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  1. Home
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  3. Nurturing Creativity in the Classroom
  • Cited by 81
Publisher:
Cambridge University Press
Online publication date:
June 2012
Print publication year:
2010
Online ISBN:
9780511781629
DOI:
https://doi.org/10.1017/CBO9780511781629
Subjects:
Psychology, Educational Psychology
Information

Book description

Nurturing Creativity in the Classroom is a groundbreaking collection of essays by leading scholars, who examine and respond to the tension that many educators face in valuing student creativity but believing that they cannot support it given the curricular constraints of the classroom. Is it possible for teachers to nurture creative development and expression without drifting into curricular chaos? Do curricular constraints necessarily lead to choosing conformity over creativity? This book combines the perspectives of top educators and psychologists to generate practical advice for considering and addressing the challenges of supporting creativity within the classroom. It is unique in its balance of practical recommendations for nurturing creativity and thoughtful appreciation of curricular constraints. This approach helps ensure that the insights and advice found in this collection will take root in educators' practice, rather than being construed as yet another demand placed on their overflowing plate of responsibilities.

Reviews

"What do leading scholars and researchers in the field of creativity think about developing creativity in the classroom? This fascinating book offers practical advice and concrete suggestions from many different perspectives and addresses a number of important questions. How does brainstorming in the classroom increase content knowledge? What are ‘ideal acts’ of learning? How do you combine creative and critical thinking in the curriculum? Beghetto and Kaufman in their excellent synthesis offer twenty key points about nurturing creativity in the classroom. This book is a very valuable addition to the field of creativity and education."
– Sandra Russ, Case Western Reserve University

“Nurturing Creativity in the Classroom is an essential addition to the library of anyone involved in education who cares about fostering student creativity. The chapters present the most current views of the foremost scholars in creativity and learning, with clear and readable syntheses of potential problems and pitfalls, contrasted with pointers and good practices to ensure that classrooms are vibrant homes to creativity. Own it, read it, and embrace the twenty key points listed in the Creativity in the Classroom Coda.”
– Lisa F. Smith, University of Otago - College of Education, New Zealand

“Ronald Beghetto and James Kaufman invited a diverse group of scholars to discuss in writing their most rigorous and cutting-edge ideas on the topic of classroom creativity. The results are refreshingly counter-intuitive. The book’s recurring themes emphasize that developing student creative thinking requires expert guidance and role modeling in disciplined thought processes, persistence, deep content knowledge and risk taking within realistic constraints. By way of engaging language rich with examples, these chapters offer evidence-based advice on experiences that elicit creativity on the part of children, including suggestions for optimal timing, conditions, and purposes for these activities.”
– Rena F. Subotnik, Director, Center for Psychology in Schools and Education, American Psychological Association

"....Nurturing Creativity in the Classroom provides an important service through chapters that challenge long-standing, assumed dichotomies in American education.... Nurturing Creativity in the Classroom also includes two well-written articles about education for gifted students.... presents a broad view of the state of creativity research...."
– Michael Hanson, Teachers College Record

"....Nurturing Creativity in the Classroom is a creative landmark in its unique and revolutionary way of reconceptualizing creativity in its relation to academic learning and in creative learning strategies that may be incorporated with standard methods of learning in the classroom. Its purpose to initiate change in how creativity is perceived, received, and implemented in the classroom setting is lofty, given the predominant emphasis on basic academic learning standards.... the scientist–practitioner approach to content should enhance the value of the book for educators, school psychologists, educational psychologists, and other professionals (practitioners and researchers) interested in creativity and the learning process.... academic and creative brothers can finally embrace."
– Giselle B. Esquivel, PsycCRITIQUES

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