This research was conducted with the objective of examining the effect of three methods of creativity development (brain storming, forced association and synectics) on creativity development in second grade guidance school students in Shahrekord. The present study was a pretest-posttest experimental design with control group. To measure the dependent variable, namely, creativity, Torrance Tests of Creative Thinking (Form B) were used. In this study, 80 second grade guidance school students (40 boys and 40 girls) were randomly selected and divided into four groups (brain storming, forced association, synectics and control group). Results revealed significant differences between pretest and posttest scores of all groups except the control group (brain storming, p<0.05 synectics, p<0.01 forced association, p<0.05). Also, the difference between the methods of creativity development was not significant in other words, none of the creativity methods were superior to the others. However, there was a significant difference between the control group and the three training groups (p<0.001). Regardless of the method, creativity training can lead to an increase in students creativity

Experts believe that creativity can be enhanced through providing proper family environment. Considering that childhood is the most sensitive stage of creativity development, family is known as the most important base of creativity formation. The aim of present study was to investigate the effect of mothers’ expert knowledge enhancement program in the creativity field on their 2nd grade talented children`s creativity development. This semi-experimental study was carried out on 2nd grade children of a non-profit primary school in Tehran in 2007. The sample consisted of 32 students who were chosen by available sampling method and were randomly divided into two experimental and control groups. The data collection tools were Raven’s test and Jean-Louis Sellier’s creativity test. The research design consisted of pre-test, mothers’ expert knowledge-enhancing program, post-test and follow up. Data were analyzed by SPSS 15 using paired T-test and repeated measures analysis of variance. There was a significant difference between the pre-test and post-test scores (p=0.001), but no significant difference was observed in the control group (p>0.05). The comparison of scores between the experimental and control group showed significant difference in the follow up stage (p=0.001) and the function was better in the experimental group in comparison with the control group that showed the stability of the intervention effects after two months. Parents play an important and effective role in creativity development and educational progress of the students. Designing and composing proper educational programs for parents and their participation in the school’s educational programs will bring about creativity and educational progress.

Fostering children’s creativity has always been a fundamental goal in children education. Since theoretical and empirical foundations in the area of creativity verify expandability of creativity, this study is aimed at investigating effectiveness of teaching creativity development program through group activities in increased creativity of pre-elementary school children. This study is of quasi-experimental nature with pretest, posttest and control group. The statistical population is composed of 24 pre-elementary school children who were divided into two experimental and control groups. The experimental group experienced 12 one-hour sessions of the interventions relating to theoretical foundations of creativity. Research instruments include Torrens Visual Form B. In order to analyze the data, the covariance analysis was carried out. Results suggest that creativity development program could significantly develop creativity and its components in children. The difference in the program for creativity program was not significant based on gender in overall score of creativity; in other words, the increasing impact of the program on the boys and girls in overall score of creativity was the same. Therefore, considering effectiveness of the program, it seems that such programs are required to be implemented for the purpose of increasing cognitive development and creativity on a large scale in the pre-elementary schools.

Considering the significance of creativity in global development, the emphasis on its development at an early age, and the role of art in its flourishing on the one hand and the concern about “the Creativity Crisis” and lack of understanding concerning creativity in schools on the other hand, necessitate innovative and applied solutions in the present age.
The present study aims to provide an applied pattern for promoting the creativity of elementary school students through music experiences with usability by Iranian non-specialized teachers and its validation.
This research has been conducted in three studies. In order to design the intended pattern with the applicability by non-specialized teachers in elementary schools, first and second surveys include assessing the implementation of the artists’ educational practices in the creativity development with musical concepts and Cage’s pedagogical experiences, the prominent musician, teacher of the 20th century, which were evaluated by two rounds of a self-made Delphi questionnaire with concepts and pedagogical practices used to fostering creativity, and determined by experts in three areas of education, art, and music.
The third Experimental research, with the purpose of validating the discovered pattern, was conducted by a non-specialist teacher on a group of primary girl students, with a pre-post test of Torrance Creative Thinking Test (TTCT; figural version of form A).
The findings indicate acceptance of some dimensions of the artist's educational model and Cage’s pedagogical experiences as a set of strategies for implementing in Iranian schools, according to experts and the third study also showed the significant difference between experimental and control group on creativity dimensions, fluidity, originality, flexibility, and the overall creativity score except expandability.
The analyzes indicate the effectiveness of the intended pattern on the creativity development of primary school children and its use by non-specialized teachers in the educational environment of Iran.

For the purpose of studying the effect of the course creativity development in children (that is one of the courses taken by third grade female students in the field of babysitting at the technical high school) on the creativity improvement of the same students, a semi-experimental method with the control group and pretest-posttest was used and a sample consisting of 108 third year female students of Shiraz technical high schools were selected based on GAP of 14-17(out of 20) and an IQ of 90-110. Of this group, 54 students in the field of babysitting were considered as the experimental group. They passed the same course unit during the school year. The other 54 subjects were selected from among other fields of study in the technical high schools as the control group. This group had not taken the course unit in question. The most important question was whether providing the course "creativity development in children" was effective upon creativity improvement of students in the field of babysitting. To answer the questions, both groups took a pretest by Torrance verbal creativity test (from A) at the beginning of the school year and at the end of the year. Again, both groups, the experimental and the control one were evaluated using form B of Torrance test (post- test). Creativity scores of the two groups and the scores of the experimental group (pretest and post-test) were compared by t-test. Findings showed an increase in the creativity score of the students in the field of babysitting (the experimental group). The scores of this group as compared with those of the control group showed significant superiority in the elements fluidity, expansion, and the total score as well. In addition, based on the multivariate regression findings of the independent variables, the field of study, mother, job and student's achievement (GAP) were better predictors for the dependent variable, which is creativity.

This article studies creativity-making methods of teaching. It defines as well as describes "creativity" and "learning". Furthermore, necessity of nurturing creativity in students, school-based factors affecting creativity, creativity barriers and features of creative students have been indicated. Finally, teaching methods which can lead to creativity development have been debated. Findings demonstrate that research is considered as an appropriate carrier for reinforcement and development of innovation and creativity; teacher, as creator of circumstances and facilitator of student's learning, can contribute to the emergence of creative education and fostering creativity in children and adolescences through innovation, flexibility, encouragement of understanding-oriented learning, humor, prevention of stereotyped teaching methods, permitting student's assertiveness and promotion of their self-confidence, stimulation of their curiosity, and merging education with research.

The aim of this study was to investigate the effect of various techniques of mathematical creativity development on motivational and cognitive beliefs in mathematics among female students. The research method was pre-test and post-test design with a control group. The population of study includes every female students at guidance school in Mashhad city. 40 students were selected by multi-stage sampling method and were replaced in the experimental (n=20) and control (n=20) groups. The used tool included adaptive learning models questionnaire (Middleton and Midgley، 1997)، which consists of mathematics self-efficacy (motivational beliefs) and cognitive engagement (cognitive beliefs) subscales in math. Beginning، adaptive learning models questionnaire was performed as a pre-test on all subjects، then mathematical creativity program were run on experimental group while control group did not receive any training. After training sessions، adaptive learning models questionnaire was performed as the post-test on all subjects. Data was entered into spss software and was analyzed by using descriptive indexs and independent t test. Comparing the difference mean of pre-test and post-test of mathematical self-efficacy and cognitive engagement in two control and experimental groups showed mathematic performance of experimental group has increased rather than the control group at post-test. Therefore، mathematical creativity development has a significant influence on mathematical efficacy and cognitive engagement enhancement in math. Thus، we suggest to include mathematical creativity technique in desiging training courses to improve students’ math performance.

Today the analysis and review of ‘creativity in education’ are considered by researchers and education planners. Educational systems can develop or destruct creativity in students through aims, programs contents, and other educational factors. Here is where the teachers have key roles.This article discuses creativity as an instructional approach and surveys creative learning theories and models including Runco, Chand (1995) and Derringer (1983). It then notices teachers creativity training in general and in Iran (Hossieni 1381). This is examined through two studies.The main part of the program is a model of creativity development with essential dimensions: Social-environmental, emotional-cognitive, reflective, instructional, and physical.Part of this survey studies effects of model on teachers’ skills.Analysis of information through T-test shows positive effect of program and confirms the hypotheses of this semi-experiment survey. The feedbacks by teachers about the change in their operation in class implies that the model is useful.

The purpose of this paper is to study the role of creativity in using conflict management strategies among librarians.In this research 115 individuals as sample group were chosen among librarians of public libraries in Iran by simple random sampling method. They subsequently filled questionnaires of personal barriers against creativity (Pfeiffer) and conflict management (Putnam and Wilson). The obtained data were analyzed using independent t-test, test of significance of Pierson’s correlation coefficient, and multiple (step-by-step) regression analysis.The research findings indicated that conflict management strategies have a significant relationship with creativity components, among which the two components “need to success” and “thinking” can determine the use of conflict management strategy. Furthermore, results of the present study show that competitive strategy is significantly used more by librarians with librarianship education compared to librarians with other backgrounds.Results of current research emphasize on the importance of paying more attention to creativity development among librarians. In addition to its direct effect on librarians’ function, creativity can indirectly reinforce other behavioral skills such as conflict management.

In this paper, first of all, the meaning of creativity is taken into consideration by reviewing the historical events. Then, different definitions of the word culture are analyzed using the expert's points of view. After that, the various definitions of the word creativity are reviewed by paying attention to expert's and thinker's opinions. The next subject that is creativity development is also elaborated in this paper. In order to construct a building, first, the pillars should be established. Also, for explaining each phenomenon, some principles should be posed first, and the discussion should be based on these posed principles. In this paper, six central principles are mentioned under the title of the principles of creativity. Then, the ways through which the culture of creativity can be established in the society are discussed. The last part of the paper is devoted to the conclusion.