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Jennifer Gibbons – ProQuest LLC, 2024
Because students need 21st-century skills, this mixed methods study aimed to compare gifted service models and their effect on the development of student creativity in elementary school. The quantitative research phase was conducted through a pretest-posttest design using the "Torrance Test of Creative Thinking, Figural." Student…
Descriptors: Gifted Education, Models, 21st Century Skills, Elementary School Students
Maker, C. June – Education Sciences, 2022
In the 21st-century context, problem solving, creativity, critical thinking, collaboration, and communication are the most valued skills in the workplace. Thus, those in positions often labeled as "leadership" need to make a valuable shift: to "guiding," "inspiring," and "facilitating" rather than directing.…
Descriptors: 21st Century Skills, Leadership Styles, Leadership Effectiveness, Role Models
Tinio, Pablo P. L.; Barbot, Baptiste – Creativity Theory and Action in Education, 2017
Creativity is a skill that many consider essential for success in school, career, and life (Florida, The rise of the creative class. Basic Books, New York, 2002; Florida, The flight of the creative class: the new global competition for talent. HarperBusiness, New York, 2005; Guilford, Am Psychol 5:444-454, 1950). For this reason, creativity has…
Descriptors: Creativity, Teaching Methods, Gifted, Barriers
Beltchenko, Laura – Gifted Child Today, 2016
In this article, I will examine the use of picture books as a means of supporting the intellectual pursuits of young children. Theoretical frameworks will be discussed as they pertain to the integration of these books in the Municipal Infant Toddler Centers and Preschools of Reggio Emilia and Pistoia, Italy. The pedagogical framework of these…
Descriptors: Young Children, Literacy, Literacy Education, Picture Books
Batterjee, Adel A. – Gifted and Talented International, 2010
The study objective was to apply the Total Giftedness Development Model (TGDM) among a Saudi Arabian sample and study its effectiveness. The descriptive and case study research methods were applied on a sample of 807 male students, age 5 to 18 to test the efficacy of the model. Several instruments, including The Saudi Mental Abilities Test,…
Descriptors: Creativity, Research Methodology, Academic Achievement, Creative Thinking

Davis, Gary A. – Roeper Review, 1982
Teaching gifted students to think creatively may follow the AUTA model: awareness of creativity, understanding of creativity, techniques of creativity, and finally, actualization--development of creative talents. (CL)
Descriptors: Creative Development, Creative Thinking, Creativity, Gifted

Karnes, Merle B.; And Others – Teaching Exceptional Children, 1983
A program model for gifted preschool children incorporates a differentiated curriculum into an open classroom environment. The Structure of Intellect model serves as the basis for classroom activities (10 examples of which are provided) which stress creative and productive thinking. (CL)
Descriptors: Creative Thinking, Gifted, Learning Activities, Models

Feldhusen, John F.; Kollof, Margaret B. – Roeper Review, 1979
The authors propose a three-stage model for gifted education which proposes a hierarchy of instructional activities to enhance creative thinking, problem-solving skills, project abilities, exploratory reading, and independent learning capacity. Activities which extend the three-stage model to career education for the gifted are described. (SBH)
Descriptors: Career Education, Creative Thinking, Elementary Education, Gifted

Feldhusen, John F.; Moore, Deborah L. – Journal for the Education of the Gifted, 1979
The model involves the following five steps: (1) brainstorm the problems; (2) evaluate the brainstorm list and select the most important one; (3) brainstorm solutions to the problem; (4) create a synthesis of 3; and (5) develop a plan to implement 4. (PHR)
Descriptors: Creative Thinking, Elementary Education, Exceptional Child Research, Gifted

Guilford, J. P. – Gifted Child Quarterly, 1975
Descriptors: Conceptual Schemes, Creative Development, Creative Thinking, Exceptional Child Education

Kolloff, Penny Britton; Feldhusen, John F. – Gifted Child Quarterly, 1984
An enrichment program based on the Purdue Three-Stage Model (creative thinking abilities, creative problem solving, and independent study and research skills) resulted in no significant differences in self-concept scores for 199 gifted elementary participants compared to control Ss. Participants did, however, show significant differences in…
Descriptors: Creative Development, Creative Thinking, Elementary Education, Enrichment
Tongue, Cornelia, Ed. – 1975
At the North Carolina State Conference on the Gifted and Talented teachers and administrators explored new ideas, materials, and teaching techniques. Outlined are presentations on the following topics: a demonstration encouraging creative thinking; teaching the gifted using the theories of B. Bloom and D. Krathwohl; typical daily learning styles…
Descriptors: Class Activities, Conceptual Schemes, Conference Reports, Creative Thinking
Feldhusen, John F.; Kolloff, Margaret B. – Gifted Child Today (GCT), 1988
The reprinted 1978 article with a 1988 update advocates a combination of enrichment and acceleration to meet the needs of gifted youth. It presents a three-stage enrichment model to develop: (1) divergent and convergent thinking abilities; (2) creative thinking and problem solving strategies; and (3) independent learning abilities. (VW)
Descriptors: Acceleration (Education), Cognitive Development, Convergent Thinking, Creative Thinking
Memmert, Daniel – High Ability Studies, 2006
A six-month longitudinal study (N = 33) proved the influence of a diversified sport enrichment program on the development of creative thinking in team ball sports among gifted children. A contrast between a gifted control group and a non-gifted treatment group showed that the creative performance of the gifted children significantly improved…
Descriptors: Thinking Skills, Creative Thinking, Gifted, Enrichment Activities

Hong, Eunsook; Milgram, Roberta M. – Gifted Child Quarterly, 1996
Evaluation of Israeli students, 392 in grades 7-9 and 381 in grades 10-12, in the domain of literature supported the construct validity of the 4 X 4 Structure of Giftedness Model, in which giftedness is conceptualized in 4 categories of general and specific intellectual ability and original thinking and 4 ordered ability levels embedded in a…
Descriptors: Ability Identification, Cognitive Structures, Construct Validity, Creative Thinking
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