Creativity development for high ability Arabic English language learners within the international future problem solving programme. (2019)
Type of ContentTheses / Dissertations
Degree NameMaster of Education
PublisherUniversity of Canterbury
This study investigates the impact of the International Future Problem Solving Programme on the development of creativity.The study used a mixed methodology approach to measure and reflect upon change in creativity and a possible impact upon school attainment for students working within a specific programme. Comparative quantitative data was collected through The Torrance Test for Creativity (TTCT) and further supported by a creative English Language Learner (ELL) characteristics and traits questionnaire.
The findings indicated that creativity measures within the TTCT showed positive development for students learning within the Future Problem Solving programme compared to students who were not in the programme. The English Language Learner questionnaire further supported the finding that students learning within Future Problem Solving appear to be more likely to access and apply creative characteristics and traits that could link well to other classroom learning.
Although the study was limited to only one school in the United Arab Emirates, it may contribute towards an understanding of the potential strengths of the international Future Problem Solving Programme for developing creativity. The findings may suggest possible solutions to initial barriers that were revealed in the learning environment for Gifted and Talented learners in the UAE who are currently experiencing an evolving and rapidly changing education system.
The findings of this study could have implications for teachers working with high ability children who are learning within an English medium as English Language learners. These implications could possibly be used to guide educators interested in a relationship between growth in student attainment and creativity development for high ability learners.
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