In 1985 the Rockefeller Foundation encouraged the development of a collaborative program between three institutions that look at how teachers teach art and evaluate what their students learn. (MD)

The article identifies five modes of thinking--defensive, productive, adaptive, elaborative, and developmental. Case studies of artistic, creative writing illustrate the modes. A writing program designed to identify and develop these thinking modes is described. (Author/DB)

The author prescribes a bilingual teacher-training process based on a critique of the current condition of bilingual education and the professional concerns of bilingual teachers. She suggests a "creative" approach to teacher training that she believes will strengthen the image of bilingual teachers. (Author/CH)

Educable mentally retarded (EMR) 13- to 15-year-olds (N=19) and matched mental-age comparison subjects (N=22) participated in an imagery-based, associative learning pictorial elaboration task, followed by a delayed test of incidental learning. Both groups were able to generate original elaborations, although fluency and incidental learning scores…

The analogy of a compatible marriage is used to describe the relationship between gifted programing and test instrumentation for identification of giftedness. The interaction of programing and instrument development is explored from an historical perspective and from the personal viewpoint of a researcher/practitioner. (Author/JW)

Argues that the word "creativity" can inhibit students from writing because they feel what they write must be completely new and original. Offers suggestions for helping alleviate writing apprehension such as stream of consciousness writing or free writing. (SRT)

The history of research and attention to artistically talented students from 1850 to the present is offered in this article. Programs for these students have lacked valid test instruments, longitudinal studies, and in-depth research. (DF)

The author discusses how theory and practical action work together to maintain teachers' professional vitality. She examines the current concern with models and their influence on perception of reality. The author states that good paradigms bring more precision to professional practice, allow more accurate predictions, or provide for the…

Discusses problems in evaluating artistic ability, changing views on the appropriate content and methods for art education, and new research that reveals relationships between artistic and other intellectual abilities; briefly notes several studies on art programs for the gifted and talented. (MCG)

Presents a series of exercises that can be used with any age level to stimulate visioning skills (e.g., dreaming, creating, intuiting, and imaging). The exercises focus on building imagination skills, guided imaging, envisioning the future that students would prefer, and creating a futures wheel. (DMM)

Argues that teaching for poetic thought develops not only poets and lovers of poetry, but also readers, dreamers, and doers. Offers suggestions on how it is done.(FL)

Five reasons art education is important for all students are discussed. They are: (1) art as basic education, (2) creativity, (3) aesthetic experience, (4) art appreciation, and (5) historical understanding. (RM)

The article examines problems associated with the design of identification studies and suggests three alternative designs: performance criteria in academic mastery in a domain specific area, creative productivity in domain specific or interdisciplinary areas, and long-range creative productivity. (CL)

An interdisciplinary project for secondary level mainstreamed hearing impaired students employed photography, word processing, journalism, and graphic arts to promote independent creativity. Academic skills were taught or remediated via this approach, which was motivating to the students. (CL)

Techniques that a social studies teacher can use to help students develop imagination, understanding, and divergent thinking are discussed. Also examined are meanings attached to the creative process and traits of creative people. (RM)