About this book series

Educational settings represent sites of creative possibility. They also represent the manifestation of some of the most persistent and dogmatic beliefs about teaching and learning. This series aims to push the frontiers of creativity theory, research, and practice in educational settings. Specifically, this series endeavors to provide a venue for disseminating the kinds of provocative thinking and cutting-edge research that can promote more creative approaches to teaching and learning. The focus of the series is on mainstream (rather than gifted or other specialized) educational settings. Another aspect worthy of exploration is domain specific or domain general view of creativity- one that has hitherto been the speculation of cognitive science but one that can be brought to the forefront of existing treatments of creativity. A final (and general) area of investigation is artistic, ecological, cultural and anthropological aspects of creativity that have been ignored by the community.

This Series: 
• Capitalizes on the growing international interest and concern about the breakdown of creativity in everyday schools and classrooms 
• Provides fresh thinking on complex issues and challenges pertaining to theory and practice aimed at promoting creativity in educational settings 
• Challenges existing dogmas and overly narrow conceptions of teaching, learning, and creativity (e.g., creativity being separated from academic learning and linked to gifted education) 
• Spotlights new theories, methodologies and approaches to studying and enacting creativity in a variety of domains, contexts, and levels (early childhood through higher education)

The Editors of this Series welcome proposals for edited and authored volumes that provide provocative and original explorations of creative theory, methodology and action in educational settings. This includes international
and multidisciplinary perspectives on creativity across and within K-12, university, online and informal educational settings (e.g., museums, organizations, clubs, and groups).  The audience for this series includes creativity and educational researchers, graduate students, practicing educators, and educational thought leaders.

Editorial Board:
Don Ambrose, Rider University, USA  
David Cropley, University of South Australia, Australia
Vlad Petre Glaveanu, Webster University, Geneva, Switzerland  
Beth Hennessey, Wellesley College, USA
Maciej Karwowski, University of Wroclaw, Poland 
Scott Barry Kaufman, University of Pennsylvania, USA
Todd Lubart, University of Paris Descartes, France 
Jean Pretz, Elizabethtown College, USA 
Ai Girl Tan, Nanyang Technological University, Singapore 
Yong Zhao, University of Oregon, USA

Proposal Review Process: 

All proposals are reviewed by series and acquisition editors. There are two types of review: expedited and extended.  Expedited reviews occur in cases where the series and acquisition editors have determined that a project should or should not move forward based on the fit and potential of proposal to contribute to the series.  Extended reviews occur in cases where proposals take on more specialized topics and would benefit from additional input provided by experts serving on the series advisory board and, in some cases, relevant external reviewers who can make a recommendation about the potential merit of a particular project.  Extended reviews may also include an exit review of the completed work by board members or external reviewers. 

Electronic ISSN
Print ISSN
Series Editor
  • Ronald A. Beghetto,
  • Bharath Sriraman

Book titles in this series

Abstracted and indexed in

  1. ERIC