Creativity: A Handbook for Teachers
Creativity: A Handbook for Teachers covers topics related to creativity research, development, theories and practices. It serves as a reference for academics, teacher educators, teachers, and scientists to stimulate further dialogue on ways to enhance creativity.
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Research in Creativity
Identification and Assessment
Nurturing Creativity Section IV Experiences with Children with Talents
Experience with Adults in Enhancing Thinking Skills for Creative Problem Solving
Creativity in Contexts Section VI Disciplinary Perspectives
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Page 22 - Numerous research investigations (summarized in Lubart, 1994, and Sternberg & Lubart, 1991, 1995) have supported the importance of certain personality attributes for creative functioning. These attributes include, but are not limited to, willingness to overcome obstacles, willingness to take sensible risks, willingness to tolerate ambiguity, and self-efficacy.
Page 20 - ... buy low and sell high" in the realm of ideas (see also Rubenson & Runco, 1992, for use of concepts from economic theory). Buying low means pursuing ideas that are unknown or out of favor but that have growth potential. Often, when these ideas are first presented, they encounter resistance. The creative individual persists in the face of this resistance and eventually sells high, moving on to the next new or unpopular idea.
Page 16 - Children may not see the benefits of hard work, but the advantages of a solid academic performance will be obvious when they apply to college. The short-term focus of most school assignments does little to teach children the value of delaying gratification. Projects are clearly superior in meeting this goal, but it is difficult for teachers to assign home projects, if they are not confident of parental involvement and support. By working on a task for many weeks or months, children learn the value...
Page 23 - ... creativity is hypothesized to involve more than a simple sum of a person's level on each component. First, there may be thresholds for some components (eg, knowledge) below which creativity is not possible, regardless of the levels on other components. Second, partial compensation may occur in which a strength on one component (eg, motivation) counteracts a weakness on another component (eg, environment). Third, interactions may also occur between components, such as intelligence and motivation,...
Page 23 - Third, interactions may also occur between components, such as intelligence and motivation, in which high levels on both components could multiplicatively enhance creativity. Creative ideas are both novel and valuable. But, they are often rejected because the creative innovator stands up to vested interests and defies the crowd. The crowd does not maliciously or willfully reject creative notions. Rather, it does not realize, and often does not want to realize, that the proposed idea represents a...