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Cited by 625Creativity in Education and NeuroscienceEducational Environments and Student OutcomesEducation, Achievement, and Giftedness

The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.

Classroom contexts for creativity

Beghetto, Ronald A., Kaufman, James C.·2014·High Ability Studies
DOI 10.1080/13598139.2014.905247
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Abstract

Various factors influence the development of creative potential, including everything from individual differences to the kinds of experiences and opportunities that creators experience throughout the lifespan. When it comes to nurturing creativity in the classroom, the learning environment is one of the most important factors – determining, in large part, whether creative potential will be supported (or suppressed). In short, classroom context matters. It is one thing to recognize that the classroom environment impacts the development of creative potential, it is quite another to understand just what it takes to develop an optimally supportive creative learning environment. This is because many of the features of optimal learning environments are quite subtle and even counterintuitive. In this paper, we discuss insights from the research on how teachers might establish a creativity-supportive learning environment in their classroom.

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Crossref · 10.1080/13598139.2014.905247

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9 of 9 references verified0 citation errors · 0 not checkable

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  • The school offers an environment rich in interactive experiences and expressive possibilities, which can be optimal for the promotion of creativity or divergent thinking.

    “The school offers an environment rich in interactive experiences and expressive possibilities, which can be optimal for the promotion of creativity or divergent thinking (Segundo et al., 2020;Beghetto & Kaufman, 2014).”

    From Creativity training programs in primary education: A systematic review and meta-analysis (2022) · cites this paper as Beghetto & Kaufman, 2014

Citations

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Metadata

Authors
Beghetto, R. A., & Kaufman, J. C.
Affiliations
University of Connecticut (US)
Corresponding author
Beghetto, Ronald A.
ORCID
Venue
High Ability Studies
Publisher
Informa UK Limited
Published
2014-01-02
Volume
25
Issue
1
Pages
53-69
ISSN
  • 1359-8139 (ISSN-L)
  • 1469-834X
DOI
10.1080/13598139.2014.905247
OpenAlex
W2077400873
Cited by
625
References
9
Citations by year
2026: 118 · 2025: 84 · 2024: 78 · 2023: 64 · 2022: 49 · 2021: 73 · 2020: 40 · 2019: 36 · 2018: 25 · 2017: 19 · 2016: 23 · 2015: 16
FWCI
26.90
Type
journal article
Language
en
Open access
closed
Locations
High Ability Studies (publishedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Creativity in Education and Neuroscience
  • Social Sciences › Education › Educational Environments and Student Outcomes
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Keywords
creativity, creative potential, classroom climate, teacher practices, individual differences, creativity development, gifted education

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