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This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 25(3), Sum 1981, 99-101. (The following abstract of the original article appeared in record 1984-25045-001.) Discusses those unique strategies and processes that each creative person uses to achieve his/her creative insights and perceptions. It is suggested that teachers of gifted and talented leaders-of-tomorrow be aware of the importance of personal creativity techniques and that they should be ready to help students develop such strategies and skills. Examples of personal creative thinking techniques are cited. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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In this reprinted chapter (originally appearing in Gifted Child Quarterly, 33[2], 81-84), the author attempts to clarify goals and objectives of some useful approaches to strengthening creative attitudes, skills, and abilities while teaching creative thinking. Specifically, discussion centers on the following topics: Raising creativity consciousness and teaching creative attitudes; Improving students' metacognitive understanding of creativity; Exercising creative abilities; Teaching creative thinking techniques; and Involving student in creative activities. As for which approach or combination of approaches produces the greatest gains the most quickly and efficiently, the variety of ages, abilities, interests, and needs of the particular students, along with a virtual absence of relevant research, make it impossible to specify an all-around ideal recipe. However, the author does recommend using all of the above goals and related activities in approximately the order they are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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This text was prepared as an introduction to the exciting field of gifted education. It is suitable for college undergraduate and graduate readers, for in-service teachers in elementary or secondary schools, for school psychologists, counselors, and administrators, and for parents of those bright but often bored and ignored gifted children and adolescents. The text provides an introduction—sometimes an in-depth one—to virtually all aspects of program planning and development, from (a) formalizing a statement of philosophy, rationale, goals, and objectives, to (b) identifying students, (c) outlining theory-based acceleration and enrichment activities, and (d) evaluating the ongoing to completed programs. Often, specific rating forms and questionnaires for identification or evaluation are presented as models that may inspire the creation of specific, program-relevant instruments. Also, lists of philosophy and goal statements, enrichment strategies, acceleration plans, strategies for teaching creative and critical thinking, and other central matters are described. Curriculum models that direct program planning and models that guide program evaluation also reviewed. In most cases, an underlying theory, or at least a good rationale, accompanies the strategies and suggestions. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)
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