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Understanding Creativity in the Schools

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Psychosocial Skills and School Systems in the 21st Century

Part of the book series: The Springer Series on Human Exceptionality ((SSHE))

Abstract

In this chapter, we first review definitions and conceptions of creativity. We discuss such key concepts as the four Ps (person, process, press, and product) and the four Cs (mini-c, little-c, Pro-c, and Big-C) and analyze popular theories of creativity from these perspectives. We highlight what conceptions are most appropriate for K-12 settings, noting approaches that can help in assessing and fostering creativity. We discuss areas of active research in creativity such as its relationship with achievement and the best methods for testing (including the idea of assessment both of and for creativity) and introduce the idea of creative metacognition and its application for the classroom. We close by summarizing key insights and providing a list of resources for educators interested in cultivating students’ creative potential in the classroom.

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Authors and Affiliations

  1. Educational Psychology, Neag School of Education, University of Connecticut, 2131 Hillside Road, Storrs, CT, 06269-3007, USA

    James C. Kaufman, Ronald A. Beghetto & Anna Dilley

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  1. James C. Kaufman
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  2. Ronald A. Beghetto
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  3. Anna Dilley
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Correspondence to James C. Kaufman .

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Editors and Affiliations

  1. Educational Psychology, CUNY, Queens College and the Graduate Center,, Flushing, New York, USA

    Anastasiya A Lipnevich

  2. Department of Psychology, University of Trier, Trier, Germany

    Franzis Preckel

  3. Professional Examination Service, Center for Innovative Assessments, New York, New York, USA

    Richard D. Roberts

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Kaufman, J.C., Beghetto, R.A., Dilley, A. (2016). Understanding Creativity in the Schools. In: Lipnevich, A., Preckel, F., Roberts, R. (eds) Psychosocial Skills and School Systems in the 21st Century. The Springer Series on Human Exceptionality. Springer, Cham. https://doi.org/10.1007/978-3-319-28606-8_6

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