Teachers' Attitudes and Practices in Teaching Creativity and Problem-Solving to Economically Disadvantaged and Minority Children

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Abstract
Ammons and Ammons (1962a, 1962b) evaluated the reaction of college students, many of whom were prospective teachers, to case history material describing family and life experiences of creative individuals. The students exhibited attitudes indicating that they would not reward and would even suppress, behaviors and environmental conditions which would support the development of creative abilities. The results of the present survey indicate a much more positive picture. There was considerable interest among 408 teachers from 5 cities, but little actual involvement, in teaching to foster creative thinking and problem-solving. Most teachers considered these areas significant in the education of economically disadvantaged and minority students. They expressed need for additional information about materials and methods to incorporate into the regular curriculum. Perhaps the vast emphasis on creativity by Torrance and others has produced these more favorable attitudes in teachers toward the nurturance of creativity and problem-solving.

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