Education for Creative Potential

By Mark A. Runco. 2003

304 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/bc9554ad41b7869922dcb33bdb492e55b58c924b

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

Is creativity without intelligence possible? A Necessary Condition Analysis (2016, background): “…Glăveanu, 2010, 2014 for a discussion), the crucial distinction from the perspective we take in this article is that between creative potential (Runco, 2003) and creative achievement (Carson, Peterson, & Higgins, 2005; Eysenck, 1995; Robertson, Smeets, Lubinski, & Benbow, 2010;Wai, Lubinski, &…”
What core competencies are related to teachers' innovative teaching? (2013, background): “In the literature, some of teachers’ generic competencies or competencies for teacher professional development are put forth, such as ‘Pedagogical skills’, ‘Knowing the Student’, ‘Monitoring and Evaluation of Learning and Development’, ‘School–Family and Society Relationships’, ‘Knowledge of Curricu”
A Hierarchical Framework for the Study of Creativity. (2007, background): “we want creative students and children, is ego strength (Runco, 2003).”
Potential Originality and Effectiveness: The Dynamic Definition of Creativity (2016, background): “Note that the long definition of creative achievement is completely coherent with the definition of creativity by Stein (1953); the short version is essentially the standard definition of creativity by Runco and Jaeger (2012), both qualified as pertaining to creative achievement.”
A closer look at the creativity gap and why students are less creative at school than outside of school (2017, background): “Building on previous work on creative potential (Davis, 1989; Rank, 1945; Torrance, 1963; MacKinnon, 1965; Runco, 2003, 2004), we define creative potential as the hypothetical level at which an individual could demonstrate maximal creative productivity or behavior.”
Learning environments that support student creativity: Developing the SCALE (2018, background): “This is often incompatible with structures of classrooms and schools (Runco, 2003).”
Rewriting the Language of Creativity: The Five A's Framework (2013, background): “Several authors did not only start from the given framework but tried to extend or elaborate it further (see Cropley & Cropley, 2009; Runco, 2003, 2007; Simonton, 1988), showing the centrality of this model and also the numerous debates surrounding it, especially in recent years, debates that are…”
Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Education in EU Member States (2010, background): “3.2 Pedagogic practice and assessment for creativity As shown by the literature, specific pedagogies and assessment methods tend to foster creativity while others tend to inhibit it (Craft, 2005; NACCCE, 1999; Runco, 2003).”
Classroom contexts for creativity (2014, background): “Some have extended these Four P’s to include persuasion (Simonton, 1990) and potential (Runco, 2003a), and others have modified the Four P’s.”