Date of Award

1-1-2015

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Bruce Uhrmacher, Ph.D.

Second Advisor

Andrew R. Goetz, Ph.D.

Third Advisor

Paul Michalec

Fourth Advisor

Nicholas Cutforth

Keywords

Creativity, Imagination, Imagine, Innovation

Abstract

The task of this dissertation is to assess the popular thought of teachers on the topic of imagination and uncover how they incorporate imaginative methods into their current teaching practices. I attempt to ascertain the origination of these current perspectives through an analysis of the imagination from a historical perspective. Through portraiture, a qualitative research tool, I examine how the imagination is currently engaged in an elementary classroom setting. The research questions that guided this inquiry were as follows: 1) What is the intention of teachers who utilize imaginative teaching methods/strategies, 2) what types of instructional practices, activities, and learning environments support the use of student's imagination, and 3) how might teachers in K-12th grade make use of imaginative practices to engage students in learning? In order to answer these questions I investigated the use of imagination by teachers with classroom observations, in-depth interviews of three teachers, and developed themes and stories brought to voice through two focus group interviews.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Perry S. Shank

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

247 p.

Discipline

Education, Educational Philosophy

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