Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2025-01-03T20:45:10.016Z Has data issue: false hasContentIssue false

11 - Creativity Embedded into K–12 Teacher Preparation and Beyond

from PART II - VOICES FROM THE RESEARCH

Published online by Cambridge University Press:  24 November 2016

By
Fredricka K. Reisman
Edited by
Ronald A. Beghetto  and
James C. Kaufman
Fredricka K. Reisman
Affiliation:
Drexel University School of Education
Ronald A. Beghetto
Affiliation:
University of Connecticut
James C. Kaufman
Affiliation:
University of Connecticut
Get access

Summary

Creativity Dilemma

Given that creativity characteristics are appreciated, why is there so much bias against and resistance to incorporating, enhancing, championing, teaching and learning, and applying creativity in the real world, including in teacher education? Why is there “no room” for creativity (and innovation) in the preparation of teachers, based on the argument that there is no room in the teacher education curriculum due to the many state requirements for certification? Why are not parents crying out for creative pedagogies when research shows that creativity-enhanced learning results in more student engagement, better attendance, critical thinkers, and happy learners (Klawans, Aghayere, Katz-Buonincontro, & F. Reisman, 2015; Torrance, 1975a, 1975b, 1993; Reisman et al, 2002)? Today, we are in the midst of a global focus on creativity (IBM, 2010; Jeffrey, 2006; Kaufman & Sternberg, 2006; Piirto, 2011) with evidence that teaching to enhance student creativity produces active rather than passive learners, better problem solvers and communicators, and students more engaged in learning.

Why are the-powers-that-be stuck on teaching to the test and restricting state funding to standardized test results? Administrative bureaucracy, politics at the highest levels gone awry, the way it is always been done, lack of awareness of personal creative strengths and hidden student creativity, or just taking the easy way out – even if the easy way results in undereducated K–12 and beyond graduates?

Our future depends on changing this landscape. In fact, in a 2010 global study, IBM provides evidence for the importance of creativity:

According to a major 2010 IBM survey of more than 1,500 Chief Executive Officers from 60 countries and 33 industries worldwide, chief executives believe that – more than rigor, management discipline, integrity or even vision – successfully navigating an increasing complex world will require creativity.(IBM, 2010, p. 1)

In-person interviews with senior leaders and consultants from IBM's Global Business Services division showed less than half of global CEOs believe their enterprises are adequately prepared to handle a highly volatile, increasingly complex business environment. CEOs are confronted with massive shifts – new government regulations, changes in global economic power centers, accelerated industry transformation, growing volumes of data, rapidly evolving customer preferences – that, according to the study, can be overcome by instilling “creativity” throughout an organization.

Type
Chapter
Information
Nurturing Creativity in the Classroom , pp. 162 - 189
Publisher: Cambridge University Press
Print publication year: 2016

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357–376.Google Scholar
Buner, J. S., Olver, R. R., Greenfield, P. M., et al. (1966). Studies in cognitive growth. New York: Wiley.
Carson, S. H., Peterson, J. B., & Higgins, D. M. (2005). Reliability, validity, and factor structure of the creative achievement questionnaire. Creativity Research Journal, 17, 37–50.Google Scholar
Crabbe, A. B., Torrance, E. P., Torrance, J. P., Shewach, D. L., & Shewach, G. J. (1988). Fourteen years of fuzzies. Laurinburg, NC: Future Problem Solving Program.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: HarperCollins Publishers.
Davis, B. (1993). Tools for teaching. Indianapolis, IN: Jossey-Bass.
de Bono, E. (1969). Mechanism of mind. Des Moines, IA: de Bono Thinking Systems, Inc.
de Bono, E. (1985). Six thinking hats. Boston, MA: Little, Brown & Company.
de Bono, E. (1999a). Serious creativity. Des Moines, IA: de Bono Thinking Systems, Inc.
de Bono, E. (1999b). Six thinking hats. Boston, MA: Little, Brown & Company.
Eberle, R. F. (1997). Scamper: Creative games and activities for imagination. East Aurora, NY: Games for Imagination Development.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Gladwell, M. (2008). Outliers: The story of success. New York: Little, Brown.
Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444–454.Google Scholar
Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.
Guilford, J. P. (1987). The 1950 Presidential Address to the American Psychological Association. In Isaksen, S. G. (Ed.), Frontiers of creativity research. Buffalo, NY: Bearly Limited.
Higgins, J. M. (1996). Innovate or evaporate: Creative techniques for strategists. Long Range Planning, 29(3), 370–380.Google Scholar
IBM. (2010). Global CEO Study. Retrieved June 6, 2014 from www.ibm.com/ceostudy.
Jeffrey, B. (2006). Creative teaching and learning: Towards a common discourse and practice. Cambridge Journal of Education, 36(3), 399–414.Google Scholar
Katz-Buonincontro, J. (2006). Using the arts to promote creativity in leaders: A multiple case study of three executive institutes. Journal of Research on Leadership Education. www.ucea.org/JRLE/issue.php
Katz-Buonincontro, J. (2008). Can the arts assist in developing the creativity of educational leaders? The International Journal of Creativity and Problem Solving. Special Issue on Creativity in Schools and Classrooms, 18, 69–79.Google Scholar
Katz-Buonincontro, J. (2011). How might aesthetic knowing relate to leadership? A review of the literature. International Journal of Education & the Arts, 12 (SI 1.3). Retrieved from www.ijea.org/v12si1/.Google Scholar
Kaufman, J. C., & Sternberg, R. J. (Eds.). (2006). The international handbook of creativity. New York: Cambridge University Press.
Klawans, M., Aghayere, A., Katz-Buonincontro, J., & Reisman, F. (2015). Creativity assessment of senior design projects using an engineering expert panel. Proceedings of the 2015 Conference for Industry and Education Collaboration. American Society for Engineering Education.
Mann, E. (2009). The search for mathematical creativity: Identifying creative potential in middle school students. Creativity Research Journal, 338–348.
Maslow, A. H. (1974). Toward a psychology of being. New York: Van Nostrand Reinhold Company.
Michalko, M. (2006). Tinkertoys: A handbook of creative-thinking techniques (2nd ed.). Berkeley, CA: Ten Speed Press.
Mueller, J. S., Melwani, S., & Goncalo, J. A. (2012). The bias against creativity: Why people desire but reject creative ideas. Psychological Science January, 23(1 ), 13–17.Google Scholar
Osborn, A. F. (1953). Applied imagination. New York: Charles Scribner's Sons.
Osborn, A. F. (1963). Applied imagination: Principles and procedures of creative thinking. New York: Charles Scribner's Sons.
Osborn, A. F. (1964). How to become more creative. New York: Charles Scribner's Sons.
Parnes, S. J., & Meadow, A. (1959). Effects of brainstorming instruction on creative problem solving by trained and untrained subjects. Journal of Educational Psychology, 50, 171–176.Google Scholar
Piirto, J. (2011). Creativity for 21st century skills: How to embed creativity into the curriculum. Rotterdam, The Netherlands: Sense Publishers.
Plucker, J., & Runco, M. A. (1999). Deviance. In Runco, M. A. & Pritzker, S. (Eds.), Encyclopedia of creativity. San Diego, CA: Academic.
Reisman, F. (1977). Diagnostic teaching of elementary school mathematics: Methods and content. Chicago: Rand McNally College Publishing Co.
Reisman, F. (1981). Teaching mathematics: Methods and content for grades K–8. Boston, MA: Houghton Mifflin.
Reisman, F. K. (1982). A Guide to the diagnostic teaching of arithmetic (3rd ed.). Columbus, OH: Charles E. Merrill.
Reisman, F. K. (2010). Creative and Critical Thinking in Biomedical Research. In Gupta, Y. K., Jagadeesh, G., Murthy, S., & Prakash, A. (Eds.). From Getting Started in Research to Presenting Data in a Scientific Paper. Auckland, New Zealand: Wolters Kluwer Health.
Reisman, F. K. (2011). Creative, critical thinking and logic in research. Journal of Pharmaceutical Sciences, 1(2), 96–175.Google Scholar
Reisman, F. K., Bach, C. N., Auth, P. C., Batastini, S., Clark, S., Gigli, R. W., Keiser, L. J., Nessler, C., & Whitelaw, L. (2002). Creativity stems from divergent chaotic crisis. In Aleinikov, A. G. (Ed.), The future of creativity (pp. 91–112). Bensonville, IL: Scholastic Testing Services.
Reisman, F. K., & Hartz, T. A. (2011). Generating a culture for creativity and innovation. Talent Management Handbook, 2nd ed. Edited by Berger, Lance A. & Berger, Dorothy R.. New York: McGraw Hill.
Reisman, F. K., & Kauffman, S. (1980). Teaching mathematics to children with special needs. Columbus, OH: Merrill.
Reisman, F. K., Keiser, L., & Otti, O. (2011). Reisman Diagnostic Creativity Assessment Lite (RDCA) [Mobile application software]. Retrieved June 3, 2011 from https://itunes.apple.com/us/app/reisman-diagnostic-creativity/id416033397?mt=8.
Reisman, F. K., Keiser, L., & Otti, O. (2014). Development, use and implications of diagnostic creativity assessment app: Reisman Diagnostic Creativity Assessment (RDCA) –Update. Paper presented at the 2014 University of Georgia Torrance Center Conference.
Reisman, F. K., & Torrance, E. P. (2002). Learning mathematics creatively: Place value. Bensenville, IL: Scholastic Testing Service.
Reisman, F., & Kauffman, S. (1980). Teaching mathematics to children with special needs. Columbus, OH: Charles E. Merrill Publishing Co.
Rogers, C. R. (1995). On becoming a person: A therapist's view of psychotherapy: New York: Houghton Mifflin.
Sellers, H. (2009). Page after page: Discover the confidence and passion you need to start writing and keep writing. Blue Ash, OH: Writer's Digest Books.
Silvia, P. J., Wigert, B., Reiter-Palmon, R., & Kaufman, J. C. (2012). Assessing creativity with self-report scales: A review and empirical evaluation. The Psychology of Aesthetics, Creativity, and the Arts, 6, 19–34.Google Scholar
Sternberg, R. J. (1986). Beyond IQ: Triarchic theory of human intelligence. New York: Cambridge University Press.
Sternberg, R. J. (1998). Handbook of creativity. Cambridge: Cambridge University Press.
Tanner, D., & Reisman, F. K. (2014). Creativity as a bridge between education and industry: Fostering new innovations. North Charleston, SC: CreateSpace.
Torrance, E. P. (1965). Rewarding creative behavior. Englewood Cliffs, NJ: Prentice-Hall.
Torrance, E. P. (1966). The Torrance Tests of Creative Thinking-Norms-Technical Manual Research Edition-Verbal Tests, Forms A and B. Princeton, NJ: Personnel Press.
Torrance, E. P. (1967). Understanding the fourth grade slump in creative thinking: Final Report. Athens, GA: The University of Georgia.
Torrance, E. P. (1975a). Preliminary manual: Ideal child checklist. Athens, GA: Georgia Studies of Creative Behavior.
Torrance, E. P. (1975b). Creativity research in education: Still alive. In Taylor, I. A. & Getzels, J. W. (Eds.), Perspectives in creativity (pp. 278–296). Chicago: Aldine.
Torrance, E. P. (1983). The manifesto: A guide to developing a creative career. Westport, CT: Ablex.
Torrance, E. P. (1993). Understanding creativity: Where to start? Psychological Inquiry, 4(3), 232–234.Google Scholar
Torrance, E. P., & Safter, H. T. (1990). The incubation model of teaching. Buffalo, NY: Bearly Limited.
Wallas, G. (1926). Art of thought. New York: Harcourt, Brace and Company.
Zeigarnik, B. (2012). The Zeigarnik Effect Session ETD 351. Proceedings of the 2012 Conference for Industry and Education Collaboration. American Society for Engineering Education. (1), 23.

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×