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Henshon, Suzanna E. – Roeper Review, 2019
Vlad Petre Glaveanu is Associate Professor and Head of the Department of Psychology and Professional Counseling at Webster University Geneva, Switzerland; Director of the Webster Center for Creativity and Innovation (WCCI); and Associate Professor II at the University of Bergen, Norway. He received his PhD in social psychology from the London…
Descriptors: Creativity, Change Strategies, Psychology, Gifted
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Kim, Kyung Hee – Roeper Review, 2019
To understand creativity is to recognize and develop the creative potential within oneself and others. This article examines what creativity is "not" and then what creativity "is". First, the six leading misconceptions about creativity are discussed: Creativity belongs solely to the arts; creativity is quickly recognizable;…
Descriptors: Creativity, Misconceptions, Innovation, Mental Disorders
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Sternberg, Robert J. – Roeper Review, 2018
In this article, I describe the 21 ideas underlying a 42-year search to understand giftedness. I present the ideas roughly chronologically, in the order in which they arose, and discuss how in a career as in science, progress means supplementing or even superseding one idea with the next. In terms of the 21 ideas, I start with a discussion of how…
Descriptors: Gifted, Creativity, Ethics, Intelligence Tests
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Sternberg, Robert J. – Roeper Review, 2018
Giftedness in science today is largely measured by various kinds of standardized tests--IQ tests, SATs, ACTs, GREs, and so forth. For example, many STEM (science, technology, engineering, math) gifted programs rely at least in part on IQ tests or the SAT for identifying students as gifted. It might be useful to supplement such standard measures…
Descriptors: Scientific Literacy, Academically Gifted, Standardized Tests, Science Tests
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Wilson, Hope E. – Roeper Review, 2018
This study investigates the process of identifying high-quality lessons for gifted learners that integrate the arts with science, technology, engineering, and mathematics (STEM) fields. These STEAM lessons have the potential to develop deep thinking, as well as develop creativity and visual--spatial skills that are necessary in the STEM…
Descriptors: Art Education, STEM Education, Interdisciplinary Approach, Gifted
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Sternberg, Robert J. – Roeper Review, 2018
Creativity tests, at best, measure only a small sliver of the whole of creative giftedness. These tests assess aspects of creative intelligence. But creativity is at least as much a conscious decision and even an attitude toward life as it is a traditionally defined ability. This article discusses how well-intentioned gifted educators may be…
Descriptors: Creativity, Academically Gifted, Intelligence Tests, Tests
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Ramírez Uclés, Rafael; del Río Cabeza, Aurora; Flores Martínez, Pablo – Roeper Review, 2018
The recognition of patterns and creativity are two characteristics associated with mathematical talent. In this study, we analyzed these characteristics in a group of 37 mathematically talented students. The students were asked to find the pattern the Braille code had been built upon and reinvent it with the aim of making its mathematical language…
Descriptors: Talent, Mathematics, Pattern Recognition, Braille
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Haroutounian, Joanne – Roeper Review, 2017
After decades of fluctuating presence in gifted education, the arts are surprisingly establishing themselves in academic classrooms, spurred by arts integration with science, technology, engineering, and mathematics (STEM) curricula or science, technology, engineering, art, and mathematics (STEAM). This renewed interest provides the opportunity to…
Descriptors: Art Education, Academically Gifted, Talent Identification, STEM Education
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Abdulla, Ahmed M.; Cramond, Bonnie – Roeper Review, 2017
With creativity now being emphasized in schools, it is important for teachers to understand what it is and how it is measured. This review of the literature is an attempt to make sense of the many definitions and measures of creativity. As a result, this comprehensive review shows that most definitions agree that there are at least two criteria to…
Descriptors: Creativity, Creative Thinking, Definitions, Educational Research
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Beghetto, Ronald A. – Roeper Review, 2017
How might educators help young people respond to current and future challenges of a changing world? In this article, I describe how educators can design Legacy Projects to provide young people with opportunities to make positive and lasting differences in their lives, schools, communities, and beyond. The connection between legacy projects and the…
Descriptors: Creative Teaching, Creativity, Transformational Leadership, Elementary Secondary Education
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McCluskey, Ken W. – Roeper Review, 2017
Throughout his focus article, Robert Sternberg discusses the theoretical underpinnings and rationale behind his emerging Active Concerned Citizenship and Ethical Leadership (ACCEL) model. In the process, he raises several critically important issues, including the misuse of IQ testing as the major method for identifying gifted students, the need…
Descriptors: Talent Identification, Academically Gifted, Ethics, Equal Education
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Sternberg, Robert J. – Roeper Review, 2017
Serious identification of the gifted started with the work of Lewis Terman early in the 20th century. Terman's model, based largely on IQ, may have made sense in the early 20th century, but it no longer makes sense today. The problems that society needs its gifted individuals to solve in the 21st century require much more than IQ--in addition to…
Descriptors: Academically Gifted, Talent Identification, Intelligence Quotient, Models
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Dai, David Yun; Cheng, Huai – Roeper Review, 2017
In this response to Sternberg's (2017) feature article in this special issue, we identify and define a kind of closed-minded, dogmatic, self-serving thinking that is nowadays quite prevalent around the world but counterproductive in solving many social problems. We argue that overcoming such a mindset takes wisdom and creativity. We present some…
Descriptors: Creativity, Creative Thinking, Problem Solving, Teaching Methods
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Sternberg, Robert J. – Roeper Review, 2017
In this essay, I respond to commentators on my article on the Active Concerned Citizenship and Ethical Leadership (ACCEL) model for understanding giftedness. I cover a number of topics that arose in or out of the commentaries, in particular, systems inertia; toxic leadership; teaching for creativity; flight from reality; the role of science,…
Descriptors: Gifted, Creativity, STEM Education, Ethics
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Glaveanu, Vlad P.; Kaufman, James C. – Roeper Review, 2017
In this response, we commend Sternberg's Active Concerned Citizenship and Ethical Leadership (ACCEL) model yet urge him to consider an ACCEL-S model that more fully incorporates society's integrative role in giftedness. ACCEL-S builds on the highly complex and contextual view of giftedness proposed by Sternberg and transforms it into a…
Descriptors: Academically Gifted, Talent Identification, Models, Interpersonal Relationship
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