The relationship of instructional approach to creativity in home-schooled children

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dc.contributor.authorWilliams, Lawrence T.en
dc.contributor.committeechairBurton, John K.en
dc.contributor.committeememberDodl, Norman R.en
dc.contributor.committeememberWildman, Terryen
dc.contributor.committeememberGarrison, James W.en
dc.contributor.committeememberSawyers, Janet K.en
dc.contributor.departmentCurriculum and Instructionen
dc.date.accessioned2014-03-14T21:21:18Zen
dc.date.adate2005-10-14en
dc.date.available2014-03-14T21:21:18Zen
dc.date.issued1990en
dc.date.rdate2005-10-14en
dc.date.sdate2005-10-14en
dc.description.abstractThis study surveyed a nationwide sample of home-schooling parents and their children and investigated two questions: (1) What are the differences in instructional approaches used by home-schooling parents? (2) Is the creativity of home-schooled children related to differences in the instructional approach? Instructional approaches were assessed by the Home Schooling Instructional Survey (HSIS), a self-report questionnaire developed for this study and completed by the home-schooling parent. Creativity of home-schooled children was measured by the Torrance Tests of Creative Thinking - Figural Form A (TTCT). Significant differences in instructional approach were found in four primary areas: goal orientation, autonomy, motivational orientation, and instructional format. These instructional factors were significantly related (p<.05) to the number of children being home schooled, the prior schooling experiences of the children, the parents' motivation for home schooling, and relationship with a home study school. Creativity scores were found to be positively correlated (p<.05) with the number of years the child had spent in conventional schools, household income, and the home teacher's age and educational level, but negatively correlated (p<.05) with years of home schooling.en
dc.description.degreeEd. D.en
dc.format.extentvi, 143 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-10142005-135741en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-10142005-135741/en
dc.identifier.urihttp://hdl.handle.net/10919/39898en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1990.W555.pdfen
dc.relation.isformatofOCLC# 23006492en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1990.W555en
dc.subject.lcshCreative ability in childrenen
dc.subject.lcshHome schooling -- United Statesen
dc.titleThe relationship of instructional approach to creativity in home-schooled childrenen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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