Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Institutional Repository

Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/3518

Title: The importance of classroom climate in fostering student creativity in Design & Technology lessons.
Authors: McLellan, Ros
Nicholl, Bill
Keywords: Creativity
Classroom climate
Motivation
Challenge
Autonomy
11-16 years
Issue Date: 2008
Publisher: © DATA
Citation: MCLELLAN, R. and NICHOLL, B., 2008. The importance of classroom climate in fostering student creativity in Design & Technology lessons. IN: Norman, E.W.L. and Spendlove, D. (eds.). The Design and Technology Association International Research Conference, [Loughborough University, 2-4 July]. Wellesbourne : The Design and Technology Association, pp. 29-39.
Abstract: D&T educators have pointed to a ‘crisis’ in creativity within the subject. Research has indicated that organisational climate, defined as ‘the recurring patterns of behaviour, attitudes and feelings that characterise life in the organisation’, can help or hinder creativity. Hence ‘climate’ is a potential explanatory factor for the lack of creativity documented in student outcomes. This paper, therefore, explores whether the classroom climate experienced by secondary students (aged 11-16 years) in D&T lessons is conducive for creativity. Data are drawn from a number of sources including student (N=126) and teacher (N=14) interviews and student (N=4996) and teacher (N=69) questionnaires gathered across a total of 15 schools, as part of an ongoing Gatsbyfunded research and intervention project. Coded data and survey questions relating to the nine climate dimensions outlined in Ekvall and Isaksen’s climate model were identified. The paper focuses on two of these dimensions; challenge and freedom. The analysis revealed that students felt much of the work they do lacks challenge and freedom, hence they do not perceive the climate in their classrooms as conducive for creativity. Teachers’ perceptions differed somewhat and this is discussed with reference to the performativity culture in which they are located. Whilst acknowledging the difficulties this poses it is argued that, as the literature indicates climate is ‘in the hands of the manager’, teachers can change their practice to enable creativity to flourish. Tentative suggestions for ways forward are suggested.
Description: This is a conference paper
URI: https://dspace.lboro.ac.uk/2134/3518
ISBN: 1898788847
Appears in Collections:D&T Association Conference Series

Files associated with this item:

File Description SizeFormat
McLellan_Nicholl Conference 08.pdf332.79 kBAdobe PDFView/Open

 

SFX Query

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.