Abstract
This entry highlights some of the major issues associated with promoting high levels of creative potential and achievement in talented adolescents. It summarizes recent research about the environmental factors, and school and home programs, that are more likely to result in the realization of creative talent.
Preview
Unable to display preview. Download preview PDF.
References
Amabile, T. (1989). Growing up creative: Nurturing a lifetime of creativity.New York: Crown.
Barron, F. (1988). Putting creativity to work. In R.J. Sternberg (Ed.), The nature of creativity. New York: Cambridge University Press.
Baum, S., Renzulli, J.S., & Hébert, T.P. (1995). The prism metaphor: A new paradigm for reversing underachievement (Collaborative Research Study 95310). Storrs, CT: The National Research Center on the Gifted and Talented.
Bloom, B. (Ed.). (1985). Developing talent in young people. New York:Ballantine Books.
Chapman, S.M. (1991). Introducing young children to real problems of today and tomorrow. Gifted Child Today, 14(2), 14–18.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience.New York: Harper and Row.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: HarperCollins.
Csikszentmihalyi, M. (1998). Creativity and genius: A systems perspective.In A. Steptoe (Ed.), Genius and the mind: Studies of creativity and temperament. New York: Oxford University Press.
Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. New York: Cambridge University Press.
Daniels, S. (1997). Creativity in the classroom: Characteristics, climate, and curriculum. In N. Colangelo & G.A. Davis (Eds.), Handbook of gifted education (2nd ed.). Boston: Allyn & Bacon.
Davis, G.A. (1992). Creativity is forever. Dubuque, IA: Kendall/Hunt.
Davis, G.A. (1999). Creativity is forever (4th ed.).
Delcourt, M.A.B. (1988). Characteristics related to high levels of creative/productive behavior in secondary school students: A multi-case study. Unpublished doctoral dissertation, The University ofConnecticut, Storrs.
Delcourt, M.A.B. (1994). Characteristics of high level creative productivity: A longitudinal study of students identified by Renzulli’s three-ring conception of giftedness. In R.F. Subotnik & K.D. Arnold (Eds.),Beyond Terman (pp. 401–436). Norwood, NJ: Ablex.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences.New York: Basic Books.
Gardner, H. (1993). Creating minds. New York: Basic Books.
Hébert, T.P. (1993). A developmental examination of young creative producers. Roeper Review: A Journal on Gifted Education, 16, 22–28.
Kirschenbaum, R.J., & Reis, S.M. (1997). Conflicts in creativity: Talented female artists. Creativity Research Journal, 10(2&3), 251–263.
MacKinnon, D.W. (1978). In search of human effectiveness. Buffalo, NY: Creative Education Foundation.
Perleth, C., Sierwald, W., & Heller, K.A. (1993). Selected results of the Munich longitudinal study of giftedness: The multidimensional/ typological giftedness model. Roeper Review, 15(3), 149–155.
Pirozzo, R. (1982). Gifted underachievers. Roeper Review, 4, 18–21.
Reis, S.M. (1998). Work left undone: Compromises and challenges of talented females. Mansfield Center, CT: Creative Learning Press.
Reis, S.M., Burns, D.E., & Renzulli, J.S. (1992). Curriculum compacting: The complete guide to modifying the regular curriculum for high ability students. Mansfield Center, CT: Creative Learning Press.
Reis, S.M., Hébert, T.P., Diaz, E.P., Maxfield, L.R., & Ratley, M.E. (1995). Case studies of talented students who achieve and underachieve in an urban high school [Research Monograph 95120]. Storrs, CT: National Research Center for the Gifted and Talented.
Reis, S.M., & McCoach, D.B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44, 152–170.
Renzulli, J.S. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.
Renzulli, J.S. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 60, 180–184, 261.
Renzulli, J.S. (1986). The three ring conception of giftedness: A developmental model for creative productivity. In R.J. Sternberg & J.E. Davidson (Eds.), Conceptions of giftedness (pp. 53–92). New York: Cambridge University Press.
Renzulli, J.S., & Reis, S.M. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press.
Renzulli, J.S., & Reis, S.M. (1994). Research related to the Schoolwide Enrichment Model. Gifted Child Quarterly, 38, 2–14.
Renzulli, J.S., & Reis, S.M. (1997). The schoolwide enrichment model: A how-to guide for educational excellence. Mansfield Center, CT: Creative Learning Press.
Renzulli, J.S., & Smith, L.H. (1978). The compactor. Mansfield Center, CT: Creative Learning Press.
Rimm, S.B., & Olenchak, F.R. (1991). How FPS helps underachieving gifted students. Gifted Child Today, 14(2), 19–22.
Rothenberg, A. (1990). Creativity and madness: New findings and old stereotypes. Baltimore: Johns Hopkins University Press.
Runco, M.A. (1992). The evaluative, valuative, and divergent thinking of children. Journal of Creative Behavior, 25, 311–319.
Russ, S., Robins, A., & Christano, B. (1999). Imaginative youngsters become creative problem solvers. Creativity Research Journal, 12, 129–139.
Simonton, D.K. (1988). Scientific genius: A psychology of science. Cambridge, England: Cambridge University Press.
Starko, A.J. (1986). The effects of the revolving door identification model on creative productivity and self-efficacy. Unpublished doctoral dissertation, The University of Connecticut, Storrs.
Sternberg, R.J., & Lubart, T. (1993). Creative giftedness: A multivariate investment approach. Gifted Child Quarterly, 37(1), 7–15.
Torrance, E.P. (1962). Guiding creative talent. Englewood Cliffs, NJ: Prentice-Hall.
Torrance, E.P. (1978). Healing qualities of creative behavior. Creative Child and Adult Quarterly, 3(3), 146–158.
Torrance, E.P. (1984). Some products of twenty-five years of creativity research. Educational perspectives, 22(3), 3–8.
Torrance, E.P. (1987). Teaching for creativity. In S.G. Isaksen (Ed.), Frontiers of creativity research: Beyond the basics (pp. 189–215). Buffalo, NY: Bearly Limited.
Torrance, E.P. (1988). The nature of creativity as manifest in its testing. In R.W. Sternberg (Ed.), The nature of creativity. New York: Cambridge University Press.
Torrance, E.P. (1995). Why fly? A philosophy of creativity. Norwood, NJ: Ablex.
Walberg, H.J., & Stariha (1992). Productive human capital: Learning, creativity, and eminence. Creativity Research Journal, 5, 323–340.
Walberg, H.J., & Zeiser, S. (1997). Productivity, accomplishment, and eminence. In N. Colangelo & G.A. Davis (Eds.), Handbook of gifted education (2nd ed.). Boston: Allyn & Bacon.
Whitmore, J.R. (1980). Giftedness, conflict, and underachievement. Boston: Allen & Bacon.
Wildauer, C.A. (1984). Identification and nurturance of the intellectually gifted young child within the regular classroom: Case histories. Washington, DC: US Department of Education, Educational Information Center (ERIC Document No. ED254041).
Willings, D. (1983). The gifted child grows up. Washington, DC: US Department of Education, Educational Information Center (ERIC Document No. ED252038).
Winner, E. (1996). Gifted children: Myths and realities. New York: Basic Books.
Winner, E., & Martino, G. (1993). Giftedness in the visual arts and music. In K.A. Heller, F.J. Monks, & A.H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 253-281). New York: Pergamon Press.
Editor information
Rights and permissions
Copyright information
© 2003 Springer Science+Business Media New York
About this chapter
Cite this chapter
Reis, S.M., Renzulli, J.S. (2003). Creativity, Adolescence. In: Gullotta, T.P., et al. Encyclopedia of Primary Prevention and Health Promotion. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-0195-4_49
Download citation
DOI: https://doi.org/10.1007/978-1-4615-0195-4_49
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4613-4961-7
Online ISBN: 978-1-4615-0195-4
eBook Packages: Springer Book Archive