The validity of a culture-specific modification/adaptation of the Remote Associates Test (RAT) made for Jamaica was examined with other measures of creativity in 11th grade students. Factor analysis showed the Jamaican RAT loading with the Circles Test on an apparent fluency factor of creativity. (Author/CM)

Guidelines to foster creativity in elementary/middle school students are discussed. These include understanding the creative process, freeing the classroom from constraints, rewarding creative behavior, modeling creative behavior, deferring judgment, choosing appropriate subject matter/materials, and using activities stimulating creativity.…

Argues that imagery can play an important part in a variety of academic subjects. Provides instructions concerning the method by which imagery can be used in such diverse fields as the development of social skills, the identification of interests and career areas, and creative productivity. (FL)

A taxonomy is proposed for evaluating the quality of learning in terms of a composition's structural complexity. Five writing structure levels are distinguished (incoherent, linear, conventional, integrated, and metaphoric) and samples of high school students' compositions illustrate each. Implications for both the psychology and teaching of…

Argues that computers are not the inhuman devices stereotyped in the popular media but valuable tools which can humanize education and help develop basic human traits by enhancing autonomy, individuality, rationality, affectiveness, responsiveness, and creativity. (DC)

Presents activities in creativity for use in secondary social studies courses. The activities involve students in laying out alternatives for ethical decision-making, for accomplishing a task, or for problem solving. (RM)

Describes how being alone, physically and socially, and having personal autonomy can enhance creativity. By understanding the forms and functions of aloneness, art teachers can facilitate the creative process for students who believe that some form of aloneness is essential for their artmaking. (AM)

Examines the Piagetian levels of cognitive development, levels of creativity, and the correlational relationship between levels of cognitive development and creativity among biology students (N=90) from two diverse high schools, one urban and one rural. (CS)

Organizational barriers to creativity are examined. It is noted that resistance to change is a major impediment to creative problem solving in most organizations. Understanding the barriers to change that exist is viewed to help people exercise and develop their creativity more fully and effectively. (MP)

Proposes five "creative comprehension" strategies designed to challenge both gifted as well as average students. (FL)

The author describes a group of nine talented, creative third graders with whom she experimented with exercises designed to develop and enhance creativity. Included is a list of creative writing ideas. (KC)

Examples of student-developed methods for dividing fractions and dividing and multiplying whole numbers are presented. Both are selected to show mathematical creativity in general mathematics students which would often be overlooked. (MP)

Some qualifications to look for when hiring a college publications director include writing and editing abilities, an eye for tastful graphic design, and managerial skills. Suggestions on where to find qualified applicants and how to evaluate candidates are provided along with some award-winning managers' comments on needed qualifications. (MLW)

The teacher's role in promoting student creativity is that of risk-taker and facilitator. As a risk-taker, the teacher is a fellow learner in the search for knowledge. As a facilitator, the teacher provides the opportunity and the environment within which creative thinking flourishes. (SK)

Investigates the effectiveness of a creativity training workshop. Results indicate training for creativity in one area, unusual uses, can transfer to responding in another area, problem solutions. Suggests operationally defined creative responses can be increased by behavioral techniques and may transfer to other settings. (JAC)