in.
Emily is sensitive, and she may shut down if she is tired or frustrated, crawling under a desk and refusing to work or communicate her needs. She dislikes working in a group and prefers to work alone, although her teachers characterize her as kind and caring. |
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Directions: Please read the following case vignette. Think about the creative characteristics that you would expect to see in such a child and choose the appropriate characteristics following the vignette.There is no limit on the number of characteristics that you can select; you may choose as many as you feel would be applicable to the student. If there are additional characteristics that you believe the child would display, you may add them at the end.
Imani is a nine-year-old female in the fourth grade. She lives with her natural mother and father, two older brothers and one younger sister in a middle class neighborhood. Imani moved to the United States when she was five and received English for Speakers of Other Languages (ESOL) services for two years, although she has since been dismissed from the program.
Imani is slightly above grade level in both math and reading. She excels in mathematical reasoning and problem-solving, but frequently makes errors in calculations. She avoids writing, although she can tell elaborate—and frequently unbelievable—stories about her life. When asked to correct or complete assignments, Imani will often make several starts and give up in frustration because she can’t get it right the first time. At home, she likes to build constructions out of unusual materials she finds around the house and yard. In class, she spends free time manipulating small blocks or Legos and can get lost in doing so. Her teachers indicate that she is an abstract thinker, but quiet and sensitive to criticism.
Imani often appears distracted and withdrawn, and may make jokes at inappropriate times. She has difficulty working in a group, as she gets off-track easily, and many of her peers view her as a little “weird.” Her teachers indicate that she is an abstract thinker, but quiet and sensitive to criticism. |
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Directions: Please read the following case vignette. Think about the creative characteristics that you would expect to see in such a child and select the appropriate characteristics following the vignette.There is no limit on the number of characteristics that you can select; you may choose as many as you feel would be applicable to the student. If there are additional characteristics that you believe the child would display, you may add them at the end.
Emily is a ten-year-old female in the fifth grade. She lives with her natural mother and father and two younger sisters in an upper middle class neighborhood.
Emily demonstrates advanced verbal abilities; she reads on a tenth grade level and has a large vocabulary. She enjoys reading fables and historical fiction, and is fascinated by the early 1900s. Her writing shows that she finds hidden themes and relationships that are not readily apparent to others. In class, Emily often prefers to socialize and “do her own thing” rather than follow teacher-directed activities. When she chooses to participate, she tends to either dominate discussions or go off on tangents with unrelated ideas. She is interested in art and drama and has participated in several community theater productions.
Emily is outgoing and friendly, and is comfortable and charming with adults. She has a small circle of friends who enjoy similar interests. However, she is also opinionated and does not hesitate to strongly express her views, sometimes becoming argumentative and defiant. This verbal sparring can get her into trouble with her teachers, although this does not seem to stop her. Many of her peers perceive her as bossy and condescending. Emily is well-aware that she is different and is comfortable in her own skin. |
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Directions: Please read the following case vignette. Think about the creative characteristics that you would expect to see in such a child and select the appropriate characteristics following the vignette.There is no limit on the number of characteristics that you can select; you may choose as many as you feel would be applicable to the student. If there are additional characteristics that you believe the child would display, you may add them at the end.
Luisa is a seven-year-old female in the second grade. She lives with her mother, older brother, and younger sister and brother in a lower class neighborhood, and qualifies for free and/or reduced lunch at school. Her father is currently in jail and has been in and out of her life.
Luisa has been successful in school; she reads above grade level and shows superior mathematical abilities. Her teachers indicate that she is quick to learn, inquisitive, and highly verbal. She enjoys math, science, and using technology in the classroom. When Luisa is interested in a topic, she is engaged and asks a lot of questions, showing persistence and intense concentration. She is able to see relationships among unrelated ideas and transfer those relationships to new situations. However, she seems to be bored with the regular curriculum and her work is often disorganized or incomplete. She seldom completes homework; when she does, she often forgets to turn it in.
Luisa is sensitive, and she may shut down if she is tired or frustrated, crawling under a desk and refusing to work or communicate her needs. She dislikes working in a group and prefers to work alone, although her teachers characterize her as kind and caring. |
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Directions: Please read the following case vignette. Think about the creative characteristics that you would expect to see in such a child and choose the appropriate characteristics following the vignette.There is no limit on the number of characteristics that you can select; you may choose as many as you feel would be applicable to the student. If there are additional characteristics that you believe the child would display, you may add them at the end.
Luisa is a nine-year-old female in the fourth grade. She lives with her natural mother and father, two older brothers and one younger sister in a middle class neighborhood. Luisa moved to the United States when she was five and received English for Speakers of Other Languages (ESOL) services for two years, although she has since been dismissed from the program.
Luisa is slightly above grade level in both math and reading. She excels in mathematical reasoning and problem-solving, but frequently makes errors in calculations. She avoids writing, although she can tell elaborate—and frequently unbelievable—stories about her life. When asked to correct or complete assignments, Luisa will often make several starts and give up in frustration because she can’t get it right the first time. At home, she likes to build constructions out of unusual materials she finds around the house and yard. In class, she spends free time manipulating small blocks or Legos and can get lost in doing so. Her teachers indicate that she is an abstract thinker, but quiet and sensitive to criticism.
Luisa often appears distracted and withdrawn, and may make jokes at inappropriate times. She has difficulty working in a group, as she gets off-track easily, and many of her peers view her as a little “weird.” Her teachers indicate that she is an abstract thinker, but quiet and sensitive to criticism. |
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Directions: Please read the following case vignette. Think about the creative characteristics that you would expect to see in such a child and select the appropriate characteristics following the vignette.There is no limit on the number of characteristics that you can select; you may choose as many as you feel would be applicable to the student. If there are additional characteristics that you believe the child would display, you may add them at the end.
Zykeria is a ten-year-old female in the fifth grade. She lives with her natural mother and father and two younger sisters in an upper middle class neighborhood.
Zykeria demonstrates advanced verbal abilities; she reads on a tenth grade level and has a large vocabulary. She enjoys reading fables and historical fiction, and is fascinated by the early 1900s. Her writing shows that she finds hidden themes and relationships that are not readily apparent to others. In class, Zykeria often prefers to socialize and “do her own thing” rather than follow teacher-directed activities. When she chooses to participate, she tends to either dominate discussions or go off on tangents with unrelated ideas. She is interested in art and drama and has participated in several community theater productions.
Zykeria is outgoing and friendly, and is comfortable and charming with adults. She has a small circle of friends who enjoy similar interests. However, she is also opinionated and does not hesitate to strongly express her views, sometimes becoming argumentative and defiant. This verbal sparring can get her into trouble with her teachers, although this does not seem to stop her. Many of her peers perceive her as bossy and condescending. Zykeria is well-aware that she is different and is comfortable in her own skin. |
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Directions: Please read the following case vignette. Think about the creative characteristics that you would expect to see in such a child and select the appropriate characteristics following the vignette.There is no limit on the number of characteristics that you can select; you may choose as many as you feel would be applicable to the student. If there are additional characteristics that you believe the child would display, you may add them at the end.
Emily is a seven-year-old female in the second grade. She lives with her mother, older brother, and younger sister and brother in a lower class neighborhood, and qualifies for free and/or reduced lunch at school. Her father is currently in jail and has been in and out of her life.
Emily has been successful in school; she reads above grade level and shows superior mathematical abilities. Her teachers indicate that she is quick to learn, inquisitive, and highly verbal. She enjoys math, science, and using technology in the classroom. When Emily is interested in a topic, she is engaged and asks a lot of questions, showing persistence and intense concentration. She is able to see relationships among unrelated ideas and transfer those relationships to new situations. However, she seems to be bored with the regular curriculum and her work is often disorganized or incomplete. She seldom completes homework; when she does, she often forgets to turn it in.
Emily is sensitive, and she may shut down if she is tired or frustrated, crawling under a desk and refusing to work or communicate her needs. She dislikes working in a group and prefers to work alone, although her teachers characterize her as kind and caring. |
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