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Lead
\"Lead is a different kind of book. Rather than being the \"last word\" on leading others, it is meant to be the \"first word\"--an invitation to the reader to reflect on what the leadership journey means to each and every individual. At its core, Lead will benefit anyone who seeks to inspire, influence, or lead others, whether they are coaches, teachers, pastors, community organizers, politicians--or are in the C-suite. Lead offers an exploration of the essential elements of leadership, which author Gary Burnison defines as: purpose, strategy, people, measure, empower, reward, anticipate, navigate, communicate, listen, and learn--all of which culminate in leading. Instead of taking the left-brain approach of \"paradigm shifts\" and \"leadership models,\" the author focuses on right-brain constants such as emotional connection, compassion, focusing on others, humility, and managing oneself. Lead readers will find inspiring stories, easy to digest analogies, reflective exercises and evocative images meant to give them pause, draw them in, and encourage introspection\"--Amazon.com, viewed September 16, 2013.
Book
Creativity : theories and themes : research, development, and practice
An integrative introduction to the theories and themes in research on creativity, this book is both a reference work and text for courses in this burgeoning area of research. The book begins with a discussion of the theories of creativity (Person, Product, Process, Place), the general question of whether creativity is influenced by nature or nurture, what research has indicated of the personality and style of creative individuals from a personality analysis standpoint, how social context affects creativity, and then coverage of issues like gender differences, whether creativity can be enhanced, if creativity is related to poor mental or physical health, etc. The book contains boxes covering special interest items including one page biographies of famous creative individuals and activities for a group or individual to test and/or encourage creativity, as well as references to internet sites relating to creativity.
eBook
Creativity : theories and themes : research, development, and practice
An integrative introduction to the theories and themes in research on creativity, the second edition of Creativity is both a reference work and text for courses in this burgeoning area of research. The book begins with a discussion of the theories of creativity (Person, Product, Process, Place), the general question of whether creativity is influenced by nature or nurture, what research has indicated of the personality and style of creative individuals from a personality analysis standpoint, and how social context affects creativity. This wide-ranging work then proceeds to coverage of issues such as gender differences, whether creativity can be enhanced, if creativity is related to poor mental or physical health, and much more. The book contains boxes covering special interest items, including one-page biographies of famous creative individuals, and activities for a group or individual to test or encourage creativity, as well as references to Internet sites relating to creativity. Includes all major theories and perspectives on creativityConsolidates recent research into a single sourceIncludes key terms defined and text boxes with interesting related materialSingle authored for clarity and consistency of presentation
eBook
Creative intelligence in the 21st century : grappling with enormous problems and huge opportunities
\"How can creative individuals and societies adapt to complex 21st-century conditions? Will civilizations thrive or collapse in the decades to come if they are not creative enough, or if they are too creative? Interest in these questions is growing; however, until now there has been inadequate understanding of the socioeconomic and cultural trends and issues that influence creativity. This book provides that understanding while yielding insights from many of the world's leading creativity researchers and educational experts. The book begins with a big-picture, interdisciplinary overview of the socioeconomic, cultural, and technological pressures emerging from 21st-century globalization and describes some ways in which those pressures simultaneously suppress, distort, and invigorate creativity in general, and creative education in particular. After that, prominent scholars of creativity and education use their impressive knowledge bases to clarify how we can adjust our thoughts and actions in order to give ourselves the best possible chances for success in this complex world.\"--Back cover.
Book
Radikale Kreativitat. Von Cornflakes und revolutionaren Kuhen. Uberlegungen zu wissenschaftlich-kunstlerischer Bildung
Keywords: artistic interventions, arts based teaching/learning, creativity, eco-social transformation, scientific-artistic knowledge transfer
Journal Article
Longitudinal predictors of word reading for children with Williams syndrome
We examined the cognitive, language, and instructional predictors of early word-reading ability in a sample of children with Williams syndrome longitudinally. At Time 1, sixty-nine 6–7-year-olds (mean age = 6.53 years) completed standardized measures of phonological awareness, visual-spatial perception, vocabulary, and overall intellectual ability. Word-reading instruction type was classified as (systematic) Phonics (n = 35) or Other (n = 34). At Time 2, approximately 3 years later (mean age = 9.47 years), children completed a standardized assessment of single-word reading ability. Reading ability at Time 2 varied considerably, from inability to read any words to word-reading ability slightly above the level expected for age. The results of a multiple regression indicated that Time 1 word-reading instruction type, phonological awareness, and visual-spatial perception (as assessed by a matching letter-like forms measure) each explained significant unique variance in word reading at Time 2. A systematic phonics approach was associated with significantly better performance than other reading-instruction approaches. Exploratory analyses suggested that the relations between these factors were complex. Considered together, these findings strongly suggest that, in line with the Cumulative Risk and Resilience Model of reading disability, word-reading (dis)ability in Williams syndrome is probabilistic in nature, resulting from the interaction of multiple individual and environmental risk and protective factors. The results also have educational implications: early word-reading instruction for children with Williams syndrome should combine systematic phonics and phonological awareness training while also incorporating letter discrimination instruction highlighting the visual-spatial differences between similar-appearing letters.
Journal Article