No description available.

Thesis (M.A.)--University of Wisconsin--Madison, 1972. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This study uses a quasi-experimental, nonequivalent control group design and aims to investigate the effects of "Creative Picture Books Instruction" on the creativity and art performance of the fourth graders. Subjects are students from two fourth grade classes in an elementary school in Kaohsiung City. One class represents the experimental group, while the other one is the control group. Each of the classes is given picture books instruction for twenty sessions of classes in four months. The experimental group receives creative picture books instruction based on ATDE (Asking, Teaching, Doing, Evaluation) teaching model developed by Dr. Lungan Chen. The control group receives general picture books instruction. This study incorporates quantitative and qualitative approaches. Two assessment tools are conducted, which include ¡§New Creativity Test for Use with Students in Taiwan¡¨ developed by Dr. Ching-Chi Wu, and the ¡§Rating Scale for the illustration of picture book¡¨ designed by the author. Quantitative data are analyzed by ANCOVA and MANCOVA. Qualitative data processed by content analysis are gathered from teacher's classroom anecdotes, interviews, student reflection logs, student feedback about the instruction, parents' feedback, and student works of picture books. The results of this study indicate that creative picture books instruction shows positive effects on the fourth grader¡¦s verbal creativity, figural creativity and drawing performance. Four findings are listed as follows: 1) Creative picture books instruction increases the fourth grader¡¦s verbal creativity in terms of fluency and flexibility as well as the figural creativity regarding flexibility and elaboration. 2) The fourth grader¡¦s drawing performance in graphics skills as well as the sense of style and personal creativity is improved after the creative picture books instruction. 3) The Creative picture books instruction helps the student to learn the various forms of visual art. Also, the uses of diverse creative thinking worksheets inspire the student¡¦s creativity and drawing performance, extend their understanding of the learning materials in depth and help in self-reflection and learning from others. 4) After the creative picture books instruction, students in the experimental group show positive acknowledgement and feedbacks to the whole instruction. Conclusions for practical application and suggestions for further research are discussed.

No description available.

No description available.

Thesis (Ph. D.)--Ohio State University, 1982. / Includes bibliographical references (leaves 259-268). Available online via OhioLINK's ETD Center.

No description available.

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xiii, 167 p.; also includes graphics. Includes bibliographical references (p. 146-152).

Thesis (M.S. in Education)--Shenandoah University, 2004. / Includes bibliographical references.

Thesis (Ph. D.)--University of Chicago, Dept. of English Language and Literature, June 1999. / Includes bibliographical references. Also available on the Internet.