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For a topic that can seem amorphous, mystical, or impossible to study, creativity has more than 65 years of active research and a surprisingly high level of agreement on fundamental issues. Unlike many topics, scholars, teachers, and students of creativity can apply their knowledge to their own lives and to enrich the lives of those near them. Creativity has an array of benefits, from personal to professional to global, which are often assumed and not actively studied (Forgeard & Kaufman, 2016). A strong creativity advocate knows the facts about the topic, models creativity in her own life, and defends, enables, and nurtures creativity in the classroom and the world. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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An understanding of the strengths, weaknesses, and achievement profiles of students with giftedness and learning disabilities (G&LD) is needed to address their asynchronous development. This study examines the subtests and error factors in the Kaufman Test of Educational Achievement–Third Edition (KTEA-3) for strength and weakness patterns of students with G&LD in higher and lower level thinking skills by comparing G&LD students ( n = 196) with academically gifted (GT; n = 69) and specific learning disability (SLD) students ( n = 90). Several one-way MANCOVAs were conducted with subtest error factor scores as dependent variables and grouping variable (G&LD, GT, or SLD) as the independent variable. The G&LD means scores across subtests were in between the two control groups. On many higher level thinking tasks, the G&LD group scored similar to the gifted group. The results support the use of error analysis to gain further understanding into the profile of students with G&LD. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)
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Tipo de recurso
- Book Section (1)
- Journal Article (1)
Año de publicación
- Entre 2000 y 2026 (2)