This book is about knowing when creative action is worth the risk and when it is not. This includes developing the awareness, courage, and confidence to support and take risks when it is beneficial to do so in the classroom. It also includes being able to recognize when certain risks should be avoided. The key is knowing when and how to take creative action in a way that not only makes sense for the situation at hand, but also stands to make a positive contribution to others. The aim of this book is to help you and your students identify the kinds of risks that are worth taking, better anticipate and navigate potential hazards associated with those risks, and maximize the potential benefits.
If a fundamental goal of schooling is to prepare young people for an unknowable future, why don't we provide them with structured opportunities to learn how to respond productively to uncertainty? What if we could transform the routine tasks of school into more complex challenges that push student problem solving out into the world? This book provides the insights and tools necessary to help your students respond productively to uncertainty in a range of challenges both inside and outside the classroom.
There is a time and a place for creativity. Creativity is called for when our typical approach no longer works or when we are attempting to improve existing practices. This book introduces a framework that will help instructional leaders respond creatively in everyday teaching and leadership practice.
Sometimes our best instructional intentions inadvertently suppress student creativity -- resulting in what can be called, "Killing ideas softly." The purpose of this book is to help you become aware of the opportunities and challenges that teacher face when they attempt to teach for and with creativity. The book blends a combination of insights from creativity and educational research, vivid classroom examples, and practical strategies for how teachers can simultaneously support student learning and creativity.
Beghetto, R. A., Corazza, G. (IN PRESS). Dynamic perspectives on Creativity: New Directions for Theory, Research, and Practice. Switzerland: Springer
This edited volume provides a venue for scholars whose work challenges the typical, static conceptions, and methods of studying creativity. More specifically, the book introduces more dynamic definitions, conceptions, and approaches for studying creativity in the context of educational practice. By doing so, it feeds the strong contemporary need for more dynamic conceptions of creativity in educational settings.
Beghetto, R. A., & Kaufman, J. C. (Eds.). (2017). Nurturing Creativity in the Classroom (2nd ED). New York: Cambridge University Press.
The 2nd Edition of Nurturing Creativity in the Classroom provides an updated perspectives and re-examination of practical advice from leading scholars on how to think about and address the challenges of supporting creativity in K12 and college classrooms.
Beghetto, R. A., & Sriraman, B. (2016). Creative contradictions in education: Cross disciplinary paradoxes and perspectives. Switzerland: Springer
This book provides a collection of provocative essays that examine the tensions and contradictions that researchers and educators face when attempting to understand and apply creativity in educational contexts. Contributors to this volume represent a variety of international and disciplinary perspectives. They tackle difficult questions about creativity in education, and attempt to push beyond “what currently is” and explore future possibilities. This includes challenging the orthodoxy of traditional conceptions of creativity in education and , when appropriate, making a case for when to maintain it.
Beghetto, R. A., Kaufman, J. C., & Baer, J. (December, 2014). Teaching for creativity in the Common Core classroom. Teachers College Press
A 2015 Choice Outstanding Academic Title
Creativity and the Common Core State Standards are both important to today’s teachers. Yet, for many educators, nurturing students’ creativity seems to conflict with ensuring that they learn specific skills and content. In this book, we outline ways to adapt existing lessons and mandated curricula to encourage the development of student creativity alongside more traditional academic skills. Based on cutting-edge psychological research on creativity, we debunk common misconceptions about creativity and describe how learning environments can support both creativity and the Common Core, offer creative lessons and insights for teaching English language arts and mathematics, and include strategies for assessing creativity and Common Core learning.
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.
Teaching for Creativity in the Australian Curriculum Classroom explains how educators can adapt existing lessons and mandated curricula to encourage the development of student creativity alongside more traditional academic skills
Educational settings represent sites of creative possibility. They also represent the manifestation of some of the most persistent and dogmatic beliefs about teaching and learning. This series aims to push the frontiers of creativity theory, research, and practice in educational settings. Specifically, this series endeavors to provide a venue for disseminating the kinds of provocative thinking and cutting-edge research that can promote more creative approaches to teaching and learning. We welcome proposals for edited and authored volumes that provide provocative and original explorations of creative theory, methodology and action in educational settings.