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This dissertation reviews the literature on creative behavior and reports a study exploring the operational approach to creativity. One hundred and nineteen 6th-grade students were assigned randomly to 6 treatment levels. The Ss in 4 levels read booklets which described principles of creative thinking techniques, and which presented examples and exercises. One group read a control booklet, while another read no booklet. All Ss then completed 3 creativity tests and an attitude inventory. Hypotheses predicted differences among treatment levels as a function of the playfulness or organizational emphasis of the various techniques. The more playful techniques (e.g., Personal Analogy) were expected to produce higher scores on measures of Flexibility, Originality, and Best Ideas. The more organized techniques (e.g., Part Changing) were expected to produce higher scores on Fluency. No treatment differences were found, however, for any of the dependent measures, nor were there differences in the Treatment x Sex or Treatment x School interactions. Covariate (IQ & Language scores) adjustments increased some treatment effects while decreasing their relatively large standard errors. (Author)

This dissertation reviews the literature on creative behavior and reports a study exploring the operational approach to creativity. One hundred and nineteen 6th-grade students were assigned randomly to 6 treatment levels. The Ss in 4 levels read booklets which described principles of creative thinking techniques, and which presented examples and exercises. One group read a control booklet, while another read no booklet. All Ss then completed 3 creativity tests and an attitude inventory. Hypotheses predicted differences among treatment levels as a function of the playfulness or organizational emphasis of the various techniques. The more playful techniques (e.g., Personal Analogy) were expected to produce higher scores on measures of Flexibility, Originality, and Best Ideas. The more organized techniques (e.g., Part Changing) were expected to produce higher scores on Fluency. No treatment differences were found, however, for any of the dependent measures, nor were there differences in the Treatment x Sex or Treatment x School interactions. Covariate (IQ & Language scores) adjustments increased some treatment effects while decreasing their relatively large standard errors. (Author)

Includes bibliographical references

Includes bibliographical references

Includes bibliographical references

Includes bibliographical references

Includes bibliographical references

The purpose of this book is to help teachers learn about promising materials, methods and techniques for teaching creative thinking and problem solving in their classrooms. Information about teaching methods or techniques which can be readily adapted by the teacher to fit any grade level and subject area are presented. Specific directions on how to get a project started in the classroom are given. Also presented are guidelines for developing learning modules or packages for teaching creative thinking and problem solving. In the book there are also outlined and described the procedures for organizing a workshop on creativity and problem solving. The workshop plan proposed is based on use of this book as a resource tool. The book also offers a variety of research and development abstracts of publications related to creative thinking and problem solving. The appendix contains the descriptions of published teaching material for specific grade levels and subject areas. (Author/AM)

The purpose of this book is to help teachers learn about promising materials, methods and techniques for teaching creative thinking and problem solving in their classrooms. Information about teaching methods or techniques which can be readily adapted by the teacher to fit any grade level and subject area are presented. Specific directions on how to get a project started in the classroom are given. Also presented are guidelines for developing learning modules or packages for teaching creative thinking and problem solving. In the book there are also outlined and described the procedures for organizing a workshop on creativity and problem solving. The workshop plan proposed is based on use of this book as a resource tool. The book also offers a variety of research and development abstracts of publications related to creative thinking and problem solving. The appendix contains the descriptions of published teaching material for specific grade levels and subject areas. (Author/AM)

The purpose of this book is to help teachers learn about promising materials, methods and techniques for teaching creative thinking and problem solving in their classrooms. Information about teaching methods or techniques which can be readily adapted by the teacher to fit any grade level and subject area are presented. Specific directions on how to get a project started in the classroom are given. Also presented are guidelines for developing learning modules or packages for teaching creative thinking and problem solving. In the book there are also outlined and described the procedures for organizing a workshop on creativity and problem solving. The workshop plan proposed is based on use of this book as a resource tool. The book also offers a variety of research and development abstracts of publications related to creative thinking and problem solving. The appendix contains the descriptions of published teaching material for specific grade levels and subject areas. (Author/AM)

The purpose of this book is to help teachers learn about promising materials, methods and techniques for teaching creative thinking and problem solving in their classrooms. Information about teaching methods or techniques which can be readily adapted by the teacher to fit any grade level and subject area are presented. Specific directions on how to get a project started in the classroom are given. Also presented are guidelines for developing learning modules or packages for teaching creative thinking and problem solving. In the book there are also outlined and described the procedures for organizing a workshop on creativity and problem solving. The workshop plan proposed is based on use of this book as a resource tool. The book also offers a variety of research and development abstracts of publications related to creative thinking and problem solving. The appendix contains the descriptions of published teaching material for specific grade levels and subject areas. (Author/AM)

The purpose of this book is to help teachers learn about promising materials, methods and techniques for teaching creative thinking and problem solving in their classrooms. Information about teaching methods or techniques which can be readily adapted by the teacher to fit any grade level and subject area are presented. Specific directions on how to get a project started in the classroom are given. Also presented are guidelines for developing learning modules or packages for teaching creative thinking and problem solving. In the book there are also outlined and described the procedures for organizing a workshop on creativity and problem solving. The workshop plan proposed is based on use of this book as a resource tool. The book also offers a variety of research and development abstracts of publications related to creative thinking and problem solving. The appendix contains the descriptions of published teaching material for specific grade levels and subject areas. (Author/AM)

The purpose of this book is to help teachers learn about promising materials, methods and techniques for teaching creative thinking and problem solving in their classrooms. Information about teaching methods or techniques which can be readily adapted by the teacher to fit any grade level and subject area are presented. Specific directions on how to get a project started in the classroom are given. Also presented are guidelines for developing learning modules or packages for teaching creative thinking and problem solving. In the book there are also outlined and described the procedures for organizing a workshop on creativity and problem solving. The workshop plan proposed is based on use of this book as a resource tool. The book also offers a variety of research and development abstracts of publications related to creative thinking and problem solving. The appendix contains the descriptions of published teaching material for specific grade levels and subject areas. (Author/AM)

The purpose of this research study is to determine if there is a functional relation between the Six Thinking Hats (STH) method and creative problem-solving abilities among university honors students. Here are the research questions. There are four primary research questions. To what extent will the STH method increase the number of perspectives, measured as the total count of Thinking Hats, shared by university honors students during small group discussions? To what extent will the STH method increase the number of topic-related participation units shared by university honors students during small groups discussions? To what extent will the STH method increase the number of creative thinking using Green Hat by university honors students during small groups discussions? To what extent will the STH method increase the number of topic-related words shared by university honors students during small group discussions? In addition, there is a secondary research question. What are university honors students’ perspectives on the use of the STH method within and outside of the honors classroom setting?

The purpose of this research study is to determine if there is a functional relation between the Six Thinking Hats (STH) method and creative problem-solving abilities among university honors students. Here are the research questions. There are four primary research questions. To what extent will the STH method increase the number of perspectives, measured as the total count of Thinking Hats, shared by university honors students during small group discussions? To what extent will the STH method increase the number of topic-related participation units shared by university honors students during small groups discussions? To what extent will the STH method increase the number of creative thinking using Green Hat by university honors students during small groups discussions? To what extent will the STH method increase the number of topic-related words shared by university honors students during small group discussions? In addition, there is a secondary research question. What are university honors students’ perspectives on the use of the STH method within and outside of the honors classroom setting?

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Today’s global society is reflected in technological advances, complicated communications and quick and convenient access to information. To cope with such advancement, the learning management for learners in the 21st century requires the instillation in individuals to possess a higher level of thinking ability, make appropriate social adjustment and know how to solve the problem faced with situations in daily life. Solving the problem creatively is an ability that is essential for the development of children and youth of the nation. This is due to the fact that various organizations require individuals who are creative to improve the work in accordance with each aspect of problems effectively and select the best option in solving the problems creatively. However, creative problem solving can be trained by social studies teachers providing the learning process through the content in the lessons with step by step and in a systematic way.

Today’s global society is reflected in technological advances, complicated communications and quick and convenient access to information. To cope with such advancement, the learning management for learners in the 21st century requires the instillation in individuals to possess a higher level of thinking ability, make appropriate social adjustment and know how to solve the problem faced with situations in daily life. Solving the problem creatively is an ability that is essential for the development of children and youth of the nation. This is due to the fact that various organizations require individuals who are creative to improve the work in accordance with each aspect of problems effectively and select the best option in solving the problems creatively. However, creative problem solving can be trained by social studies teachers providing the learning process through the content in the lessons with step by step and in a systematic way.

Today’s global society is reflected in technological advances, complicated communications and quick and convenient access to information. To cope with such advancement, the learning management for learners in the 21st century requires the instillation in individuals to possess a higher level of thinking ability, make appropriate social adjustment and know how to solve the problem faced with situations in daily life. Solving the problem creatively is an ability that is essential for the development of children and youth of the nation. This is due to the fact that various organizations require individuals who are creative to improve the work in accordance with each aspect of problems effectively and select the best option in solving the problems creatively. However, creative problem solving can be trained by social studies teachers providing the learning process through the content in the lessons with step by step and in a systematic way.

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Includes index

Includes bibliographical references (pages 201-204)

Includes bibliographical references (pages 201-204)

Includes bibliographical references (pages 201-204)

In the rapidly evolving landscape of education, creative problem-solving (CPS) has become a vital competency for effective school management. This paper examines how educators and administrators employ CPS strategies to address multifaceted challenges within schools, from individualized student learning needs to systemic organizational reforms. By synthesizing theoretical models, empirical research, and real-world case studies, the study highlights the essential role of creativity in leadership, collaborative decision-making, and operational efficiency. It further examines the influence of technology, resistance to change, and the importance of fostering a creative mindset among staff. Through practical frameworks and evidence-based techniques, this paper provides actionable insights into implementing sustainable changes that enhance educational outcomes. Ultimately, it positions CPS not only as a tool for navigating complexity but as a catalyst for innovation and cultural transformation within educational systems. 

In the rapidly evolving landscape of education, creative problem-solving (CPS) has become a vital competency for effective school management. This paper examines how educators and administrators employ CPS strategies to address multifaceted challenges within schools, from individualized student learning needs to systemic organizational reforms. By synthesizing theoretical models, empirical research, and real-world case studies, the study highlights the essential role of creativity in leadership, collaborative decision-making, and operational efficiency. It further examines the influence of technology, resistance to change, and the importance of fostering a creative mindset among staff. Through practical frameworks and evidence-based techniques, this paper provides actionable insights into implementing sustainable changes that enhance educational outcomes. Ultimately, it positions CPS not only as a tool for navigating complexity but as a catalyst for innovation and cultural transformation within educational systems. 

In the rapidly evolving landscape of education, creative problem-solving (CPS) has become a vital competency for effective school management. This paper examines how educators and administrators employ CPS strategies to address multifaceted challenges within schools, from individualized student learning needs to systemic organizational reforms. By synthesizing theoretical models, empirical research, and real-world case studies, the study highlights the essential role of creativity in leadership, collaborative decision-making, and operational efficiency. It further examines the influence of technology, resistance to change, and the importance of fostering a creative mindset among staff. Through practical frameworks and evidence-based techniques, this paper provides actionable insights into implementing sustainable changes that enhance educational outcomes. Ultimately, it positions CPS not only as a tool for navigating complexity but as a catalyst for innovation and cultural transformation within educational systems. 

In the rapidly evolving landscape of education, creative problem-solving (CPS) has become a vital competency for effective school management. This paper examines how educators and administrators employ CPS strategies to address multifaceted challenges within schools, from individualized student learning needs to systemic organizational reforms. By synthesizing theoretical models, empirical research, and real-world case studies, the study highlights the essential role of creativity in leadership, collaborative decision-making, and operational efficiency. It further examines the influence of technology, resistance to change, and the importance of fostering a creative mindset among staff. Through practical frameworks and evidence-based techniques, this paper provides actionable insights into implementing sustainable changes that enhance educational outcomes. Ultimately, it positions CPS not only as a tool for navigating complexity but as a catalyst for innovation and cultural transformation within educational systems. 

xiv, 242 s

xiv, 242 s

xiv, 242 s

Most teachers have attended countless workshops that advocated new teaching methods, materials, or techniques in addressing special student populations. They politely listen as a series of presenters enthusiastically introduce their information in written and verbal form. They return to the classroom, fully intending to use their new skills, but perhaps feeling a bit anxious about their actual applications and ensuing results. This author believes that teachers, like students, must be both physically and mentally involved in the learning process for it to be successful and meaningful. As a former elementary school teacher who is working toward an endorsement in gifted education, the author had the opportunity to participate in the 2003 Baylor University Interdisciplinary Creative Problem Solving Conference. Rather than sitting passively and absorbing information presented, she actively participated in the creation and implementation of an interdisciplinary approach to curricular design based upon a creative problem-solving model. She found the experience invaluable because she physically and mentally progressed through the steps of interdisciplinary curricular design and watched them come alive. The primary purpose of the annual conference is to provide gifted secondary students with a forum to interact and address real-life problems while participating in a problem-solving curriculum (M. Witte, personal communication, June 4, 2003). However, the conference also provides teachers of the gifted with an opportunity to interact, design a curriculum, and implement it using the problem-solving process. (Contains 2 figures.)

Most teachers have attended countless workshops that advocated new teaching methods, materials, or techniques in addressing special student populations. They politely listen as a series of presenters enthusiastically introduce their information in written and verbal form. They return to the classroom, fully intending to use their new skills, but perhaps feeling a bit anxious about their actual applications and ensuing results. This author believes that teachers, like students, must be both physically and mentally involved in the learning process for it to be successful and meaningful. As a former elementary school teacher who is working toward an endorsement in gifted education, the author had the opportunity to participate in the 2003 Baylor University Interdisciplinary Creative Problem Solving Conference. Rather than sitting passively and absorbing information presented, she actively participated in the creation and implementation of an interdisciplinary approach to curricular design based upon a creative problem-solving model. She found the experience invaluable because she physically and mentally progressed through the steps of interdisciplinary curricular design and watched them come alive. The primary purpose of the annual conference is to provide gifted secondary students with a forum to interact and address real-life problems while participating in a problem-solving curriculum (M. Witte, personal communication, June 4, 2003). However, the conference also provides teachers of the gifted with an opportunity to interact, design a curriculum, and implement it using the problem-solving process. (Contains 2 figures.)

Most teachers have attended countless workshops that advocated new teaching methods, materials, or techniques in addressing special student populations. They politely listen as a series of presenters enthusiastically introduce their information in written and verbal form. They return to the classroom, fully intending to use their new skills, but perhaps feeling a bit anxious about their actual applications and ensuing results. This author believes that teachers, like students, must be both physically and mentally involved in the learning process for it to be successful and meaningful. As a former elementary school teacher who is working toward an endorsement in gifted education, the author had the opportunity to participate in the 2003 Baylor University Interdisciplinary Creative Problem Solving Conference. Rather than sitting passively and absorbing information presented, she actively participated in the creation and implementation of an interdisciplinary approach to curricular design based upon a creative problem-solving model. She found the experience invaluable because she physically and mentally progressed through the steps of interdisciplinary curricular design and watched them come alive. The primary purpose of the annual conference is to provide gifted secondary students with a forum to interact and address real-life problems while participating in a problem-solving curriculum (M. Witte, personal communication, June 4, 2003). However, the conference also provides teachers of the gifted with an opportunity to interact, design a curriculum, and implement it using the problem-solving process. (Contains 2 figures.)

Bibliography: p. 129-130

Document number CIA-RDP87M00539R002404050045-5 declassified and released through the CIA's CREST database. Previously available only on four computers located outside of Washington D.C., the Agency was successfully pressured into putting the files online as a result of a MuckRock lawsuit and the efforts of Emma Best. The metadata was collected by Data.World, and the files are now being archived and made text searchable by the Internet Archive.

Second and third grade students used the creative problem solving strategy developed by Sidney Parnes and Alex Osborn in their social studies classes. The second graders, finding few biographies written for students reading on a first or second grade level, interviewed community members, collected photographs of them, and wrote their biographies, which were placed in the school library. The third graders, studying political elections, became concerned about the lack of an acceptable description for the terms leader and leadership. They conducted a survey of recognized leaders in the community and state, identified common characteristics of these terms as described by the respondents, and recorded their conclusions for the benefit of themselves and other students in the school. The steps in the creative problem solving strategy are: (1) identifying a problem, (2) gathering information concerning the problem, (3) finding components of the problem, (4) brainstorming possible solutions to the selected problem, (5) finding solutions, and (6) justifying a solution and developing a course of action. This step by step process is slow at the onset, but students find the process exciting and challenging. In addition, the strategy can be used by students across the curriculum and in real life situations. (JB)

Second and third grade students used the creative problem solving strategy developed by Sidney Parnes and Alex Osborn in their social studies classes. The second graders, finding few biographies written for students reading on a first or second grade level, interviewed community members, collected photographs of them, and wrote their biographies, which were placed in the school library. The third graders, studying political elections, became concerned about the lack of an acceptable description for the terms leader and leadership. They conducted a survey of recognized leaders in the community and state, identified common characteristics of these terms as described by the respondents, and recorded their conclusions for the benefit of themselves and other students in the school. The steps in the creative problem solving strategy are: (1) identifying a problem, (2) gathering information concerning the problem, (3) finding components of the problem, (4) brainstorming possible solutions to the selected problem, (5) finding solutions, and (6) justifying a solution and developing a course of action. This step by step process is slow at the onset, but students find the process exciting and challenging. In addition, the strategy can be used by students across the curriculum and in real life situations. (JB)

Second and third grade students used the creative problem solving strategy developed by Sidney Parnes and Alex Osborn in their social studies classes. The second graders, finding few biographies written for students reading on a first or second grade level, interviewed community members, collected photographs of them, and wrote their biographies, which were placed in the school library. The third graders, studying political elections, became concerned about the lack of an acceptable description for the terms leader and leadership. They conducted a survey of recognized leaders in the community and state, identified common characteristics of these terms as described by the respondents, and recorded their conclusions for the benefit of themselves and other students in the school. The steps in the creative problem solving strategy are: (1) identifying a problem, (2) gathering information concerning the problem, (3) finding components of the problem, (4) brainstorming possible solutions to the selected problem, (5) finding solutions, and (6) justifying a solution and developing a course of action. This step by step process is slow at the onset, but students find the process exciting and challenging. In addition, the strategy can be used by students across the curriculum and in real life situations. (JB)

The core cog of the fast-paced DARPA machine is the program manager. Talent is selected from academia, industry and government to lead pivotal early investments in innovation. One element of DARPA's environment about which all program managers are acutely aware is the mandatory short-term service that typically lasts two to five years. No one can escape the short service periods because DARPA is always searching for fresh perspectives. The mandate for short-term service extends to technical office directors and the director of DARPA. This is intentional and is the driving force behind the agency's fast pace. It motivates performance and is central to DARPA's rapid business practices, but presents the agency with unique challenges, including the risk management and thinking required to take on and resolve complex problems. Program managers are surrounded by teams of experts to support their ideas and project development. These teams are diverse and represent specialties ranging from contracting and budget management to technical expertise. The agency's fast-paced, revolutionary work demands forethought and is a major reason these teams have such diversity but also why they must think through numerous problem sets at the earliest inception of a program.

Bibliography: p. 210-212

Bibliography: p. 210-212

Bibliography: p. 210-212

Bibliography: p. 210-212

In this article, the Creative Technology Education Project (CTEP) is presented, and phases of problem-solving processes in which the participating primary school student teachers generate alternatives and evaluate ideas are analyzed. The aims of this project were to introduce technology education goals and contents to these students, as well as to offer tools for learning and teaching technology, and to facilitate personal growth. One purpose of the project was to encourage the students to become familiar with technology and problem-solving processes and to develop especially creative skills and abilities (e.g., ideation and the evaluation of ideas). For these purposes, a model was introduced, named the Overall Mapping of a Problem Situation (OMPS). This model helps students in ideation (the generation of alternative solutions) and evaluation of ideas when working on project teams. This model was practiced with concrete technology education projects. Thus, the project focus was on collaborative problem solving, with special emphasis on ideation and the positive evaluation of ideas. The purpose of the study presented in this article was to discover how students perceive the creative process and to what extent they learn creative skills, especially those that involve generating alternative ideas and the self-evaluation of these alternatives. This case study indicates that creative problem-solving approaches may be efficiently used to improve teacher education. (Contains 1 figure and 1 table.)

The effectiveness of a workbook for training creative thinking, "Thinking Creatively: A Guide to Training Imagination," was evaluated with a sample of 198 inner-city students. The materials seek to teach attitudes which predispose an individual to behave more creatively and techniques for producing new combinations of ideas. Two sixth-grade classes (one from a low- and one from a medium-ability school) and two eighth-grade classes (one low- and one medium-ability) served as experimental groups. Four similar classes comprised the control groups. Three subtests from the Torrance Tests of Creative Thinking were administered to all subjects (Ss) as pretests. After about four weeks of training (one class hour on each of about 20 days), another form of the Torrance Test was given, along with a 20-item attitude questionnaire for all Ss, plus two other instruments just for students and teachers in experimental classes. Despite the finding that both the training materials and the testing instruments were difficult for many of the Ss to read and thoroughly comprehend, most students and teachers felt that students had benefited from the creativity training experience. Two experimental classes showed modest gains in Torrance Test scores. (Author/JM)

Approved For Release 2009/09/04: CIA-RDP87M00539R002404050048-2 Executive Director 12 December 1981+ SUBJECT : DCI Memo of 28 Nov 84 re Creative Problem Solving I had not seen your article. Appreciate to it this weekend. your bringing it to my attention. I will get Approved For Release 2009/09/04: CIA-RDP87M00539R002404050048-2 8c /: 35; Central Intelligence Agency. Washington, D.C. 20505 Approved For Release 2009/09/04: CIA-RDP87M00539R002404050048-2 4 ROUTING AND RECORD SHEET , STAT STAT OFFICER'S INITIALS 7 December'1984 COMMENTS (Number each comment to show from whom to whom., Draw a line across column after each comment.) Approved For Release 2009/09/04: CIA-RDP87M00539R002404050048-2 Approved For Release 2009/09/04: CIA-RDP87M00539R002404050048-2 SUBJECT: DCI's Memorandum of 28 November 1984 Concerning Creative Problem Solving in Mr. Casey's memorandum of 28 November 1984, he requested that any ideas on accomplishing the Agency's mission in a more effective manner be brought to his attention. It occurred to me that you may not be aware of an article published in concerning the ethics of intelligence gathering. In that article, which was serialized in three editions of the and was approved for publication by the Agency Publication Review Board, I proposed several guidelines for ensuring that intelligence activities are conducted in the appropriate manner. If you have not had the opportunity to review the article, I am attaching it for whatever use you may deem appropriate. Approved For Release 2009/09/04: CIA-RDP87M00539R002404050048-2 STAT Approved For Release 2009/09/04: CIA-RDP87M00539R002404050048-2 Next 22 Page(s) In Document Denied Iq Approved For Release 2009/09/04: CIA-RDP87M00539R002404050048-2

Approved For Release 2009/09/04: CIA-RDP87M00539R002404050048-2 Executive Director 12 December 1981+ SUBJECT : DCI Memo of 28 Nov 84 re Creative Problem Solving I had not seen your article. Appreciate to it this weekend. your bringing it to my attention. I will get Approved For Release 2009/09/04: CIA-RDP87M00539R002404050048-2 8c /: 35; Central Intelligence Agency. Washington, D.C. 20505 Approved For Release 2009/09/04: CIA-RDP87M00539R002404050048-2 4 ROUTING AND RECORD SHEET , STAT STAT OFFICER'S INITIALS 7 December'1984 COMMENTS (Number each comment to show from whom to whom., Draw a line across column after each comment.) Approved For Release 2009/09/04: CIA-RDP87M00539R002404050048-2 Approved For Release 2009/09/04: CIA-RDP87M00539R002404050048-2 SUBJECT: DCI's Memorandum of 28 November 1984 Concerning Creative Problem Solving in Mr. Casey's memorandum of 28 November 1984, he requested that any ideas on accomplishing the Agency's mission in a more effective manner be brought to his attention. It occurred to me that you may not be aware of an article published in concerning the ethics of intelligence gathering. In that article, which was serialized in three editions of the and was approved for publication by the Agency Publication Review Board, I proposed several guidelines for ensuring that intelligence activities are conducted in the appropriate manner. If you have not had the opportunity to review the article, I am attaching it for whatever use you may deem appropriate. Approved For Release 2009/09/04: CIA-RDP87M00539R002404050048-2 STAT Approved For Release 2009/09/04: CIA-RDP87M00539R002404050048-2 Next 22 Page(s) In Document Denied Iq Approved For Release 2009/09/04: CIA-RDP87M00539R002404050048-2