Teaching, Learning, and Teacher Education, Department of
Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research
First Advisor
Lydiah Kiramba
Committee Members
Wayne Babchuk, Guy Trainin, Stephanie Wessels
Date of this Version
2025
Document Type
Dissertation
Citation
A dissertation presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy
Major: Educational Studies (Teaching, Curriculum, and Learning)
Under the supervision of Professor Lydiah Kiramba
Lincoln, Nebraska, December 2025
Abstract
Creative pedagogy in the K–6 classroom is being increasingly recognized as an essential tool for increasing student engagement, practicing critical thinking, and fostering higher-order learning. However, research gaps in creative pedagogy are contextualized accounts of teacher thinking, planning, and enactment of strategies for student creativity. This study explored the lived experiences of teachers as they constructed and enacted creative lesson adaptations and how they identified and supported creative behaviors in students. An interpretative phenomenological analysis was employed, involving semi-structured think-aloud and stimulated recall interviews with five K–6 teachers who consistently adapt instruction to promote student creativity. Findings revealed that; (a) teachers cultivated opportunities for student growth in ownership, b) teachers navigated classroom tensions by designing tangible boundaries and tangible outcomes, c) teachers balanced tangible boundaries and outcomes with designed activities that promoted deeper thinking Based on the discussion of findings and extant literature, I coined the concept of transitive pedagogy, a phenomenon that adds insights into how teachers intentionally navigate between structure and flexibility to foster creativity, ownership, and deeper thinking in K–6 classrooms. Implication for the study include insights contribute to a deeper understanding of teacher decision-making in creative pedagogy. These implications can offer guidance for designing instructional practices for teacher training, practice, and policy that cultivate creativity in elementary education.
Advisor: Lydiah Kiramba
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons
Comments
Copyright 2025, Rebekah Marie Andersen. Used by permission