Described are ways in which a classroom teacher may recognize creativity's primary processes in the behavior of children. Suggestions are made for developing creative learning activities in the classroom. (CS)

The factors of age, self-esteem, peer status, creativity, and attitudes toward school were examined in a study of the effects of an affective education intervention (the "Magic Circle") with 111 gifted and nongifted kindergarten through fourth-grade students. (PHR)

Combining the strengths of futurism and creative education is necessary to prepare today's students for the world of tomorrow, but retooling in such areas as instructional materials and procedures, tests, assessment, statements of objectives, etc. will be necessary. (DS)

Presents an overview of the four component parts of the activity of problem solving. These are the types of problems to be solved, the necessary prerequisites, the strategies, and the elements used in applying the strategies. (HM)

The construction and validation of the Life Experience Inventory (LEI) for the identification of creative electrical engineers are described. Using the number of patents held or pending as a criterion measure, the LEI was found to have high concurrent validity. (JKS)

The liberal arts are described as the ideological framework for colleges of arts and science on which hangs the curriculum. A definition of liberal arts is proposed that views the liberal arts as a perspective consisting of seven elements: holism, humanism, history, analysis-belief, creativity, recreation, and values. (MLW)

The value of the Structure of Intellect Learning Abilities Test for identifying gifted children and predicting teacher perception of them was investigated with 138 intermediate grade students. (DLS)

As a child develops, perceptions of the world and idea concepts change, but creative expression and innovative thinking can be encouraged by the teacher at each stage of the child's development. (JD)

Undergraduate men and women judged to be either high or low in creative ability were given the Tennessee Self Concept Scale and an ideal other questionnaire. Highly creative males gave TSCS responses similar to those of females with minimal creative ability. Highly creative females had the lowest self-esteem. (Author)

The development of the formal operations and creativity from early to middle adolescence was investigated across high and average levels of school achievement. Two sixth grade classes (sixth-high and sixth-average) and two tenth grade classes (tenth-high and tenth-average) were given formal thinking and creativity tests at separate sessions.…

Robert Sternberg's triarchic theory of intelligence presupposes that students exhibit at least three kinds of intelligence: creative, practical, and analytical. Staff at the Wake County (North Carolina) School System designed learning activities to give students balanced experiences and a time to shine in the learning mode that suits them best.…

Describes a high school commercial art program for gifted students that focuses on "real-life causes" and enables the students to make connections with their own feelings and creativity, with learning resources and experiences, and with the community and the world beyond. Different students' experiences are detailed. (CR)

Maintains that children's success with drones, responsorial singing, and ostinatos in the primary grades can lead naturally to the singing of polyphony and homophony in the upper elementary grades. Recommends teachers using age-appropriate materials, teaching sequentially, and evaluating each instructional step. Lists national standards related to…

Describes student-developed World Wide Web sites from three high schools that have been chosen as exemplary models. Evaluation criteria are explained: vision; originality; integrity; community and effectiveness in facilitating new communication; empowerment; and structure and navigability. (LRW)