 
|
||
|
1
)
Keller-Mathers, Susan; Murdock, Mary C. (2002). Teaching the content of creativity using the Torrance Incubation Model: Eyes wide open to the possibilities of learning. Celebrate Creativity: The Newsletter for the Creativity Division of the National Association for Gifted Children, 8
(2), pp. 7-9.
Type of Resource: magazine article
2
)
Murdock, Mary C.; Keller-Mathers, Susan (2002). Teaching for creativity: Where there's a will, there's a way. Celebrate Creativity: The Newsletter for the Creativity Division of the National Association for Gifted Children, 8
(2), pp. 3-4, 10-12.
Type of Resource: magazine article
3
)
Isaksen, Scott G. (1996). Task appraisal and process plannning: Managing change methods. International Creativity Network, 6
(1), pp. 4-7, 10-11.
Type of Resource: magazine article
4
)
Bingham, Gretchen. (1994). Environmental considerations in CPS training. International Creativity Network, 4
(2), pp. 11.
Type of Resource: magazine article
5
)
Trost, Robert L. A. (1994). Computer-assisted brainstorming and an application through the global think tank. International Creativity Network, 4
(1), pp. 2-3.
Type of Resource: magazine article
6
)
Lunken, Hedria Porrath. (1993). Touchstones: A metaphor. International Creativity Network, 3
(2), pp. 3.
Type of Resource: magazine article
7
)
Firestien, Roger. (1992). Where you work plays a role in how you work. International Creativity Network, 2
(3), pp. 3.
Type of Resource: magazine article
8
)
Murdock, Mary C. (1992). Practice and rehearsal: Some key semantic distinctions and implications for creative learning. International Creativity Network, 2
(4), pp. 4-5, 8.
Type of Resource: magazine article
9
)
Dufour, David. (1991). The continuing story: A practical tip for a group activity. International Creativity Network, 3
(4), pp. 4.
Type of Resource: magazine article
10
)
Treffinger, Don; Sortore, Marion; Tallman, Mary. (1991). A "basic tool box" for productive thinkers. International Creativity Network, 1
(2), pp. 5.
Type of Resource: magazine article
|
||
 |
||