The construction of the double dactyl form of poetry, the value of creating double dactyls as a learning experience, and guidelines for instructing students in writing double dactyls are discussed. (RW)

Presents a planning strategy which a busy social studies teacher may use to create rich resource units that go beyond the single textbook. (SJL)

Examines the objectives of a 16-week course on how a professor can determine the degree to which traits of creativity have been developed in students. Also tests for creative thinking are evaluated. (Author/RK)

Because they are such effective teaching resources, puppets are an economical and exciting resource for increasing numbers of teachers involved in courses on death education. Puppets help students overcome emotional problems, and, since death is a traumatic area to explore, they provide opportunities to work through social situations not yet…

Addresses the fact that a very small number of programs in science education were identified as outstanding in the field by the National Science Teachers Association. (NKA)

Suggests ways in which educational leaders can become more creative and encourage creativity in those with whom they work. (FL)

Argues that the teaching of statistics can be freed from the tedium of routine and repetitive calculations with the use of several creative approaches. Concludes that these approaches enable students to invent and seek applications as a result of their own initiative and understanding. (MS)

Indicates that only 21% of respondents (secondary school math teachers) used computer-assisted instruction for tutorial work, physical models to interpret abstract concepts, or real-life application of the arithmetic or algebraic manipulation. Recommends that creative teaching methods be applied to problem solving. (NKA)

Proposes that creating materials for values games is a three-step process, involving the development of a set of educational moral dilemmas, preparation of response cards, and familiarity with game rules. Sample teacher and student moral dilemmas are provided. (MM)

In a graduate in-service course on creativity in teaching, an exercise in finishing a story was used to see if teachers scored better on three of Guilford's creativity traits (expressional fluency, elaboration, and originality) when working alone or in groups and when provided or not provided with clues. (SJL)