This study was undertaken to assess outcomes of a teacher training program whose goal was application of the 4MAT Learning Style Model (McCarthy, 1987) to the design of lessons which foster student creativity. Results derived from the analysis of data in this study indicate that the training program met its objectives of content mastery, attitudinal change, and application of theory, within the context of a case study involving 27 subjects undergoing 36 hours of training. Goals of the training program included: (1) developing understanding of basic learning style and creativity concepts; (2) increasing positive attitudes regarding the significance of diversity and creativity; and (3) applying concepts taught through construction of 4MAT lesson plans. Training program content was based on topics covered in the introduction and literature review including the importance of accommodating diversity and developing creativity in society today; an explanation of the 4MAT Model; an overview of typology and creativity research; and examination of implications for education. Outlined in detail are scope and sequence of the training program, as well as measures of evaluation which included a content pre/post-test, a retrospective attitudinal survey, a lesson rating scale, and anecdotal commentary. Results were analyzed quantitatively not only in terms of new learning acquired, degree of attitudinal change, and quality of lesson plans, but also with regard to patterns of performance emerging among sub-groups categorized according to sex, grade level taught, work experience, previous training, learning styles, and attendance. Results indicate that (1) during the course of the training there was a significant increase in positive attitude regarding the importance of accommodating diversity and creativity in educational settings; (2) that the training program prepared the majority of participants to develop lessons which integrated creativity and learning style theory, while satisfying 4MAT criteria; (3) that performance on lesson plan design correlated more closely to attitude than to content; and (4) that gender and learning style of participants appeared to significantly affect assessment scores.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-5563 |
| Date | 01 January 1992 |
| Creators | Murray, Anna Marie |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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