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This reprinted chapter (originally published in Gifted Child Quarterly, 25[2], 55-62) is a preliminary report of 22 years of research on predicting the adolescent and adult creative achievements of elementary school children and some of the things their teachers did that "made a difference." Beginning in 1958 and continuing through 1964, all pupils enrolled in two Minneapolis elementary schools were administered various batteries of the Torrance Tests of Creative Thinking each year. Scores over a three-year period were combined to yield a Creativity Index. In 1979-80, follow-up data of adolescent and adult creative behavior were obtained from 220 (118 women and 102 men) of the 400 originally tested, for three or more years. This chapter summarizes those findings, with an emphasis on those teachers that "made a difference." (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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In this reprinted chapter (originally printed in Gifted Child Quarterly, 24[1], 10-14), the author examines the country of Japan as a model in the education of gifted and creative individuals. The following topics outline the discussion: National Climate for Creativity and Giftedness; Creativity in Preschool Education; Rewards for Creative Achievement; and Ability to Use Freedom. Several suggestions as to how the US can counter its national problems of underachievement and the problem of underachievement among gifted and talented children are also provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 28(4), Fal 1984, 153-156. (The following abstract of the original article appeared in record 1985-23870-001.) Argues for the inclusion of creativity as a criterion in the identification of gifted and talented students. The influence of an "anticreativity" national climate on the expression of creativity in children is noted, and the author's experiences in teaching gifted students are discussed. Recommended identification policies and procedures are also presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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The topics discussed in this entry include: the different classifications of giftedness in children; the methods used to determine giftedness; prevalence of gifted children; the development of the gifted child; physical characteristics that identify the gifted child; psychological characteristics that identify the gifted child; mental disorders that primarily affect the gifted child; sociological characteristics that identify the gifted child; the effect family environment has on the gifted child; the attitudes most valuable to parents in dealing successfully with the gifted child; schools and the gifted child; and the identification and development of the gifted child in the future. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)
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