Structured by a three-dimensional learning theory model, an experimental teacher education project was designed to develop creativity in elementary school children. In this model, the interaction of standard curriculum and 23 project-oriented teaching strategies produced the components of productive-divergent thinking: fluency, flexibility, elaboration, originality, curiosity, risk-taking, and complexity. The National Schools Project conducted inservice training workshops at six project school sites to acquaint teachers and school administrators with methods of eliciting these components of creative thought. Ideas generated, classified, and field-tested by project teachers during training constituted the analytic basis for evaluation of training effectiveness. Experience with the pilot project indicates that inservice training should be continued in the operational phase to improve the teacher's familiarity with these progressive educational strategies. Appendices to this report consist of illustrative handout materials utilized during the five general workshops; independent evaluation data collected at three project schools; and a sample copy of "Classroom Ideas for Developing Productive-Divergent Thinking," a collection of teaching ideas. Annotated reference lists classify 93 books and 47 films by grade level, thinking process, teaching strategy, and subject area. (TI)