Partial measurement invariance of beliefs about teaching for creativity across US and Chinese educators

Katz-Buonincontro Jen; Hass Richard; Kettler Todd; Tang Lisa Min; Hu Weiping

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Partial measurement invariance of beliefs about teaching for creativity across US and Chinese educators

机译：对美国和中国教育工作者创造力教学的部分测量不变性

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Background While empirical research on creativity has grown steadily over the past 35 years, teachers' beliefs about creativity and their implicit beliefs about teaching for creativity remains understudied, as well as cross-cultural examination of teacher beliefs in this area.

机译：背景在过去35年里，关于创造力的实证研究稳步增长，但教师对创造力的信念和他们对创造力教学的内隐信念，以及对这一领域教师信念的跨文化检验，仍然没有得到充分的研究。

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来源
《British journal of educational psychology》 |2021年第2期|共21页
作者
Katz-Buonincontro Jen; Hass Richard; Kettler Todd; Tang Lisa Min; Hu Weiping;
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作者单位

Drexel Univ Sch Educ 3401 Market St Philadelphia PA 19104 USA;

Jefferson Philadelphia Univ Thomas Jefferson Univ Philadelphia PA USA;

Baylor Univ Dept Educ Psychol Waco TX 76798 USA;

Univ Appl Management Inst Creat &

Innovat Ismaning Germany;

Shaanxi Normal Univ Key Lab Modern Teaching Technol Xian Peoples R China;

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原文格式 PDF
正文语种 eng
中图分类师范教育;
关键词
beliefs; comparative education; creativity; measurement; teaching;

机译：信仰;比较教育;创造力;测量;教学;

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Partial measurement invariance of beliefs about teaching for creativity across US and Chinese educators

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