Patterns of language, thinking, and behavior differentiate the modes of the practitioner and of the conceiver. Long-range planning in higher education may reveal conflict between the two. To "operationalize" is defined as an exact managerial deployment that will put ideas into action. (Author/MLW)

The Torrance Tests of Creative Thinking: Verbal Form A were given to 39 fifth-grade children in a rural elementary school and scored for fluency, flexibility, and originality. (Author/MP)

In an effort to establish new means of locating the gifted creative productive thinker, an investigation of current brain research in the areas of hemispheric lateralization, cerebral dominance and conjugate saccadic behavior is analyzed. (Author/PHR)

Background material related to this controversy discusses four points of view and moves to an examination of Turing's formulation of the question. (MP)

Creative thinking and problem solving processes were studied in 233 gifted elementary students. (Author/DLS)

Reports a psychiatrist's analysis of Einstein's personal account of how he developed the theory of relativity. The psychiatrist cites Janusian thinking, actively conceiving two or more opposite concepts simultaneously, as a characteristic of much creative thought in general. (MA)

Defines and examines the creative process and discusses the functions of the left and right hemispheres of the brain. (RK)

Describes how students in a third-grade classroom were given opportunities to practice measurement activities on their school playground. Argues that the school buildings and playground can be rich sources of ways to help students make connections and extend their spatial thinking and reasoning beyond the confines of the classroom. (ASK)

Presents algebra course curriculum that utilizes a symbolic algebra system called PAD (Power, Application, and Depth). Demonstrates an example using PAD and points out that mathematics courses using this software present new ways for students to launch the power of algebraic thinking. (ASK)

Comparison of 14 verbally gifted 6-year olds with equal numbers of chronological-age and mental-age controls using a structural-developmental analysis found that the gifted children organized story plots in ways typical of children 2 years older, elaborated on basic plot structures more than control groups, and demonstrated advanced language…

This article criticizes classroom traditions and environmental factors that serve to limit and impair students' creativity. Steps required for a more creative classroom are discussed, including adequate "think time," conducive supplies and surroundings, a risk-free environment, empowerment to think independently, and teachers who model creative…

Collaborators sparked by creative ideas and obsessed by a common task may not realize they're part of a "hot group"--a term coined by business professors Harold J. Leavitt and Jean Lipman-Blumen. Spawned by group decision making and employee empowerment, hot groups can flourish in education settings. They're typically small, short lived,…

Three strategies are suggested for teachers to use in developing the critical imagination of students: (1) the deconstruction of lived and told storylines; (2) the development of reflective ethical practice in line with post-structuralist understanding; and (3) the writing, telling, and adapting of stories that interrupt binary thinking. (SLD)

This article confronts the tension between creative expression and organizational realities in the workplace. It offers tips on diagnosing such components of the work setting as personal potential and ambition, supervisors' roles, colleagues' roles, organizational culture, and other variables that may influence the success of one's innovations in…

The exploration, discovery, and generation of attractive two-dimensional designs as an approach to informal geometry and spatial learning is discussed. Six activities with brief instructions are presented. (CW)