The creative skills of culturally and linguistically diverse gifted students

Lopez, Emilia C.; Esquivel, Giselle B.; Houtz, John C.

doi:10.1080/10400419309534495

Cited by 44 publications

(15 citation statements)

References 27 publications

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“…However, an equal number of researchers found increases: Smith and Carlsson (1985), Camp (1994), Urban (1991), Lopez, Esquivel, and Houtz (1993), and Runco (2000-2001). Besancon's (2006) results were mixed.…”

Section: Gradementioning

confidence: 87%

“…All these studies were of the figural domain-some of integrative creativity (Smith and Carlsson) and some of divergent thinking (Smolucha and Smolucha and Claxton et al). Increases were found in divergent thinking in both verbal and figural domains (Camp, 1994;Cheung, Lau, Chan, & Wu, 2004;Lopez, et al, 1993;Lubart & Lautrey, 1995;Torrance, 1968) and in integrative creativity in both verbal (Lubart & Lautrey) and figural (Rosenblatt & Winner, 1988) domains. In addition, Claxton, et al, who found decreases in divergent thinking using the CAP, found increases in divergent feeling using the parallel form of the instrument.…”

Section: Gradementioning

confidence: 92%

“…In the developmental studies cited, with the exception of Lopez et al (1993), descriptions of the educational programs in which children are involved are lacking. Although Torrance (1981) asked the students in his longitudinal study to think of an incident in which one of their elementary teachers had encouraged creative behavior, and how their support had made a difference in their careers, this information was not used as a variable when examining the results of creativity testing.…”

Section: Impact Of the Educational Environment On Development Of Creamentioning

confidence: 94%

“…Overall results of the comparison of students participating in the experimental and control groups included significant improvement in students' creativity in all domains studied, their motivation to learn, and their ability to express ideas through various media. Lopez et al (1993), in a study of creative abilities of culturally diverse students in a special school for gifted students, found that the children's creativity increased each year. No periods of significant decline were noted from grades 1 through 8.…”

Section: Impact Of the Educational Environment On Development Of Creamentioning

confidence: 97%

See 3 more Smart Citations

Development of creativity: The influence of varying levels of implementation of the DISCOVER curriculum model, a non-traditional pedagogical approach

Maker

Muammar³

2008

Learning and Individual Differences

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Section: Gradementioning

confidence: 87%

Section: Gradementioning

confidence: 92%

Section: Impact Of the Educational Environment On Development Of Creamentioning

confidence: 94%

Section: Impact Of the Educational Environment On Development Of Creamentioning

confidence: 97%

See 2 more Smart Citations

Development of creativity: The influence of varying levels of implementation of the DISCOVER curriculum model, a non-traditional pedagogical approach

Maker

Muammar³

2008

Learning and Individual Differences

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“…Most studies have found either none or some (but not particularly strong) correlation between creativity and intelligence (Gardner 1988;Hauck and Thomas 1972;Kim 2005;Lindemann and Fullagar 1975;Nijsse 1975;Popescu-Neveanu and Facaoaru 1972;Richards 1976;Rushton 1990;Starr and Nicholl 1975). However others have found moderate correlation (Lopez et al 1993;Meer and Stein 1955), or correlation only at low intelligence (Jaswal and Jerath 1991), or correlation consistent with IQ (Preckel et al 2006;Sligh et al 2005). Yet others reported significant correlations (Kazelskis et al 1972;Singh et al 1977;Virgolim 2006;Cheung 2008).…”

Section: Is There a Relationship Between Creativity And Intelligence?mentioning

confidence: 99%

Robust Optimization for the Discrete Time-Cost Tradeoff Problem with Cost Uncertainty

Hazır

Haouari

Erel

2014

Handbook on Project Management and Scheduling Vol. 2

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This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher's location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) PrefaceThis handbook is devoted to scientific approaches to the management and scheduling of projects. Due to their practical relevance, project management and scheduling have been important subjects of inquiry since the early days of Management Science and Operations Research and remain an active and vibrant field of study. The handbook is meant to provide an overview of some of the most active current areas of research. Each chapter has been written by well-recognized scholars, who have made original contributions to their topic. The handbook covers both theoretical concepts and a wide range of applications. For our general readers, we give a brief introduction to elements of project management and scheduling in the first chapter, where we also survey the contents of this book. We believe that the handbook will be a valuable and comprehensive reference to researchers and practitioners in project management and scheduling and hope that it might stimulate further research in this exciting and practically important field.Short-listing and selecting the contributions to this handbook and working with more than one hundred authors have been a challenging and rewarding experience for us. We are grateful to Günter Sch...

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Diversifying Experiences in the Development of Genius and their Impact on Creative Cognition

Damian¹,

Simonton²

2014

The Wiley Handbook of Genius

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The creative skills of culturally and linguistically diverse gifted students

Cited by 44 publications

References 27 publications

Development of creativity: The influence of varying levels of implementation of the DISCOVER curriculum model, a non-traditional pedagogical approach

Development of creativity: The influence of varying levels of implementation of the DISCOVER curriculum model, a non-traditional pedagogical approach

Robust Optimization for the Discrete Time-Cost Tradeoff Problem with Cost Uncertainty

Diversifying Experiences in the Development of Genius and their Impact on Creative Cognition

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