The author briefly examines theories of creativity, describes problems in its identification, and cites implications for gifted education of creativity training research done over the last 20 years. (CL)

Evaluated with 25 regular classes was the effectiveness of three curriculum teaching processes of developing creativity based on J. Gowan's rational-psychedelic continuum. (BB)

Presented are creative teaching ideas for developing gifted students' skills in locating, analyzing and evaluating information. (LH)

The author describes her work as a Poet-in-the-Schools for the Ohio Arts Council particularly in relation to inspiration in the creative process. Stressed is the need for educators to recognize that creative production most often takes place after reflection on inspiration and to provide situations conducive to preparation and incubation. (SBH)

The article describes two one-hour sessions in image making, which serves as the foundation of the creative language arts program used by the author in teaching poetry and writing to children (grades K through 5). (SBH)

This article presents a general theory for developing creative productivity in young learners by examining interactions among: the learner (abilities, interests, learning styles); the curriculum (content and methodology of a discipline, structure of a discipline, appeal to the imagination); and the teacher (knowledge of the discipline,…

This response to an article regarding the tension between talent development and personal growth in gifted education argues that dissociation of these two aspects is conditional, not a constant state of affairs. Contingencies and processes responsible for the dissociation are identified and ways to integrated these two perspectives are discussed.…