Discusses creativity and the creative process. Delineates four habits that may be prevalent among community college educators that inhibit creativity (e.g., the pursuit of perfection and the need for personal control). Argues for creativity in leadership and suggests strategies by which educational leaders may encourage their own and others'…

Components of a checklist for evaluating books for gifted children include critical and developmental skills (vocabulary, critical reading skills, story content); creativity (opportunity for imagination, potential for creative follow-up); comprehension; and application (role models, interest, and relevance). (CL)

The importance of using materials, ideas, or activities that are real and meaningful to gifted students is noted and opportunites for drawing upon students' everyday experiences or concerns are illustrated in three examples. (Author/CL)

Discusses the philosophy behind a part-time program for young people who want to discover and develop their creativity. The program was pioneered in a Massachusetts school to emphasize the process of discovering what is unique about each student for goal-setting and to remedy the ills of tracking. (Author/JF)

Author describes an art class project for children ages 7-10. (CB)

As the open corridor enables new learning experiences for children by combining classrooms, so the outdoors allows teacher and pupils to reorient themselves about their environment through direct experiences. (NQ)

Project Implode has as its goals to gather and create materials, techniques, and strategies that will develop the creative intellectual talent of each pupil. (DB)

Paper presented at the third meeting of the Central States Conference on the Teaching of Foreign Languages, April 15-17, 1971, in Detroit, Michigan. (DS)

A fable with a moral: the magic of natural happenings can serve as a communication bridge between teacher and child. (MF)

A review of and commentary on papers by Milton E. Rosenbaum, Jose Barchilon, Leon Jakobovits, and Frank Barron presented at Conference on the Creative Process and Composition (Colorado Springs, Colorado, November 3-6, 1968) sponsored by the National Council of Teachers of English. (Editor/RD)

The author quotes passages from the first two chapters of "Genesis" to support four hypotheses such as that the stages of creative process do not occur systematically but are reported in orderly sequence. (MC)

Questionnaire responses of eminent people in Communications, Liberal Arts, Fine Arts, Science, Education, and Business Education and Management are considered in terms of their projects' inspiration, preparation, products, task commitment, obstacles, and audience. Following a discussion of the experiences of professionals, implications for gifted…