We systematically review the concept and main characteristics of everyday creativity. First, we highlight the fact that a comprehensive definition of everyday creativity is still missing. The evidence reveals that the lack of a single approach for assessing everyday creative outcomes has led to an ambiguous understanding of this concept.…

The topic of gifted adults is underexamined and little is known about what issues are important to those interested in the topic, and the ideas influencing their work. This online questionnaire study, part of a larger project investigating the current status of research with gifted adults, examines what 76 international experts are interested in,…

The limited literature on the gifted and talented in university education reveals the importance of investigating relevant issues and directions, given that this human resource should be nurtured for both individual and national development. This review investigates issues relating to definitions, methodologies, and theoretical interpretations,…

Creativity is an essential attribute for the development of creative potential. However, it is not always developed properly in the school context, especially when it is about gifted students education. Because these children need a specialized service to attend their special needs. In this sense, this study aims to contribute in order that…

Although the support by others of gifted and/or creative individuals has been well documented, what has been overlooked are supportive persons as creative forces in their own right, with the "object" of creation being the development of others for the greater good: engendering. No literature on engendering as a form of giftedness and creativity…

This article examines whether giftedness is actually a gift for those who receive it. The following attributes of a true gift are described as: (1) an understanding of what the gift is and who owns it; (2) realizing that it needs maintenance; (3) knowing what to do with the gift; (4) the giver expects nothing in return; and (5) the receiver…

In this article, conceptions of creativity in giftedness and their implications for education are reviewed. First, the definition of giftedness is examined taking into consideration the difference between intellectual giftedness and creative giftedness and the difference between potential and talent. Second, the nature of creativity based on the…

Gifted education is leading an interdisciplinary paradigm shift moving education out of its historic role of entrenching systemic inequities. It is a crucible for pioneering investigations of optimal human development and provides a vehicle for increasing social equity. We review changing conceptions of intelligence, motivation and creativity, and…

Discussed is the identification and stimulation of creative imagination imagery. (Author/DLS)

The measurement of creativity in children is discussed. (DLS)

Reviewed are major directions in creativity research in the following areas: theories of creativity; definitions; instruments to measure creativity; nurturing creativity; the disabled, disturbed, and disadvantaged; cross cultural patterns; creative imagination imagery; and measuring creative imagination imagery. (LS)

The author reviews the literature and offers recommendations regarding the measurement and identification of creative potential. The assessment of creative thinking in measures of intellectual ability is discussed, and various definitions of creativity are cited. Measurement problems are identified and several creativity measures (especially the…

Instruments used to measure creativity by 418 school districts as part of their identification procedures for gifted programs were studied. Results indicated that districts often select instruments for assessing creativity without attending to the definition of the construct. Creativity is often assessed in ways that may not be valid or reliable.…

The article discusses the plight of the gifted child underserved by the educational system, proposes a model for expanding and clarifying the nature of creativity, highlights four common misconceptions about giftedness which have special educational implications, and offers five suggestions for improving the general quality of gifted education.…

To clear up some of the existing confusion in gifted education terminology, the paper suggests several alternative ways of looking at the terms talented, creative, and gifted, with particular emphasis on the last two. Noted among distinctions are that the gifted have a global intellectual ability, the creative have the ability to produce…