Journal
JOURNAL FOR THE EDUCATION OF THE GIFTED
Volume 44, Issue 2, Pages 107-148Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/01623532211001450
Keywords
systematic review; thematic analysis; gifted; classroom environments; creative process
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This study examined existing research on promoting creative process skills in gifted classroom environments, identifying key characteristics and themes, and proposing implications for classroom application and future research.
As the expectations for including creativity in K-12 education continually grow, creative process skills equip students with thinking strategies to generate and evaluate ideas. This systematic review explored existing research on elementary and secondary gifted classroom environments that promote creative process skills. A database search yielded peer-reviewed literature, empirical and practitioner-focused, for systematic evaluation. A critical examination of literature published from 2011 to 2019 identified characteristics of educational environments that foster creative processes and highlighted key themes, including integrating creative process skills, adaptive environments, reflective classroom culture, and challenges to implementation. Implications for classroom application and suggestions for future research are discussed.
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