2014/10/02 by Kylie A. Hartley, Kylie Hartley, Jonathan A. Plucker
Arts and Humanities · Psychology · #Art Education and Development #Creativity in Education and Neuroscience #Education, Achievement, and Giftedness
paper · doi:10.1080/10400419.2014.961771
openalex publication_date 2014/10/02 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
The purpose of these exploratory studies was to examine Chinese and American elementary teachers’ perceptions of how various classroom activities contribute to student creativity, and how often teachers report engaging their students in these activities. Third, fourth, and fifth grade teachers in the Midwestern United States (N = 51) and in Shaanxi Province, China (N = 51) were surveyed about their classroom activities and their perceptions of these activities on student creativity. Results of independent sample t-tests indicated that Chinese teachers believed routine and fun classroom activities contributed more to student creativity than American teachers. In addition, Chinese teachers indicated that their students more often participated in fun classroom activities than American teachers. Results call into question assumptions about differences between Chinese and American classrooms and instruction.