Abstract VIEW: An Assessment of Problem Solving Style (Selby, Treffinger, & Isaksen, 2002) is a new instrument for assessing problem‐solving style, for use with individuals from ages 12 through adult. It measures three dimensions of style relating to creative problem solving and change management. In this article, we discuss the construction of the instrument, the initial evidence supporting the instrument's reliability and validity, and a very brief overview of the instrument's foundations. Our reliability data involve both stability and internal consistency. We report evidence for the criterion‐related validity, based on correlational studies with relevant measures of learning style, cognitive style, and psychological type. We also conducted principal components factor analyses that support our three‐factor structure. Researchers and practitioners studying and applying Creative Problem Solving and change management methods can use VIEW in several ways. Finally, we identify several research directions that will contribute to the refinement and development of the instrument as well as to a better understanding of the “problem‐solving style” construct.
AbstractThis research was concerned with the question: How do the simple, multiple, and canonical correlations between creativity scores and school achievement differ among four methods of creativity testing? Pupils (N= 356) in grades 5, 8, and 11 took the Torrance Tests of Creative Thinking (TTCT). IQ and standardized achievement test scores were secured from school files. The four methods of testing included 1. the standard directions, 2. testing four days after incubation was induced, 3. take-home testing, and 4. testing under game-like conditions. Substantial correlations between creativity and achievement and differences among the four methods of testing were found.
Section I. Overview 1. Introduction and Overview Four Generations of Gifted Education Overview of the Handbook's Contents 2. The Six-Stage Systematic Planning Model Benefits of Effective Planning The Six-Stage Systematic Planning Model Section II. Stage One-Prepare 3. Foundations for Contemporary Programming The Nature of Giftedness and Talent Rationale and Goals for Talent Development Fundamental Tenets and Beliefs Identifying the Important Goals and Outcomes for Students Deciding to Implement a Contemporary, Inclusive Approach 4. Innovation and Change The Challenges of Innovation and Change Responding to Innovation and Change Dealing With Change New Approaches to Teaching and Learning The School Improvement Challenge 5. Planning Logistics Forming a Planning Committee Size of the Committee Fostering Effective Communication Channels Philosophy and Values of the Committee Members Developmental Conception of Leadership Planning for an Effective Group Group Behavior Guidelines Understanding and Applying Tools for Generating and Focusing Ideas Informed, Progressive Outlook Establishing a Working Community for Contemporary Programming Section III. Stage Two-Clarify Where You Are Now 6. Needs Assessment Interpretation of Needs Assessment Results Additional Sources of Data 7. Checking the Climate Assessing the School Context for Excellence The Climate Survey for Contemporary Programming Linking the Inventory Results With Ready With Nine Climate Dimensions 8. Programming Positives and Wish Lists Your Programming Positives Your Wish List Suggestions for Searching Successfully for Programming Positives and Wishes Section IV. Stage Three-Decide Where to Go Next 9. Setting Goals for Your Desired Future 10. Constructing the Master Plan The Master Plan Specific Components of the Master Plan 11. Constructing the Building Action Plan The Building Action Plan Components of the Building Action Plan Moving Forward Section V. Stage Four-Carry Out Programming 12. Implementing Contemporary Programming The Four Levels of Service Dimensions of Effectiveness and Criteria for Healthy School Programming Effective Implementation of Programming A Professional Partnership Section VI. Stage Five-Seek Talents and Strengths 13. Identification in Contemporary Talent Development Changing Views of Identification Exploring New Opportunities and Directions Summary Section VII. Stage Six-Ensure Quality, Innovation, and Continuous Improvement 14. Quality, Innovation, and Continuous Improvement Elements of Effective Evaluation Indicators of Quality in Programming Innovation and Change Continuous Improvement The Role of the Planning Committee Relations Conclusion: Planning Contemporary, Inclusive Programming for Talent Development References Appendices Index
