With this quantitative quasi-experimental study, the researcher examined the effect of the implementation of a creativity development intervention on third-, fourth-, and fifth-grade students as measured by the District Screener for Gifted Education in a central Georgia elementary school. Creativity development is of growing concern to U.S. educational and business leaders as jobs require creative ability. Using a two-way repeated-measures analysis of variance, the researcher compared the creativity raw scores from pre- and posttests of all third-, fourth-, and fifth-grade students. The researcher also compared a representative sample of subpopulations using analysis of variance to see if the intervention affected gifted-identified and non-gifted-identified populations in different ways. Results showed significant improvement among all students, and the improvement was sustained over 9 weeks following the intervention. Findings have positive implications for development of creativity in all students. This study will inform educational policy makers of the impact creativity development can have on adolescents.
","abstract_html":"<p>With this quantitative quasi-experimental study, the researcher examined the effect of the implementation of a creativity development intervention on third-, fourth-, and fifth-grade students as measured by the District Screener for Gifted Education in a central Georgia elementary school. Creativity development is of growing concern to U.S. educational and business leaders as jobs require creative ability. Using a two-way repeated-measures analysis of variance, the researcher compared the creativity raw scores from pre- and posttests of all third-, fourth-, and fifth-grade students. The researcher also compared a representative sample of subpopulations using analysis of variance to see if the intervention affected gifted-identified and non-gifted-identified populations in different ways. Results showed significant improvement among all students, and the improvement was sustained over 9 weeks following the intervention. Findings have positive implications for development of creativity in all students. This study will inform educational policy makers of the impact creativity development can have on adolescents.</p>","abstract_has_math":false,"creators":["Campbell, Rose Ellis"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Basil Conway","Dr. Eli Jone","Dr. Chris Garretson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-05-05T07:00:00Z","date_published":"2021-05-05T07:00:00Z","updated_at":"2026-07-24T01:45:08Z","subjects":["21st Century Skills","Elementary School Students","Creativity Development","Education","Educational Assessment, Evaluation, and Research","Educational Leadership"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/456","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Basil Conway","Dr. Eli Jone","Dr. Chris Garretson"]},{"key":"dc:creator","label":"Author","values":["Campbell, Rose Ellis"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-01-24T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["21st Century Skills","Elementary School Students","Creativity Development","Education","Educational Assessment, Evaluation, and Research","Educational Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/456"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["With this quantitative quasi-experimental study, the researcher examined the effect of the implementation of a creativity development intervention on third-, fourth-, and fifth-grade students as measured by the District Screener for Gifted Education in a central Georgia elementary school. Creativity development is of growing concern to U.S. educational and business leaders as jobs require creative ability. Using a two-way repeated-measures analysis of variance, the researcher compared the creativity raw scores from pre- and posttests of all third-, fourth-, and fifth-grade students. The researcher also compared a representative sample of subpopulations using analysis of variance to see if the intervention affected gifted-identified and non-gifted-identified populations in different ways. Results showed significant improvement among all students, and the improvement was sustained over 9 weeks following the intervention. Findings have positive implications for development of creativity in all students. This study will inform educational policy makers of the impact creativity development can have on adolescents.
"]},{"key":"dc:title","label":"Title","values":["A Quasi-Experimental Study on Creativity Development"]}]}],"canonical_facts":{"dc:contributor":["Dr. Basil Conway","Dr. Eli Jone","Dr. Chris Garretson"],"dc:creator":["Campbell, Rose Ellis"],"dc:date.available":["2022-01-24T08:00:00Z"],"dc:description.abstract":["With this quantitative quasi-experimental study, the researcher examined the effect of the implementation of a creativity development intervention on third-, fourth-, and fifth-grade students as measured by the District Screener for Gifted Education in a central Georgia elementary school. Creativity development is of growing concern to U.S. educational and business leaders as jobs require creative ability. Using a two-way repeated-measures analysis of variance, the researcher compared the creativity raw scores from pre- and posttests of all third-, fourth-, and fifth-grade students. The researcher also compared a representative sample of subpopulations using analysis of variance to see if the intervention affected gifted-identified and non-gifted-identified populations in different ways. Results showed significant improvement among all students, and the improvement was sustained over 9 weeks following the intervention. Findings have positive implications for development of creativity in all students. This study will inform educational policy makers of the impact creativity development can have on adolescents.
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