BOOKS

Beghetto, R. A. (in preparation). Killing Ideas Softly? The Promise and Perils of Creativity in the Classroom. (Under contract with Information Age Publishing).

This book examines the conflicted position that creativity occupies in K-12 classrooms by exploring the various demands and constraints placed on teachers -- including everything from externally mandated curricula, standardized tests, and problematic beliefs, images, and practices that carryover from teachers’ own prior schooling experience -- and the impact these have on teacher and student creativity. The goal of this book is to provide scholars, researchers, and educators with new directions for future research and educational practices that are supportive of creativity in the classroom.

Beghetto, R. A., & Kaufman, J. C. (Eds). (in press). Nurturing creativity in the classroom. Cambridge, UK: Cambridge University Press.

Nurturing Creativity in the Classroom provides a ground breaking collection of chapters by leading scholars who will examine and respond to the tension that many educators face in valuing student creativity but believing that they cannot support it given the curricular constraints of the classroom. The book combines the perspectives of top educators and psychologists for the purpose of generating practical advice for thinking about and addressing the challenges of supporting creativity in the classroom.

SELECTED ARTICLES & CHAPTERS

In Press

Beghetto, R. A. (in press). Creativity in the classroom. In J. C. Kaufman, & R. J. Sternberg (Eds.). Handbook of Creativity. Cambridge: Cambridge University Press.

The purpose of this chapter is to provide an overview of the conflicted nature of creativity in the classroom. The chapter opens with a brief discussion of creativity as a mainstream curricular goal. Next, a variety of common barriers to creativity in the classroom are discussed along with considerations for how creativity researchers might help address these barriers. The chapter closes by highlighting key directions for future research.

Beghetto, R. A., & Kaufman, J. C. (in press). Between chaos and conformity: The paradoxical nature of creativity in the classroom. In R. K. Sawyer (Ed.). The teaching paradox. Cambridge: Cambridge University Press.

How might teachers support creativity without drifting into curricular chaos and, at the same time, ensure that students meet prescribed standards without turning teaching into an exercise in mind numbing conformity? We aim to address this question by describing how teachers might strike a better balance between enough structure and rules to enable academic work to be productive and enough allowance for ambiguity and improvisation to encourage student creativity. We open the chapter by discussing the nature of creativity and highlighting conceptions of creativity that we believe are most appropriate for classroom teaching. We also discuss the challenges and opportunities associated with identifying creative potential in the classroom. We close by offering suggestions for how teachers might recast their role as both supporters and gatekeepers of students' creative potential.

Kozbelt, A., Beghetto, R. A., Runco, M. A. (in press). Theories of creativity. In J. C. Kaufman, & R. J. Sternberg (Eds.). Handbook of Creatvity. Cambridge: Cambridge University Press.

This chapter provides a comparative review of major contemporary theories of creativity. The chapter is organized into two major sections. The first section presents a discussion of how the theories will be classified and compared, highlighting key challenges, considerations, and limitations involved in such an endeavor. The second part of the chapter presents an overview of ten categories of contemporary creativity theories, highlighting the underlying assertions, key concepts, major studies, and contemporary exemplars associated with each theoretical category. The chapter closes with a brief discussion of future directions and considerations for the future development of theories of creativity.

Rosiek, J., & Beghetto, R. A. (in press). Emotional scaffolding: The emotional and imaginative dimensions of teaching and learning. In P. A. Schutz, & M. Zembylas. (Eds.). Advances in teacher emotion research: The impact on teachers' lives. New York: Springer.

In this chapter we consider the emotional and imaginative dimensions of teaching and learning, how these dimensions often are neglected, and how the concept of “emotional scaffolding” offers a way for teachers (and researchers) to consider how to more positively incorporate emotion and imagination in classroom teaching and learning. We close by discussing case-studies of teachers who have successfully used emotional scaffolding to engage their students' imagination, support positive student emotions and enrich student learning.

Kaufman, J. C., Beghetto, R. A., Baer, J. & Ivcevic, Z. (in press). Creative polymathy: What Benjamin Fanklin can teach your kindergartener. Learning and Individual Difference.

Abstract. Creative polymathy at the very highest levels is rare, but this is largely the result of the long period of training usually necessary to become proficient in any field. We explain why creative polymathy is not ruled out by arguments for the domain specificity of creativity and argue that consdierations of multiple levels of creativity (Big-C, Pro-c, little-c, and mini-c) lead to the conclusion that creative polymathy may actually be fairly common. We use a hierarchical model of creativity (the APT Model) to help understand some constraints on and possibilities for creative polymathy, suggest different ways creative polymathy may be expressed and offer guidelines for recognizing and nuturing creative polymathy in students.

Kaufman, J. C., & Beghetto, R. A. (in press). Exploring the Four-C model of creativity: Implications for giftedness. To appear in N. L. Hafenstein, & B. Crammond. (Eds.). Perspectives in Gifted Education: Creativity. Denver, CO.: University of Denver.

When most people think of creatively gifted individuals, images of eminent trend setters and innovative pioneers typically come to mind. Many people also recognize that creativity can occur in the everyday settings of schools and classrooms. In this chapter, we discuss the Four-C model of creativity, which expands this dichotomoy. We explore the significance of this model for gifted education.

2009

Beghetto, R.A. (2009). In search of the unexpected: Finding creativity in the micro-moments of the classroom. Psychology of Aesthetics, Creativity, & the Arts, 3, 2 - 5.

Abstract. This article explores how micro-moments of the classroom -- brief, easy to miss interactions between teachers and students -- can play a large role in determining whether students' creative potential is supported or undermined. One particular micro-moment, which occurs when students' unexpected ideas are dismissed by teachers, is examined. Potential reasons why teachers might routinely dismiss student ideas, consequences of such dismissals for students, and considerations for addressing this problem are also discussed.

Beghetto, R. A. (2009). Everyday creativity. In Kerr, B. (Ed.). Encyclopedia of Giftedness, Creativity, and Talent. Thousand Oaks California: Sage.

Discussions of creativity often invoke images of artistic masterpieces, trend setting musical accomplishments and scientific and technological breakthroughs. Yet, such images can cast a shadow on everyday expressions of creativity. This entry highlights the nature and transformative potential of everyday creativity – considering how it might be nurtured in schools, classrooms, and daily life.

Beghetto, R.A. (2009). Creativity in schools and classrooms: An introduction to the special issue. International Journal of Creativity and Problem Solving.

Abstract. Creativity occupies somewhat of a paradoxical position in schools and classrooms; while most educators see the value of creativity, uncertainty about how to support it -- in light of external curricular pressures, constraints, and commitments -- may result in lost opportunities to nurture it Contributors to this special issue focus on addressing various issues related to the topic of creativity in schools and classroom.

Beghetto, R. A., & Kaufman, J. C. (2009). Do we all have multicretaive potential? ZDM - The International Journal on Mathematics Education, 41, 39 - 44.

Abstract. Are only certain people destined to be multicreative – capable of unique and meaningful contributions across unrelated domains? In this article, we argue that all students have multicreative potential. We consider this argument in light of different conceptions of creativity and assert that the likelihood of expressing muticreative potential varies across levels of creativity (most likely at individual and everyday levels of creativity; least likely at professional and eminent levels of creativity). We close by offering considerations for how math educators might nurture the multicreative potential of their students.

Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four C model of creativity. Review of General Psychology, 13, 1 - 12.

Abstract. Most investigations of creativity tend to take one of two directions: everyday creativity (also called “little-c”) and eminent creativity (also called “Big-C”). In this paper, we propose a Four C model of creativity, in which we add the idea of “mini-c,” creativity inherent in the learning process, and Pro-c, the developmental and effortful progression beyond little-c that represents professional-level expertise in any creative area. We then discuss advantages and examples of the Four C Model.

Beghetto, R. A., & Kaufman, J. C. (2009). Intellectual estuaries: Connecting learning and creativity in programs of advanced academics. Journal of Advanced Academics, 20, 296 - 324.

Abstract. Efforts aimed at nurturing creativity and academic learning sometimes are represented as two related but separate paths. We argue that this separation is unnecessary and can undermine the development of creative and academic potential. In this paper, we consider this split in light of interpretive conceptions of creativity (i.e., “mini-c”) and learning (i.e., socio-cultural perspectives) to demonstrate the connection between creativity and academic learning. Finally, we close by offering the metaphor of Intellectual Estuaries for describing how programs of advanced academics can simultaneously support student learning and creativity.

Kaufman, J. C., & Beghetto, R. A. (2009). Creativity in the schools: A rapidly developing area of positive psychology. In Gilman, R., Huebner, E.S., & Furlong, M.J. Handbook of Positive Psychology in Schools. Routledge.

Often creativity in the schools is seen as a footnote, afterthought, or as an extra-curricular activity. In this chapter, we explore how a new idea that we have been developing, called “mini-c” creativity is important for broadening educators' conceptions of creativity and its role in schools and classrooms. We then discuss the conditions necessary for nurturing students' development of creativity; including: issues surrounding the assessment of creativity and the types of educational environments conducive to nurturing creative development and expression.

Kaufman, J. C., Kaufman, S. B., Beghetto, R. A., Burgess, S. A., & Persson, R. S. (2009). Creative giftedness: Beginnings, developments, and future promises (pp. 585 - 598). I L. Shavinina (Ed.), International Handbook of Giftedness. New York: Springer.

In this chapter we highlight how creative giftedness research has differentiated itself from intelligence. Next, we will describe five recent theories of intelligence that involve a creative component and discuss recent advances in creativity research that have implications for creative giftedness such as the concepts of “mini c,” intelligent testing, and dynamic assessment.

2008

Beghetto, R. A. (2008). Correlates of intellectual risk taking in elementary school science. Journal of Research in Science Teaching, 46, 210 - 223.

Abstract. This study had the goal of exploring factors associated with elementary students' (N = 585) reports of intellectual risk taking in science. Intellectual risk taking (IRT) was defined as engaging in adaptive learning behaviors (e.g., sharing tentative ideas, asking questions, attempting to do and learn new things) that placed the learner at risk of making mistakes or appearing less competent than others . Results of hierarchical regression indicate that students' reports of IRT declined by grade-level , but were positively related to interest in science, creative self-efficacy, and perceptions of teacher support. Of all the factors considered, interest in science was found to have the strongest unique and positive relationship with students' reports of intellectual risk taking in science.

Beghetto, R. A. (2008). Prospective Teachers' Beliefs about Imaginative Thinking in K-12 Schooling. Thinking Skills and Creativity, 3, 134 - 142.

Abstract. This study examined prospective teachers' (N = 176) beliefs about the role that memorization and imaginative thinking play in K-12 schooling. Results indicate that a significantly disproportionate number of prospective teachers selected the elementary grades (and 1 st grade in particular) as the time when students should be encouraged to focus more on memorization. Results of logistic regression analysis indicate that prospective teachers who viewed unexpected student responses as ideal were significantly more likely to believe that it was never appropriate to place more emphasis on memorization. Prospective teachers' justifications for their beliefs and implications for future research are also discussed.

Plucker, J. A. & Beghetto, R. A. (2008). Creativity. In N. J. Salkin Encyclopedia of Educational Psychology. Thousand Oaks California: Sage.

The purpose of this chapter is to clarify the nature of creativity discuss implications of creativity scholarship for educational psychologists. We argue that educational psychologists have a unique opportunity to bridge complementary programs of research such that existing knowledge can be brought to bear on the advancement of what is known regarding the relationship between human learning and creative expression.

Kaufman, J. C. & Beghetto, R. A. (2008). Exploring “mini-c:” Creativity across cultures. In R. L. DeHaan & K. M. Narayan (Eds.). Education for Innovation in India , China and America. The Netherlands: Sense Publishers.

In this chapter we explore creativity across different cultures. We start by examining what is meant by “creativity”—highlighting a false dichotomy between eminent and everyday creativity that is found across many cultures. We then discuss how cross-cultural approaches to creativity are more complex than simply being individualist vs. collectivist. Finally, we then discuss how new conceptions of creativity (i.e., mini-c creativity) can impact negative teacher perceptions of creativity that have been found across cultures around the world.

2007

Beghetto, R. A., & Plucker, J. A. (2007). Darwinian creativity in the classroom? Creativity Research Journal, 19, 375-379.

Abstract. The present article considers the debate between Darwinian and non-Darwinian accounts of creativity from the perspective of little-c (or everyday) creativity. Specifically, the basic arguments found in both positions are highlighted by juxtaposing Simonton's empirical analysis of Picasso's Guernica sketches with Weisberg's and Hass' analysis. Unresolved issues in this debate are identified and discussed. The body of the article is focused on developing an argument for how these lingering issues might be addressed by expanding empirical studies of Big C (eminent) creative processes to include little-c (or everyday) levels of creative magnitude.

Beghetto, R. A. (2007). Factors associated with middle and secondary students' perceived science competence. Journal of Research in Science Teaching, 44, 800 - 814.

Abstract. The aim of the present study was to gain a better understanding of students' perceived science competence by examining potentially related beliefs and perceptions in a diverse sample of middle and secondary students ( N = 1289). Results of hierarchical regression analysis showed that students' perceived science competence was related to: (a) students' age, gender, and ethnicity; (b) students' mastery and performance-approach goals; (c) students' self-perceptions of their ability to generate creative ideas (i.e., creative self-efficacy); and (d) students' perceptions of teacher support and press (i.e., challenging academic demands). Of all these factors, creative self-efficacy was found to have the strongest positive relationship with students' perceived science competence. Implications for subsequent research are discussed.

Beghetto, R. A., & Kaufman, J. C. (2007). The genesis of creative greatness: Mini-c and the expert-performance approach. High Ability Studies, 18, 59 - 61.

Abstract. Creativity scholarship generally focuses on one two forms of creative performance: eminent creativity (Big-C) or everyday creativity (little-c). Recent work on a new construct, mini-c, has taken a developmental perspective. The expert-performance framework is consistent with such trajectory-like views of creative performance, which argue that Big-C is more likely influenced by intense deliberate practice within a particular domain than some special, genetic endowment of a few individuals. The necessity of some gatekeeper subjective judgment is also noted.

Beghetto, R. A. (2007). Prospective teachers' beliefs about students' goal orientations: A carry-over effect of prior schooling experiences? Social Psychology of Education, 10, 171 - 191.

Abstract. This study examined the relationship between prospective teachers' ( N = 166) retrospective perceptions of their own past achievement goals and their current beliefs about students' goal orientations and achievement behaviors. Results of hierarchical regression analysis provide correlation evidence in support of a “carry-over effect” of prospective teachers' past goal orientations on their current beliefs about students. Specifically, prospective teachers' were found to believe that their future students will pursue goal orientations analogous to their own past goal orientations. In addition, prospective teachers' explanations for why students might engage in or avoid achievement-directed behaviors were examined. Regardless of past goal orientation, “internal motives” (e.g., improvement and self-satisfaction) represented the most frequent explanation offered by prospective teachers for why students engage in achievement behaviors. Prospective teachers with past performance-approach goals were significantly more likely to view avoidance as a sign of “laziness,” whereas those with past performance-avoidant goals were more likely to view avoidance as resulting from a “lack of confidence and support.” Implications for subsequent research are discussed.

Beghetto, R. A., & Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for mini-c creativity. Psychology of Aesthetics, Creativity, and the Arts, 1 , 73-79.

Abstract. In this paper we argue that a new category of creativity, called “mini-c” creativity, is needed to advance creativity theory and research. Mini-c creativity differs from little-c (everyday) or Big-C (eminent) creativity as it refers to the creative processes involved in the construction of personal knowledge and understanding. We discuss how the category of mini-c creativity addresses gaps in current conceptions of creativity, offers researchers a new and important unit of analysis, and helps to better frame the domain question in creativity research. Implications for creativity research are also discussed.

Beghetto, R. A. (2007). Ideational code-switching: Walking the talk about supporting student creativity in the classroom. Roeper Review, 29, 265 - 270.

Absract. Why is it that so many teachers espouse a value for creativity, yet do not actively support the expression of creativity in their own classroom? The present article offers considerations for how teachers can begin to reconcile their value for creativity with a pedagogy that supports it. First, teachers' experience of finding themselves caught in the middle between valuing creativity and helping students conform to the constraints of the classroom is considered. Next, the role that constraints play in creativity is discussed. Finally, a new way of thinking about creative expression, called ideational code-switching, is proposed. Ideational code-switching represents the ability to move between intrapersonal creative interpretations and interpersonal creative expression. The article closes with considerations for how teachers might support students' ideational code switching and thereby encourage creative expression in their classroom.

Beghetto, R. A. (2007). Does creativity have a place in classroom discussions? Prospective teachers' response preferences. Thinking Skills and Creativity, 2, 1 - 9.

Abstract. The purpose of this study was to examine prospective middle and secondary teachers' preferences for unique versus relevant student responses during classroom discussions. Results indicate that, on average, prospective teachers ( N = 70) preferred relevance to uniqueness in student responses. In addition, results of regression analysis indicate that prospective teachers' preference for unique responses varied as a function of grade level and academic subject area. Finally, analysis of written explanations revealed nuanced reasons for prospective teachers' preferences ranging from viewing unique responses as potentially distracting to viewing any response as acceptable because of a desire to encourage student participation. Implications for future research and teacher education are discussed.

Beghetto, R. A. (2007). What we know about creativity enhancement. In J. A. Plucker & C. M. Callahan (Eds.). Critical Issues and Practices in Gifted Education: What the Research Says ( pp. 139 - 154). Waco, TX: Prufrock Press.

The aim of this chapter is to provide an overview of what is known about creativity enhancement. The chapter is organized into seven sections. First, key definitions and major questions addressed by research on creativity enhancement are discussed. Next, conclusions that can be drawn from creativity enhancement research are summarized. Then, limitations and practical implications of creativity enhancement research are discussed. The chapter closes with a summary of what is known about creativity enhancement and a list of research-based sources.

Beghetto, R. A. (2007). Creativity research and the classroom: From pitfalls to potential. In A. G. Tan (Ed.). Creativity: A handbook for teachers (pp. 101 – 116). Singapore: World Scientific.

In this chapter I draw on contemporary creativity scholarship to examine common conceptual pitfalls in creativity research and practice. I then offer considerations for how these pitfalls might be addressed by teachers and researchers so that teachers will be in a better position to maximize students' creative potential in the classroom.

Beghetto, R. A. (2007). Motivation in the classroom. In C. R. Reynolds & E. Fletcher-Janzen (Eds.). Encyclopedia of Special Education (3 rd Ed.). Hoboken, NJ: Wiley

Not all students have a positive schooling experience. Some students are skeptical about the value of school, feel marginalized, disengaged, and sometimes even attempt to disrupt the classroom learning process. Students who are disaffected with schooling are a great concern for educators. This entry highlights insights and considerations for motivating students in classroom settings.

2006

Beghetto, R. A.  (2006). Creative justice? The Relationship between prospective teachers' prior schooling experiences and perceived importance of promoting student creativity. Journal of Creative Behavior, 40, 149 - 162.

Abstract. Prospective teachers ( N = 117) enrolled in an introductory educational psychology course completed questions measuring their perceptions of past schooling experiences, current views regarding the importance of promoting student creativity, and their perceived ability to promote creativity. Statistically significant differences were found between the low importance and high importance groups. Prospective teachers who viewed promoting creativity of students as highly important were significantly less likely to indicate that they enjoyed school. In addition, prospective teachers in the high importance group indicated significantly lower levels of experiencing belongingness (relatedness) and significantly lower self-judgments of their past ability to be successful in school (competence). Judgments regarding the choices afforded in school (autonomy) were mixed, but favored prospective teachers who placed less importance on promoting student creativity. Finally, prospective teachers who viewed promoting student creativity as highly important were significantly more likely to indicate that they had the ability to promote student creativity. A creative-justice hypothesis was derived from these results. This hypothesis posits that individuals committed to promoting creativity are driven by their own past experiences with creativity diminishing environments. These individuals then seek out opportunities to transform the experiences of new inhabitants in similar environments.

Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18, 447 - 457.

Abstract. This study examined correlates of creative self-efficacy (i.e., self-judgments of creative ability) in middle and secondary students ( N = 1322). Results indicate that students' mastery and performance-approach beliefs and teacher feedback on creative ability were positively related to students' creative self-efficacy. Creative self-efficacy was also linked to student reports of their teachers not listen to them and sometimes feeling that their teachers had given up on them. Students with higher levels of creative self-efficacy were significantly more likely to hold more positive beliefs about their academic abilities in all subject areas and were significantly more likely to indicate that they planned to attend college than students with lower levels of creative self-efficacy. Finally, students with higher levels of creative self-efficacy were significantly more likely to report higher levels of participation in after school academics and after school group activities. Implications for creativity research and practice are discussed.

Beghetto, R. A., & Plucker, J. A. (2006) . The relationship among schooling, learning, and creativity: “All roads lead to creativity” or “You can't get there from here”? In J. C. Kaufman and J. Bear (Eds.). Creativity and Reason in Cognitive Development. Cambridge, UK: Cambridge University Press.

Abstract. The experience of schooling sometimes leaves little room for student imagination and curiosity. To the extent that formal schooling homogenizes student knowledge and behavior, educators interested in promoting creativity have reason to worry. But does purposeful, school-based learning necessarily come at the cost of student creativity? The purpose of this chapter is to examine this question. In this chapter we explore the relationship between knowledge, creativity, and schooling. We highlight potential sources of marginalization and present a case for the relationship between creativity and learning and the need for educators to focus on supporting student creativity.

Beghetto, R. A.  (2006).   Cultivating a learning-focused community in schools.  In S. C. Smith and P. K. Piele (Eds.). School Leadership: Handbook for Excellence (4th. Ed.). Corwin Press.

Abstract . The purpose of this chapter is to provide insight into how instructional leaders can meet the challenge of cultivating and sustaining a learning-focused school community. The chapter starts with a definition of learning-focused communities and highlights challenges inherent in cultivating these communities. The next section addresses the question of why students engage in or avoid achievement-directed behavior. Then follows a discussion of how the school community influences student and teacher outcomes. The chapter closes with considerations for cultivating a schoolwide focus on student learning.

Beghetto, R. A., & Alonzo, J. A. (2006). Supporting the learning process. In S. C. Smith and P. K. Piele (Eds.). School Leadership: Handbook for Excellence (4th. Ed.). Corwin Press.

Abstract. The purpose of this chapter is to discuss the importance of clarifying student learning goals and offer considerations for selecting strategies that promote the attainment of those goals. We begin the chapter with a brief discussion of what learning means and highlight various perspectives of learning. We then explain the nature of school learning and discuss how instructional leaders can support teachers in promoting the learning process. Next, we clarify three types of learning goals: cognitive, behavioral, and motivational. We close the chapter by offering considerations for selecting research-based instructional strategies to ensure the successful attainment of student learning goals.

Beghetto, R. A., & Ketterlin Geller, L. (2006). Ensuring learning through progress monitoring. In S. C. Smith and P. K. Piele (Eds ). School Leadership: Handbook for Excellence (4th. Ed.). Corwin Press.

Abstract . In this chapter, we provide an overview of progress monitoring and offer considerations for how to manage this process. The first two sections define progress monitoring and highlight the importance of using multiple sources of information. We then discuss how instructional leaders can improve the interpretation and use of information generated by this process. We also comment on the importance of communicating progress. The final section provides an example of a school district that used progress monitoring to help meet learning goals.

2005

Beghetto, R. A., & Parker, A.   (2005).   Learning to see beyond the self: Accelerating preservice teacher development through collaboration.  Northwest Passage : Journal of Educational Practices, 4, 9-16.

Absract . A culture of isolation pervades the practice and preparation of teachers. Consequently, the development of teachers can be delayed and result in a focus on self-concerns rather than promoting student learning. Teacher educators have a unique opportunity to address this problem by creating opportunities for meaningful collaboration amongst pre-service teachers, supervisors, and faculty. The purpose of this article is to describe our experiences with an on-going collaborative teacher development project aimed at helping pre-service teachers to see beyond their personal concerns and work collaboratively toward promoting their own, their colleagues, and their students' learning. The body of the article is devoted to a description of the genesis of the project and an overview of the project's activities. We close the article with a description of our own and our students' experiences with the first attempt at integrating this project into our graduate elementary teacher education program.

Beghetto, R. A.  (2005).   Does assessment kill student creativity?  The Educational Forum, 69, 254-263.

Abstract. Does assessment kill creativity? In this article, creativity is defined and discussed and an overview of creativity and motivational research is provided to describe how assessment practices can influence students' creativity. Recommendations for protecting creativity when assessing students also are provided.

Beghetto, R. A.  (2005).   Pre -Service teachers' self-judgments of test taking.  Journal of Educational Research, 95, 376 – 380.

Abstract. This study examined potential differences between preservice teachers who held positive self-judgments of their test taking ability (positive self-judgers) and preservice teachers who held negative self-judgment of their test-taking ability (negative self-judgers). Preservice teachers (N = 87) enrolled in an introductory evaluation-for-decision-making course completed questions that measured views of testing. Significant differences in past experiences with testing, current views of testing, and future use of tests existed between positive and negative self-judgers. Positive self-judgers held significantly more favorable views regarding how accurately classroom and statewide assessments had measured their knowledge. On average, negative self-judgers attributed their poor test-taking performance to "bad tests," whereas positive self-judgers attributed their poor performance to a lack of preparation. Positive self-judgers were significantly more likely to agree that tests in general provide useful information. Negative self-judgers were significantly more likely to question the accuracy of information from statewide achievement tests and the fairness of classroom tests. Positive self-judgers intended to use tests in their classroom and to trust the results of classroom tests that they administered to a significantly greater degree than did negative self-judgers.

2004

Plucker, J. A., & Beghetto, R. A. (2004) . Why creativity is domain general, Why it looks domain specific, and why the distinction doesn't matter. In R. J. Sternberg, E. L. Grigorenko and J. L. Singer (Eds.). Creativity: From potential to realization. Washington , D.C. : American Psychological Association.

Abstract. The question of whether creativity is domain general or domain specific is one of the most enduring controversies in the field. Strong opinions are regularly shared in support of both positions, which has led to a polarization of the debate. The dominant perspective currently appears to be that of domain specificity, probably due in large part to the pendulum swing toward situated cognition in the social sciences in general. However, considerable evidence supports the idea that creativity has both specific and general components, and that the level of specificity-generality changes with the social context and as one develops through childhood into adulthood. The authors present their position that creativity is a developmental construct that can be viewed as exhibiting both domain-specific and domain-general characteristics. Furthermore, they argue that from an educational perspective, these distinctions simply are not very important. In this chapter, they present their conception of creativity, describe why creativity can (and should) be viewed as both context-free and context-dependent, and review the theoretical, empirical, and educational implications of this conceptualization using a preliminary model drawn from their analysis.

Beghetto, R. A. (2004). Toward a more complete picture of student learning: Assessing students' motivational beliefs. Practical Assessment, Research & Evaluation , vol. 9.

Abstract. The purpose of this article is to provide an overview of the assessment of students' motivational beliefs. The body of the article is focused on a particular type of motivational belief, namely, beliefs involving achievement goal orientations. I explain why these beliefs are an important aspect of academic learning, and suggest how teachers can incorporate assessments of them withi existing classroom routines.

Plucker, J. A., Beghetto, R. A., & Dow, G. T. (2004). Why isn't creativity more important to educational psychologists? Potential, pitfalls, and future directions in creativity research. Educational Psychologist, 39, 83-97.

Abstract. The construct of creativity has a great deal to offer educational psychology. Creativity appears to be an important component of problem-solving and other cognitive abilities, healthy social and emotional well-being, and scholastic and adult success. Yet the study of creativity is not nearly as robust as one would expect, due in part to the preponderance of myths and stereotypes about creativity that collectively strangle most research efforts in this area. The root cause of these stereotypes is the lack of adequate precision in the definition of creativity. The body of the article is devoted to specific suggestions for conceptualizing and defining creativity to maximize its potential contributions to educational psychology.

2003 (and earlier)

Plucker, J. A., & Beghetto, R. A. (2003). Why not be creative when we enhance creativity? In J. H. Borland (Ed.). Rethinking gifted education. New York : Teachers College Press.

Abstract . In this chapter we discuss persistent issues limiting cretivity enhancement efforts in schools. We outline and discuss these issues, highlight promising new directions for promoting creativity, and close with considerations for how these practices can be incorporated into school settings.

Beghetto, R. A. (2002) . Thinking about the outside of the box: A pedagogical framework for thinking critically about creativity. Inquiry: Critical Thinking Across the Disciplines, 21, 30-39.

Abstract. Post-secondary students in the applied professions (e.g., business, education, psychology) often see the value of creativity to their future work, but have never had the opportunity to critically examine their assumptions about creativity. A more critically examined and substantiated understanding of creativity can go a long way in helping pre-professional students consider how creativity might be best applied and cultivated in their future professional work. The purpose of this article is to discuss how principles of critical thinking can be brought to bear on understanding creativity. First, a discussion of the importance of critically examining the basic assumptions surrounding creativity will be presented. Then, a pedagogical framework for incorporating critical thinking into the examination of creativity will follow. Finally, an example of how the model might be used with post-secondary students will be presented, followed by a brief conclusion.

MaKinster , J. G., Beghetto, R. A., & Plucker, J. A. (2002). Why can't I find Newton 's Third Law ?: Case studies of students using of the Web as a science resource. Journal of Science Education and Technology, 11 ,2 , 155-172.

Abstract. Students are increasingly using the World Wide Web (Web) as a science resource, especially to gather information on a variety of topics. The abundance of information on the Web makes it an especially tantalizing source of information, but not one without considerable risks due to its size and the inability of most Web search engines to organize and prioritize their search results. The purpose of this study was to examine searching patterns of students using the Web as a science information resource. We present cases of both successful and unsuccessful student experiences. Previous research demonstrates that domain knowledge and search expertise are particularly important in terms of students finding information on the Web. In light of these findings, we attempted to (a) provide detailed accounts of how students use the Web as a science resource, (b) illuminate how the different levels of domain knowledge, search expertise, and situational interest impact students' ability to find useful and relevant information on the Web, and (c) draw inferences about the types of tools and scaffolding needed by students when using the Web as a science resource. Detailed case descriptions of students' experiences facilitate discussion of how educators may integrate this popular information source more efficiently and effectively in their classrooms.

Beghetto, R. A., Makinster , J., & Plucker, J. A. (2001). Who studies creativity and how do we know? Creativity Research Journal , 13, 3&4, 349-355.

Abstract. This study examined author trends in creativity scholarhip through examining authors and articles in the Journal of Creative Behavior during the period 1968-1998. 1,159 articles were examined concerning identification of highly productive authors, 1st-time authors, possible trends in the research topics of 1-time authors. Results show that the field of creativity is similar to other scientific fields in respect to its author contribution distribution. There was a positive trend in 1-time contributors. The 16 prolific contributors contributing 6+ articles to the journal are no longer active.

Beghetto, R. A. (2001) . Virtually in the middle: Alternative avenues for parental involvement in middle level schools . The Clearing House, 75, 1, 21-26.

Abstract. In this article I discuss the importance of parental involvement at the middle level and present an alternative avenue for parental involvement—the use of virtual communities. More specifically, I outline how virtual communities can promote positive parental involvement,and I consider the benefits and limitations of implementing such technologies.

Plucker, J. A. & Beghetto, R. A. (2000) . Needles in haystacks or fields of plenty? A content analysis of popular creativity texts for educators. Gifted Child Quarterly, 44, 135-138.

Abstract. In this article we analyzed the content of popular creativity texts. Data were gathered from nine books in an effort to aid text-selection for college-level creativity courses. Results revealed that all the texts were well-written and compelling. Although each author promoted his or her own perspective, most made an effort to provide additional breadth of coverage. A brief overview of the nine books, with a focus on each text's strengths with respect to use in a college-level creativity course, is provided.