A General Theory for the Development of Creative Productivity Through the Pursuit of Ideal Acts of Learning1

Albert, R.S. , & Runco. M.A. (1986). The achievement of eminence: A model on a longitudinal study of exceptionally gifted boys and their families. In R. J. Sternberg & J. E. Davidson , (Eds.). Conceptions of giftedness (pp. 332-357). New York: Cambridge University Press.

Amabile. T.M. (1989). The creative environment scales: Work environment inventory. Creativity Research Journal, 2, 231-253.

Barbe. W.B. , & Swassing, R.H. (1979). Teaching through modality strengths: Concept and practices. Columbus, OH: Zaner-Bloser.

Bishop, W.E. (1981). Characteristics of teachers judged successful by intellectually gifted high school students. In W. B. Barbe & J. S. Renzulli (Eds.), Psychology and education of the gifted (pp. 422-432). New York: Irvington.

Bloom, B. S. (Ed.). (1985). Developing talent in young people. New York: Ballantine Books.

Board, J. (1991). A special relationship: Our teachers and how we learned. Wainscott, NY: Pushcart Press.

Briggs, J. (1990). Fire in thecrucible. Los Angeles. CA: Jeremy P. Tarcher.

Chambers, J.A. (1973). College teachers: Their effect on creativity of students. Journal of Educational Psychology, 65, 326-339.

Dewey. J. (1913). Interest and effort in education. New York: Houghton Mifflin.

Dewey, J. (1929). The quest for certainty. New York: Milton, Balch, & Co.

Dunn, R. , Dunn, K. , & Price, G.E. (1975). Learning style inventory. Chappaqua, NY: Rita Dunn & Associates.

Feldhusen, J.F. , & Hansen. J. (1988). Teachers of the gifted: Preparation and supervision . Gifted Education International. 5,84-89.

Feldhusen. J.F. , Hobson, S. , & Treffinger, D.J. (1975). The effects of visual and verbal stimuli on divergent thinking. Gifted Child Quarterly , 19, 205-209. 263.

Feldman, D.H. (1988). Creativity: Dreams, insights, and transformations . In R. J. Stemberg (Ed.). The nature of creativity (pp 271-277). Cam bridge, MA: Cambridge University Press.

Gage, N. (1963). Handbook of educational research on teaching. A project from the American Educational Research Association . Chicago, IL: Rand McNally .

Gage. N. (1973). Handbook of educational research on teaching (2nd ed.). A project from the American Educational Research Association. Chicago, IL : Rand McNally.

Gear, G. (1979). Teachers of the gifted: A student's perspective . Roeper Review. 1(3). 18-20.

Goertzel, M.C. , Goertzel, V. , & Goertzel, T.G. (1978). Three hundred eminent personalities . San Francisco, CA: Jossey Bass .

Gowan. J.C. & Brunch. C. (1967). What makes a creative person a creative teacher? Gifted Child Quarterly, 11, 157-159.

Gregorc. A. (1985). Inside style: Beyond the basics. Maynard, MA: Gabriel Systems.

Gruber. H.E. (1986). The self-construction of the extraordinary. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of gi ftedness (pp. 332-357). New York: Cambridge University Press.

Gruber, H.E. & Davis, S.N. (1988). inching our way up Mount Olympus: The evolving systems approach to creative thinking. In R. J. Sternberg. (Ed.). The nature of creativity (pp. 247-263). Cambridge. MA: Cambridge University Press .

Hébert. T.P. ( in preparation). A developmental examination of young creative producers .

Herbart, J.F. (1965). Outline of education lectures. In J. F. Herbart (Ed.). Writing on education (Vol. 3, pp. 157-300). Dusseldorf : Kuepper. (Original work published 1841)

Herbart, J.F. (1965). General theory of pedagogy, derived from the purpose of education. In J. F. Herbart (Ed.). Writing on education (Vol. 2. pp. 9-155). Dusseldorf: Kuepper. (Original work published 1806)

Hunt, D.E. (1971). Matching models in education: The coordination of teaching methods with student characteristics. Toronto. Canada: Ontario Institute for Studies in Education.

Hunt. D.E. (1975). Person-environment interaction: A challenge found wanting before it was tried. Review of Educational Psychology , 45, 209-230.

James, N.E. (1962). Personal preference for method as a factor in learning. Journal of Educational Psychology, 53, 43-47.

James, W. (1885). On the functions of cognition. Mind, 10, 27-44.

James, W. (1890). The principles of psychology. London: Macmillan.

Kolb, D. , Rubin, I. , & Mclntyre, J. (1971). Organizational psychology: An experimental approach , Englewood Cliffs. NJ: Prentice Hall.

Krapp, A. (1989). The importance of the concept of interest in education research. Empirische Pädagogik, 3, 233-255.

Lindsey, M. (1980). Training teachers of the gifted and talented. New York: Teachers College Press.

McGreevy, A. (1982). My book of things and stuff: An interest questionnaire for young children. Mansfield Center, CT: Creative Learning Press.

McNary, S.R. (1967). The relationship between certain teacher characteristics and achievement and creativity of gifted elementary school students. Washington. DC: United States Department of Health . Education. and Welfare. (ERIC Document Reproduction Service No. Ed 060 479)

Maker, C.J. (1975). Training teachers for the gifted and talented: A comparison of models. Reston. VA: Council for Exceptional Children.

Mönks. F.J. , van Boxtel, H.W. , Roelofs, J.J.W. , & Sanders, M.P.M. (1985). The identification of gifted children in secondary education and a description of their situation in Holland , In K. A. Heller & J. F. Feldhusen , Identifying and nurturing the gifted: An international perspective (pp. 39-65). Lewingston, NY : Hans Huber.

Mulhern, J.D. , & Ward. M. (1983). A collaborative program for developing teachers of gifted and talented students. Gifted Child Quarterly, 27, 152 156.

Myers, I.B. (1980). Gifts differing. Palo Alto, CA: Consulting Psychologists Press.

Pascal, C.E. (1971). Instructional options, option preferences, and course outcomes. The Alberta Journal of Educational Research , 17, 1-11.

Phenix, P.H. (1964). Realms of meaning. New York : McGraw Hill.

Piaget, J. (Ed. and Trans.). (1981). Inielligence and affectivity. Their relationship during child development. Annual Reviews Monograph. Palo Alto, CA: Annual Review.

Pierson, D.M. (1985). Effective teachers of the gifted: Their characteristics and the relationship of self-selection. Dissertation Abstracts International, 46, 1596A. (University Microfilms No. DA85-17-550)

Reis, S.M. , & Renzulli, J.S. (in preparation). A follow-up study of high creative producers who participated in an Enrichment Triad based program.

Renninger, K.A. (1989). Individual patterns in children's play interests . In L. T. Winegar (Ed.). Social interaction and the development of children's understanding (pp. 147-172). Norwood, NJ: Ablex.

Renninger. K.A. (1990). Children's play interests, representation, and activity. In R. Fivush & J. Hudson (Eds.). Knowing and remembering in young children (pp. 127-165). Emory Cognition Series (Vol. III). Cambridge, MA: Cambridge University Press.

Renzulli. J.S. (1977a). The interest-a-lyzer. Mansfield Center. CT: Creative Learning Press.

Renzulli. J.S. (1977b). The enrichment triad model: A guide for deueloping defensible programs for the gifted. Mansfield Center, CT : Creative Learning Press.

Renzulli. J.S. (1978a). What makes giftedness? Re-examining a definition . Phi Delta Kappan, 60, 180-184, 261.

Renzulli, J.S. (1978b). What makes a problem real? Stalking the illusive meaning of qualitative difference in gifted education. Gifted Child Quarterly, 26, 148-156.

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. (1988). The multiple menu model for developing differentiated curriculum for the gifted and talented. Gifted Child Quarterly , 32. 298-309.

Renzulli. J.S. , & Reis, S.M. (1985). The school-wide enrichment model: A comprehensiue plan for educational excellence. Mansfield Center. CT: Creative Learning Press.

Renzulli, J.S. , & Smith, L.H. (1978). The learning style inventory: A measure of student preference for instructional techniques. Mansfield Center, CT: Creative Learning Press.

Schiefele, U. (1988). Motivated conditions of text comprehension. Zeitschrift für Pädagogik, 34, 687-708.

Schwab, J.J. , & Brandwein, P.F. (1962). The teaching of science . Cambridge, MA: Harvard University Press.

Smith, L.H. (1976). Learning styles: Measurement and educational significance. Unpublished doctoral dissertation. University of Connecticut .

Smith. L.H. & Renzulli, J.S. (1984). Learning styles preferences: A practical approach for classroom teachers. Theory into Practice . 23, 44-50.

Sternberg, R.J. (1988). Mental self-government: A theory of intellectual styles and their development. Human Development, 31, 197-224.

Sternberg, R.J. , & Davidson, J.E. (1986). Conceptions of giftedness . New York: Cambridge University Press.

Sternberg, R.J. , & Lubart, T.I. (1991). An investment theory of creativity and its development . Human Development, 34, 1-31.

Story, C.M. (1985). Facilitator of learning: A micro-ethnographic study of the teacher of the gifted. Gifted Child Quarterly , 29. 155-159.

Tannenbaum, A.J. (1983). Gifted children: Psychological and educational perspectiues. New York: Macmillan .

Tannenbaum. A.J. (1986). Giftedness: A psychological approach, In R. J. Sternberg & J. E. Davidson (Eds.). Conceptions of giftedness (pp. 21-52). New York: Cambridge University Press.

Thorndike; E.L. (1935). Adult interests. New York: Macmillan.

Torrance, E.P. (1981). Predicting the creativity of elementary school children (1958—80)—and the teacher who "made a difference." Gifted Child Quarterly. 25, 55-62.

Walberg. H.J. , Rasher, S.P. , & Parkerson, J. (1980). Childhood and eminence. Journal of Creative Behauior, 13. 225-231.

Ward, W.C. (1969). Creativity and environmental cues in nursery school children. Deuelopmental Psychology, 1, 543-547.

Whitehead. A.N. (1929). The rhythm of education. In A. N. Whitehead (Ed.), The aims of education (pp. 46-59). New York: Macmillan.

Whitlock, M.S. , & DuCette, J.P. (1989). Outstanding and average teachers of the gifted: A comparative study. Gifted Child Quarterly, 33, 15-21.

Wittrock, M.C. (1986). Handbook of educational research on teaching (3rd ed.). New York: Macmillan.

Yando, R.M. & Kagan, J. (1968). The effect of teacher tempo on the child. Child Development, 39, 27-34.