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Are Students Ready to be the Creativ...

Keibler, Valery.

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Are Students Ready to be the Creatives We Need? Finding an Emergent Theory for Student Original Thinking Using Metacognitive Awareness.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Are Students Ready to be the Creatives We Need? Finding an Emergent Theory for Student Original Thinking Using Metacognitive Awareness./
Author:	Keibler, Valery.
Description:	243 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
Contained By:	Dissertation Abstracts International75-04A(E).
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3577770
ISBN:	9781303646003

Are Students Ready to be the Creatives We Need? Finding an Emergent Theory for Student Original Thinking Using Metacognitive Awareness.
Keibler, Valery.

Are Students Ready to be the Creatives We Need? Finding an Emergent Theory for Student Original Thinking Using Metacognitive Awareness. - 243 p.

Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.

Thesis (Ph.D.)--Robert Morris University, 2013.

In the present global economy that focuses on the speed of developing and marketing new products and solutions, creative workers are in demand. Business organizations have identified settings and leadership styles that can encourage desired behavior, but identifying potential product needs and initiating original thought often depend on workers. Since American workers are typically nurtured in the U.S. public education system, this study investigated alignment between secondary school students' original thinking (OT) experiences and workforce needs using grounded theory method. Analysis of interviews with secondary school graduates who demonstrated original thinking found that students experienced self-efficacy, intrinsic motivation, and cognitive engagement when original thinking was used although they experienced few original thinking experiences in classrooms. The difference in their experience compared to the workforce needs creates a gap that is referred to in this paper as the ME-Zone. Students were found to be empowered to fill the gap when they become aware of their ability to be original thinkers and they used in-school and out-of-school resources to grow. This study resulted in a formal theory where students can use metacognition to develop their ME-Zone of original thinking to better meet workforce needs. Original thinking can also be supported by educators by using the Teacher Modeling Recommendations and Enrichment Strategies which were developed from the data and can be found in Chapter V. Use of the ME-Zone theory can promote communication and coordination among curriculum developers, educators, mentors/parents, and students to facilitate student original thinking. The study also addressed challenges presented by high stakes testing, school cultures, the prevalence of dualism, and the "well-rounded" student model. The findings also suggest use of the term "original thinking" as a broad subject-neutral metaphor for "creativity", "innovation", and divergent thinking.

ISBN: 9781303646003Subjects--Topical Terms:

539262
Education, Secondary.

Are Students Ready to be the Creatives We Need? Finding an Emergent Theory for Student Original Thinking Using Metacognitive Awareness.
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245 1 0 $a Are Students Ready to be the Creatives We Need? Finding an Emergent Theory for Student Original Thinking Using Metacognitive Awareness.
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500 $a Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
500 $a Adviser: James A. Bernauer.
502 $a Thesis (Ph.D.)--Robert Morris University, 2013.
520 $a In the present global economy that focuses on the speed of developing and marketing new products and solutions, creative workers are in demand. Business organizations have identified settings and leadership styles that can encourage desired behavior, but identifying potential product needs and initiating original thought often depend on workers. Since American workers are typically nurtured in the U.S. public education system, this study investigated alignment between secondary school students' original thinking (OT) experiences and workforce needs using grounded theory method. Analysis of interviews with secondary school graduates who demonstrated original thinking found that students experienced self-efficacy, intrinsic motivation, and cognitive engagement when original thinking was used although they experienced few original thinking experiences in classrooms. The difference in their experience compared to the workforce needs creates a gap that is referred to in this paper as the ME-Zone. Students were found to be empowered to fill the gap when they become aware of their ability to be original thinkers and they used in-school and out-of-school resources to grow. This study resulted in a formal theory where students can use metacognition to develop their ME-Zone of original thinking to better meet workforce needs. Original thinking can also be supported by educators by using the Teacher Modeling Recommendations and Enrichment Strategies which were developed from the data and can be found in Chapter V. Use of the ME-Zone theory can promote communication and coordination among curriculum developers, educators, mentors/parents, and students to facilitate student original thinking. The study also addressed challenges presented by high stakes testing, school cultures, the prevalence of dualism, and the "well-rounded" student model. The findings also suggest use of the term "original thinking" as a broad subject-neutral metaphor for "creativity", "innovation", and divergent thinking.
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