Cover -- NURTURING CREATIVITY IN THE CLASSROOM -- Title -- Copyright -- Dedication -- CONTENTS -- CONTRIBUTORS -- PREFACE -- ACKNOWLEDGMENTS -- 1 How to Discourage Creative Thinking in the Classroom -- REFERENCES -- 2 Teaching for Creativity in an Era of Content Standards and Accountability -- INTRODUCTION -- MUST CONTENT STANDARDS AND ACCOUNTABILITY BE IN CONFLICT WITH CREATIVITY? -- HOW TO EMPHASIZE ACQUISITION OF SKILLS AND CONTENT KNOWLEDGE AND ENHANCE CREATIVITY -- Teaching Divergent Thinking -- Balancing Intrinsic and Extrinsic Motivation -- Using Both Teacher-Centered and Student-Centered Learning -- REFERENCES -- 3 Developing Creative Productivity in Young People through the Pursuit of Ideal Acts of Learning -- INTRODUCTION -- Formal and Informal Education -- IDEAL ACTS OF LEARNING -- Components of Ideal Acts of Learning -- The Learner -- Abilities -- Interests -- Learning Styles -- Curriculum -- Structure of the Discipline -- Content and Methodology of a Discipline -- Appeal to the Imagination -- The Teacher -- Knowledge of the Discipline -- Instructional Technique -- Romance with the Discipline -- NURTURING CREATIVE PRODUCTIVITY THROUGH ENRICHMENT LEARNING AND TEACHING -- Type I Enrichment: General Exploratory Experiences -- Type II Enrichment: Group Training Activities -- Type III Enrichment: Individual and Small Group Investigations of Real Problems -- Five Essential Elements of Type III Enrichment -- A Focus on Individual or Group Interests -- The Focus on Advanced-Level Knowledge -- A Focus on Methodology -- A Sense of Audience -- Authentic Evaluation -- Teachers as Facilitators of Type III Investigations -- Case Study: The Lightbulb Expo -- APPLYING IDEAL LEARNING SITUATIONS WITHIN SCHOOL STRUCTURES -- Regular Classroom and Curriculum Opportunities -- Curriculum Compacting -- Enrichment Clusters.

School of Design - Metairie Academy -- The Quilting Bee -- Electives and Pullout Programs -- Renzulli Learning Systems -- CONCLUSION -- APPENDIX A INTERVIEW WITH BRIANNE BURROWES -- REFERENCES -- 4 Creativity: A Look Outside the Box in Classrooms -- DEFINING CREATIVITY: WHAT IT IS AND IS NOT -- Education Imperatives -- TEACHER AWARENESS OF CREATIVITY -- EXTENDING CREATIVE IDEAS -- ASSESSMENT IMPERATIVES -- Thinking and Acting Outside of the Box in the Classroom -- Twelve Golden Rules on How to Kill Creativity -- Unit Title: Having a Job Interview -- Morphological Forced Connections -- Personal Reflections and Conclusions -- The Future -- CONCLUDING THOUGHTS -- REFERENCES -- 5 Using Constraints to Develop Creativity in the Classroom -- VARIABILITY, NOVELTY, AND EXPERTISE -- High Variability and Novelty -- High Variability and Expertise -- PROBLEM SOLVING AND CREATIVITY -- The Problem Space Model -- Well-Structured Problems -- Ill-Structured Problems -- The Constraint-Pair Model -- CONSTRAINTS IN THE CLASSROOM -- Cognitive Constraints -- Talent Constraints -- Curricular Constraints -- Domain Constraints -- Variability Constraints -- USING CONSTRAINTS IN THE CLASSROOM: MATH -- LEARNING IN JAPANESE AND AMERICAN CLASSROOMS -- Task Constraints -- Variability Constraints -- LEARNING TO BE RELIABLE AND VARIABLE -- Basic Principles -- Applications -- The Alternation Problem -- Addition as an Alternation Problem -- USING CONSTRAINTS IN THE CLASSROOM: ART -- COMBINED CONSTRAINTS -- Source and Subject Constraints -- Task and Variability Constraints -- Monet's Series -- An Experimental Series -- Implicit -- Explicit -- In-Between -- Basic Principles -- ARTISTIC FREEDOM -- CONCLUDING THOUGHTS AND A CONCLUDING CAVEAT -- The Thoughts -- The Caveat -- REFERENCES -- 6 Infusing Creative and Critical Thinking into the Curriculum Together.

THINKING CREATIVELY ABOUT CRITICAL THINKING: INFUSING CREATIVITY AND CRITICAL THINKING INTO THE CURRICULUM TOGETHER -- CLASSROOM ENVIRONMENT -- WHY CRITICAL AND CREATIVE THINKING TOGETHER? -- INFUSING CREATIVE AND CRITICAL THINKING INTO THE CLASSROOM -- MANAGING A CREATIVE CLASSROOM -- INTERDISCIPLINARY APPROACH -- TEACHING FOR TRANSFER -- CONCLUSION -- REFERENCES -- 7 The Five Core Attitudes, Seven I's, and General Concepts of the Creative Process -- FIVE CORE ATTITUDES -- Core Attitude of Naiveté -- Core Attitude of Self-Discipline -- Core Attitude of Risk-Taking -- Core Attitude of Tolerance for Ambiguity -- Core Attitude of Group Trust -- THE SEVEN I'S -- Inspiration -- The Visitation of the Muse: The Inspiration of Love -- The Inspiration of Nature -- Inspiration through Substances -- Inspiration by Others' Creativity, Especially Works of Art and Music -- Inspiration from Dreams -- The Inspiration of Novel Surroundings: Travel -- Imagery -- Imagination -- Intuition -- Insight -- Incubation -- Improvisation -- GENERAL ASPECTS OF THE CREATIVE PROCESS -- The Need for Solitude -- Creativity Rituals -- Meditation -- Creativity as Defined by Community and Culture -- Creativity as the Process of a Life -- REFERENCES -- 8 Learning for Creativity -- THE DEPRESSING EXPLANATION: SCHOOLS AS BUREAUCRATIC INSTITUTIONS -- THE HOPEFUL EXPLANATION: TRANSFORMING SCHOOLS BASED ON LEARNING SCIENCES RESEARCH -- ARTS AND EDUCATION -- CREATIVITY EDUCATION -- LEARNING HOW TO CREATE IN GROUPS -- RECOMMENDATIONS -- CONCLUSION -- REFERENCES -- 9 Broadening Conceptions of Creativity in the Classroom -- DO CURRICULAR CONSTRAINTS SUPPRESS TEACHERS' ABILITY TO SUPPORT CREATIVITY? -- WHAT ROLE CAN CREATIVITY PLAY IN THE DAY-TO-DAY CURRICULUM? -- INTERPRETIVE (MINI-C) CREATIVITY -- Recognizing mini-c Insights -- EVERYDAY (LITTLE-C) CREATIVITY -- Little-c Expectations.

PRO-C CREATIVITY -- Pro-c Goals -- LEGENDARY (BIG-C) CREATIVITY -- Big-C Exemplars -- MAKING ROOM FOR CREATIVITY IN THE CLASSROOM: NOW AND FOR THE FUTURE -- REFERENCES -- 10 Everyday Creativity in the Classroom: A Trip through Time with Seven Suggestions -- TEACHING "DISCOVERY SCIENCE" -- NOT EVERY TEACHER WANTS THE SAME RESULT -- CREATIVITY - WHO WANTS IT AND WHY? -- OBSTACLES TO CREATIVITY THEN AND NOW -- BETTER TODAY? -- WHAT IS EVERYDAY CREATIVITY AND DO THE SCHOOLS REALLY WANT IT? -- Definition -- Do Some People Still Link Creativity Only with the Arts? -- Issues of Creativity and Mental Health -- Compensatory Advantage -- Defining Other Subtypes of Creativity -- The "Four P's" of Creativity -- SEVEN SUGGESTIONS FOR ENHANCING EVERYDAY CREATIVITY -- Recommendation: A Greater Valuing and Conscious Development of Our... -- Recommendation: A Greater Valuing and Conscious Development of Our... -- Recommendation: A Greater Valuing and Conscious Development of Our... -- Recommendation: A Greater Valuing and Conscious Development of Our... -- Recommendation: A Greater Valuing and Conscious Development of Our... -- Recommendation: A Greater Valuing and Conscious Development of Our... -- Recommendation: A Greater Valuing and Conscious Development of... -- CONCLUSION -- REFERENCES -- 11 Education Based on a Parsimonious Theory of Creativity -- CREATIVITY: WHAT IT IS NOT -- A HIERARCHY OF DEFINITIONS -- SIMPLE CREATIVITY -- Autonomy -- Courage -- Wide Interests -- Openness -- Tolerance -- Authenticity -- Risk Taking -- Contraindicative Traits -- OPTIMAL FREEDOM OF THOUGHT -- CONCLUSIONS AND EDUCATIONAL IMPLICATIONS -- REFERENCES -- 12 Roads Not Taken, New Roads to Take: Looking for Creativity in the Classroom -- WHY DOES CREATIVITY MATTER IN SCHOOLS? -- DEFINING CREATIVITY: AN EMBARRASSMENT OF RICHES.

WHICH DEFINITIONS OF CREATIVITY ARE MOST USEFUL FOR THE CLASSROOM? -- BENDING THE RULES -- PRIORITIES AND WEIGHING HIGH-STAKES ASSESSMENTS: CREATIVITY GETS IN LINE -- TEACHER PERCEPTIONS OF CREATIVITY -- TEACHING AND ASSESSING CREATIVITY IN THE CLASSROOM -- BUT WHAT ABOUT FORMAL ASSESSMENT IN THE CLASSROOM? -- INTEGRATING THEORY AND CLASSROOM ASSESSMENT -- CONCLUSION -- REFERENCES -- 13 Creativity in Mathematics Teaching: A Chinese Perspective -- THEORETICAL FRAMEWORK OF CREATIVE TEACHING -- DOMAIN-RELEVANT KNOWLEDGE -- CREATIVITY-RELATED LEARNING PROCESS -- TASK MOTIVATION -- CREATIVITY AND "GOOD TEACHER AND EFFECTIVE TEACHING" IN THE CHINESE CULTURE -- THE CHINESE SCHOOL SYSTEM AND ITS TEACHER TRAINING MODEL -- CONCLUSIONS -- REFERENCES -- 14 Possibility Thinking and Wise Creativity: Educational Futures in England? -- INTRODUCTION: CREATIVITY IN THE ENGLISH CLASSROOM -- POSSIBILITY THINKING: AT THE HEART OF EVERYDAY CREATIVITY? -- Stage 1: Possibility Thinking and Pedagogy (3- to 7-Year-Olds) -- Stage 2: Focusing on Question Posing in Possibility Thinking (5- to 7-Year-Olds) -- Stage 3: Possibility Thinking and Pedagogy (9- to 11-Year-Olds) -- Stage 4: Possibility Thinking and School Aspiration (5- to 18-Year-Olds) -- POSSIBILITY THINKING AND CREATIVITY IN THE CLASSROOM -- QUESTIONING THE MARKETIZED CONTEXT FOR CREATIVITY IN THE CLASSROOM -- WISING UP - A WIDER DRIVING FRAME FOR POSSIBILITY THINKING -- CONCLUDING THOUGHTS: BEYOND ENGLISH BORDERS -- REFERENCES -- 15 When Intensity Goes to School: Overexcitabilities, Creativity, and the Gifted Child -- KAZIMIERZ DABROWSKI -- OVEREXCITABILITY -- PSYCHOMOTOR OVEREXCITABILITY -- Psychomotor Overexcitability: Related Needs and Recommendations -- SENSUAL OVEREXCITABILITY -- Sensual Overexcitability: Related Needs and Recommendations -- Intellectual Overexcitability.

Intellectual Overexcitability: Related Needs and Recommendations.