This thesis addresses a gap in research on collaborative creativity. Prior research has investigated how groups of professionals, young people and children work together to co-create work, but the distinctive contribution of this thesis is a socioculturally framed understanding of undergraduates’ interdisciplinary practices over an extended period. Guided by a socioculturally framed theory of creativity, this thesis observed 4 students creating a 10 minute performance piece, and presents a longitudinal analysis of the co-creation process which occurred through a total of 28 meetings recorded over the course of a twelve-week term (24 hours of recordings in total). Specific episodes were selected from the full set of recordings, constituting 2 hours of recordings for in-depth analysis. Sociocultural discourse analysis was used to examine how social and cultural contexts constituted an ecology of undergraduate practice in interdisciplinary creative collaboration. Offering a new methodology, this discursive approach for studying context (Arvaja, 2008) was combined with interaction analysis (Kumpulainen & Wray, 2002; Scott, Mortimer & Aguiar, 2006) to analyse how moment-by-moment creative developments and contexts were resourced and constituted through dialogue, artifacts and physical settings. With implications for theory and practice, the analysis showed how the students’ collaborative contexts were constituted through dialogue, and how their emerging co- creative practice was mediated through multiple social and physical settings. It further evidenced how common knowledge was constructed through the process of collaboration, the value of peer feedback for fostering confidence, and students’ need for ‘silent witnessing’; for space to reflect and contribute to a long-term cumulative conversation. The thesis also discusses how resourceful the students were, in terms of negotiating unfamiliar and unpredictable co-creating activities. Evidence is provided for the collaborative value of creating and appropriating new tools to develop common knowledge, and for the significance of imagination as a psychological resource for building common knowledge about hypothetical future activities, showing how technology-mediated co-creating can be seen as a complex interactional accomplishment.

Afrikaans text / Curriculum and Instructional Studies / M. Ed. (Didaktiek)

Afrikaans text / Curriculum and Instructional Studies / M. Ed. (Didaktiek)

This study aimed at investigating the influence of locus of control and upbringing style on creative thinking of preparatory school learners in schools in the United Arab Emirates. Specifically, the study attempted to answer the following questions: *What is the effect of the family upbringing type (authoritative/authoritarian) on the creative thinking of grade 9 students in schools in the United Arab Emirates? *What is the effect of the type of locus of control (internal/external) on the creative thinking of grade 9 students in schools in the United Arab Emirates? *What is the effect of the interrelationships of family upbringing type and locus of control on the creative thinking of grade 9 students in schools in the United Arab Emirates? Three scales were used in this study: *The Arabized Rotter Internal-External Locus of Control Scale *Fawzi Abu jabal Scale of family upbringing style *Torrance Tests of creative thinking In order to answer the above-mentioned questions, a random sample from students in the ninth grade was selected. The sample consisted of (527) male and female students. In order to examine the questions of the study and to identify the effects of each of these independent variables, along with there interactions on creative thinking; the following statistical techniques were used: *T-tests *Chi-square tests *Pearson's bivariate and multi-variate correlation *Analysis of variance (222) *Stepwise regression analysis The findings of this study showed: *Upbringing style and the locus of control had a significant effect on creative thinking. All differences were in favour of the internal locus of control and the authoritative upbringing style. *Gender had no significant effect on creative thinking. *There were no significant effects for the dual and treble interactions of the independent variables (gender, upbringing style and locus of control) on creative thinking. The results were interpreted in light of a literature review and the students' socialization practices. / Early Childhood Education and Development / D.Ed. (Socio-Education)

Prominent definitions and theories of 'Creativity' provide core data for themes that frame the Creative Process Assessment Matrix (CPAM). Its framework is based on Wallas' stages of the creative process and the P theory (Person, thinking Process, Press/Persuasion and Product). The CPAM's structure and content was derived from current, reliable and valid research. Issues relating to assessment procedures, as well as psychological factors (blockers and stimulators) gave rise to the Creative Assessment Test Questionnaire (CATQ#4), containing questions that document creative assessment prerequisites. Recognized creativity tests (Word-Association, Instances and TCT-DP) were evaluated to determine whether they successfully address and test for relevant creative process criteria. Results indicated that all three tests only addressed a minority of CPAM's 60-point criteria. CPAM offers understanding of the environmental impact and influence on creativity, and renders it measurable. Finally, the CPAM measures the setting, sensory stimulation and what postulates the initial spark of creativity. / Psychology of Education / M. Ed. (Psychology of Education)

This study aimed at investigating the influence of locus of control and upbringing style on creative thinking of preparatory school learners in schools in the United Arab Emirates. Specifically, the study attempted to answer the following questions: *What is the effect of the family upbringing type (authoritative/authoritarian) on the creative thinking of grade 9 students in schools in the United Arab Emirates? *What is the effect of the type of locus of control (internal/external) on the creative thinking of grade 9 students in schools in the United Arab Emirates? *What is the effect of the interrelationships of family upbringing type and locus of control on the creative thinking of grade 9 students in schools in the United Arab Emirates? Three scales were used in this study: *The Arabized Rotter Internal-External Locus of Control Scale *Fawzi Abu jabal Scale of family upbringing style *Torrance Tests of creative thinking In order to answer the above-mentioned questions, a random sample from students in the ninth grade was selected. The sample consisted of (527) male and female students. In order to examine the questions of the study and to identify the effects of each of these independent variables, along with there interactions on creative thinking; the following statistical techniques were used: *T-tests *Chi-square tests *Pearson's bivariate and multi-variate correlation *Analysis of variance (222) *Stepwise regression analysis The findings of this study showed: *Upbringing style and the locus of control had a significant effect on creative thinking. All differences were in favour of the internal locus of control and the authoritative upbringing style. *Gender had no significant effect on creative thinking. *There were no significant effects for the dual and treble interactions of the independent variables (gender, upbringing style and locus of control) on creative thinking. The results were interpreted in light of a literature review and the students' socialization practices. / Early Childhood Education and Development / D.Ed. (Socio-Education)

Prominent definitions and theories of 'Creativity' provide core data for themes that frame the Creative Process Assessment Matrix (CPAM). Its framework is based on Wallas' stages of the creative process and the P theory (Person, thinking Process, Press/Persuasion and Product). The CPAM's structure and content was derived from current, reliable and valid research. Issues relating to assessment procedures, as well as psychological factors (blockers and stimulators) gave rise to the Creative Assessment Test Questionnaire (CATQ#4), containing questions that document creative assessment prerequisites. Recognized creativity tests (Word-Association, Instances and TCT-DP) were evaluated to determine whether they successfully address and test for relevant creative process criteria. Results indicated that all three tests only addressed a minority of CPAM's 60-point criteria. CPAM offers understanding of the environmental impact and influence on creativity, and renders it measurable. Finally, the CPAM measures the setting, sensory stimulation and what postulates the initial spark of creativity. / Psychology of Education / M. Ed. (Psychology of Education)