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Unfreezing Creativity: A Dynamic Micro-longitudinal Approach

  • Ronald A. BeghettoEmail author
  • Maciej Karwowski
Chapter
Part of the Creativity Theory and Action in Education book series (CTAE, volume 4)

Abstract

Creativity researchers have conceptualized and studied creativity in a variety of ways. One common approach is to treat creative thought and action as if they are static phenomena that can be assessed using fixed measures. In this chapter, we argue for a more dynamic, micro-longitudinal approach to studying creativity in classrooms. We open with a brief discussion of our operating assumptions about creative thought and action, which serve as the basis for our argument. We then discuss examples of how researchers might move from a more static to more dynamic approach. More specifically, we discuss how researchers can study creative phenomena (such as creative confidence beliefs) using more dynamic, micro-longitudinal designs. We also discuss various promising options for analyzing data collected from such designs, including latent growth curve modeling, network-based analysis, and qualitative interpretations of visual displays. We close with a brief discussion of implications for future research and practice.

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Neag School of EducationUniversity of ConnecticutStorrsUSA
  2. 2.University of WroclawWroclawPoland

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