Development of creativity: The influence of varying levels of implementation of the DISCOVER curriculum model, a non-traditional pedagogical approach

C. June Maker, Sonmi Jo, Omar M. Muammar

Research output: Contribution to journalArticle

34 Scopus citations


Development of creativity is influenced by multiple factors, including the environment, developmental changes, and measurement tools. In this study, we investigated the relationship between creativity development and implementation of the Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) curriculum model. Using the Test of Creative Thinking-Drawing Production (TCT-DP), 1986 culturally diverse, low-income students, K through 6, in four elementary schools in the U.S. were assessed for three consecutive years. The creativity of all children increased from grades K to 6, but children in classrooms of low implementers demonstrated a dip and some "pauses." Differences in scores of children in middle/high and low implementers' classrooms were significant. The implication is that creativity development is supported through active learning, student choice, access to varied materials, exploration, self-evaluation, problem finding, and problem solving. Additional analyses need to be conducted to uncover cultural and linguistic influences in these four schools.

Original languageEnglish (US)
Pages (from-to)402-417
Number of pages16
JournalLearning and Individual Differences
Issue number4
StatePublished - Dec 1 2008



  • Creativity
  • Creativity development
  • DISCOVER curriculum model
  • Influence of pedagogy on creativity development
  • Non-traditional pedagogy
  • Teacher implementation

ASJC Scopus subject areas

  • Social Psychology
  • Education
  • Developmental and Educational Psychology

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