Cheryl J. Craig is a professor in the College of Education, University of Houston, where she is the coordinator of the eaching and teacher education program area and director of elementary education. Her research, centered on what teachers come to know in context, appears in the field's most esteemed journals and handbooks.Louise F. Deretchin is the former director of higher education for the Houston A+ Challenge and former director of the Medical Informatics Education Center at Baylor College of Medicine. She is a founding member of the Texas Higher Education Coordinating Board Houston P-16+ Council and is currently an education consultant.

• Chapter 1 ForewordChapter 2 IntroductionPart 3 Division 1: Teacher EducationChapter 4 Overview and FrameworkChapter 5 1. Some Neglected Components of Teacher Education ProgramsChapter 6 2. Fostering Creativity and Aesthetic Consciousness in Teachers: Theory and PracticeChapter 7 3. Sunshine and Shadows: Opening Spaces for Creativity, Metaphor, and Paradox in Teaching and Teacher EducationChapter 8 4. No Less ìRealî in My Mind: Using Fiction as Creative Curriculum in an Undergraduate Teacher Education CourseChapter 9 5. The Power of Art in ObservationChapter 10 Summary and ImplicationsPart 11 Division 2: Students/Programs/SchoolsChapter 12 Overview and FrameworkChapter 13 6. Young Children: Creativity in the ClassroomChapter 14 7. Arts-Based Education and CreativityChapter 15 8. Labyrinths for Creativity and Peace in SchoolsChapter 16 9. A Mind with a View: Education Through the Kaleidoscopic Lenses of the ArtsChapter 17 10. The First Thunder Clap of Spring: An Invitation Into Aboriginal Ways of Knowing and the Creative Possibilities of Digital TechnologiesChapter 18 11. Fostering Creative Minds through Problem-Solving in a 3-D Visualization Design Research ProgramChapter 19 12. A Report on the Introduction and Resulting Effects of Novel Teaching Strategies in Increasing Creativity and Independent ThoughtChapter 20 13. Poetry from Report Cards: Childrenís Understanding of Themselves in Relationship with Their TeachersChapter 21 Summary and ImplicationsChapter 22 Afterword