The Effects of Teacher Control in the Classroom on Pupils' Creativity-Test Gains

Locus of evaluation for classroom work and the development of creative potential

“…148-161) speculated that the hypothesized relation did not materialize in grades five and six primarily because the child had become so conditioned to being dependent upon external evaluation for task performance associated with school that he was unable to respond differently to a one-hour laboratory task that he was told was off the record. Research reported by Wodke and Wallen (1965) supports the grades one to four findings of Torrance. Wodke and Wallen found that a high degree of controlling behavior by teachers was detrimental to verbal creative performance of students.…”

Creativity in the Severely Retarded*

“…Yamamoto (1964) also points out that in studies where intelligence was not related to creativity, the environment had been more conducive to the development of creative thinking. Studies should be conducted with TMRs involving the influence of teacher-pupil interaction on creative growth, such as those done with normal children by Flanders et al (1960), Wodtke and Wallen (1965), and Weber (1968).…”

Teacher behavior related to pupil growth

“…The two pupil groups were separately analyzed. Wodtke and Wallen (1965) analyzed differences in pupil gain in creativity for 19 high and low control teachers selected from 77, grades two through five, finding greater verbal creativity gain for low control teachers, but greater nonverbal creativity gain for high control teachers. "Teacher lecturer-criticizer" was related to pupil withdrawal, loss in several achievement areas, and underachievers not watching or listening.…”