Abstract
Sixteen fifth-grade teachers and 377 pupils served as Ss in experimental classes. The Torrance Tests of Creative Thinking were used as pretests and posttests and the Childhood Attitude Inventory for Problem Solving was given as a posttest. Eight of the experimental classes used the Purdue Creative Thinking Program (PCTP) for five weeks and eight used the Productive Thinking Program (PTP). Eight teachers used relevant discussion, eight did not; eight teachers were high and eight low in creative ability. Pupils in all conditions made significant gains on verbal and nonverbal originality and nonverbal fluency. Teachers who were low in creative ability had lower means. There were several significant interactions among the three independent variables.
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