SELECTED RESEARCH PAPERS FROM THREE CONFERENCES ON THE RECOGNITION AND DEVELOPMENT OF SCIENTIFIC CREATIVITY ARE CONTAINED IN THIS BOOK. THE CONFERENCES WERE HELD IN 1955, 1957, AND 1959 AND WERE SUPPORTED BY THE NATIONAL SCIENCE FOUNDATION. CRITERIA USED IN SELECTING PAPERS FOR INCLUSION WERE (1) NON-TECHNICAL NATURE AND GENERAL READABILITY, (2)…

A questionnaire designed to discover how creativity is developed, was sent to selected elementary school age poets, their teachers, and parents. Responses to the questionnaire are discussed. (ST)

Compares and contrasts the early years of the great polymath Henri Poincare (1854-1912) and the icon of 20th-century science, Albert Einstein (1879-1955). Similarities and dissimilarities are discussed in how both men related to their educational systems, and lessons are drawn for identification and support of gifted children. (CR)

Discusses the connection between creativity in the arts and competitions, and shares a sampling of competitions that might entice secondary students to maximize their creative abilities. The benefits of competitions are described; they include the opportunity for students to enhance self-directed learning skills and their sense of autonomy. (CR)

Who are the people who become positive educational leaders? This essay presents WICS as a model of positive educational leadership. WICS stands for "w"isdom, "i"ntelligence, "c"reativity, "s"ynthesized. Each of these elements is asserted to constitute one of the elements of educational leadership. Regrettably, our society is organized around a…

For the gifted mathematics student, early mastery of concepts and skills in the mathematics curriculum usually results in getting more of the same work and/or moving through the curriculum at a faster pace. Testing, grades, and pacing overshadow the essential role of creativity involved in doing mathematics. Talent development requires creative…

This book is intended as a guide for parents, teachers, and others interested in developing creative art talent in young people. The book is based on the following assumptions: (1) being able to recognize and knowing how to identify creative individuals with special talent in art, guidance can be given to maximize the achievement of their…

The article reviews the literature on two questions: what is the normal course of creative development, and do peak periods exist during which people are most open to efforts to foster creative abilities. Six specific periods are identified as peak periods of creative growth. (DB)

Various perspectives on scientific giftedness are analyzed that lead to a framework for understanding it. It is suggested that authentic scientific creativity is a meshing of artistic and scientific abilities. Implications for gifted educators include the provision for artistic activities as a contributory factor in successful gifted science…

Revision of a banquet speech given at the Annual Convention for Gifted Children (15th, Chicago, May 1-3, 1968).

This interview with Maxine Greene, educational philosopher, offers perspectives on gender issues and factors that contribute to or obstruct the development of remarkable women, as well as issues in creativity, talent development, and feminism. (Author/DB)

Too often, gifted programs offer standard, all-purpose enrichment without regard to special talents. Talents are not usually fully developed in youngsters. Teachers can help develop children's talent by becoming talent scouts, structuring appropriate learning activities, praising talented behavior, helping kids set learning goals, locating helpful…

The development of gifted education in Hong Kong and the rationale for leadership training for gifted and talented students are briefly described. Core components of the Creative Leadership Training Program at the Chinese University of Hong Kong are highlighted. Following training, students engage in school-based peer tutoring and peer counseling.…