Guilford's (1967) divergent production tests and Wallach and Kogan's (1965) associative creative thinking tests are designed to measure abilities central to the creative process. However, results with these two batteries have been used to support alternative conceptions of creative ability. This research makes a beginning at studying these tests…

The absence of a systematically and readily available set of training activities may be the reason why studies on increasing creative thinking ability in educable mentally retarded children have had little or no influence on actual classroom practice. An experimental treatment program, commercially available and easy to administer, was used to…

The intent of this study was to explore several segments of divergent intelligence, visual stimulus complexity as a cognitive style, and auditory acuity, that presumably characterize the artistically expressive person. (Editor)

Examines current arguments regarding the role of creativity in education. Suggests that educators often minimize the importance of the relationship of creativity to tangible creative works. Indicates that creative processes can best serve educational purposes when they are directly tied to the constraints of developing actual projects. (30…

Argues against the use of theory in educational inquiry, contending that the meaning of theory is unclear; both personal theory and grand theory inhibit creativity and methodology; and less structured problem solving and ad hoc approaches are more likely to result in pluralistic ideas. (SK)

Students participating in the technology-rich Schools for Thought program learn to acquire, evaluate, organize, and interpret information and communicate findings to their peers and to an adult, questioning audience. Evolving from three research-based programs, Schools For Thought features a rigorous, standards-based curriculum; careful…

A little creativity can help produce positive perceptions of principals and their schools. Principals should bombard the news media, make positive phone calls, offer homework assistance, post assignments on cable television, use parent intervention, lure parents with special events, hold enrichment assemblies, set up a Hall of Fame, keep track of…

This article discusses commonalities among experts' descriptions of creative individuals, including rational thinking, high levels of emotional development, talent, and higher levels of consciousness. Maintains that creativity studies justify the development of educational creativity training programs. Asserts that teachers can promote children's…

College students (N=135) were presented with novel, ill-defined problems and asked to select concepts they thought would help solve the problems. The use of concepts organized around long-term goals was positively related to indices of solution quality and originality. (DB)

Observations and surveys of low-achieving Israeli 10th graders in a project-based learning course using LEGO/Logo showed that the rich, flexible technological learning environment encouraged creation of authentic projects and contributed to initiative, engagement, and interest in technology. (Contains 28 references.) (SK)

Describes how allowing students to follow their creative impulses led to a unit in the author's tenth grade English class that rekindled an appreciation for imaginative, even whimsical, thinking. Discusses her experiences with this project. Considers why it is important to imagine. (SG)

Developing creative and appealing new college alumni programs need not be laborious and time consuming. A variety of familiar events and items can be sources of inspiration: a staff retreat, professional conference, a bulletin board, a telephone call, or the phone book. A positive attitude plays an important role in designing interesting programs.…

This article describes three archetypal workers: eagles who innovate by improvements, otters who innovate by extension, and unicorns who innovate by paradigm. Each of these innovators is discussed in terms of domain-relevant skills, manipulative skills, and motivation. Needs of each type in terms of business culture are discussed. (PB)

This article outlines both specific barriers to teaching and learning creative thinking as well as some possible directions for solutions. Sixteen common barriers such as confusion, powerlessness, and negativity are described along with strategies to dissolve them using such conceptual tools as awareness plans and proactive metathinking.…

To thrive in the 1990s, we must teach students how to think, create ideas cooperatively, select among equally attractive alternatives, and use far-minded flexibility in groups. School leaders can help by promoting new teaching and assessment methods, creative assignments, thinking research funding, business involvement, joint training…