*Creative Development; Creative Thinking;

In most schools in America little attention is paid to the nur"-,urance of students ' creative potential, with emphasis too often placed instead on rote, repetitive learning. The literature contains many suggestions for enhancing creativity in the classroom setting, such as refraining from discounting odd or unusual questions from students, finding something positive in all ideas, systematically rewarding creativity, demanding creativity of students, giving credit for creativity in grading, and modeling creative behaviors. The translation of theories of creativity into practice, however, is hindered by: (1) reliance on true-false, multiple-choice, and fill-in-the-blank tests; (2) an ideology which suggests that there is one right answer; (3) the increasing specialization of teachers, which results in a focus on subject matter and a neglect of students ' talents; (4) teacher reliance o