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DOI

10.14221/ajte.1977v2n1.3

Abstract

Despite the comprehensiveness of the creativity literature, there are few studies that deal directly with the perceptions of creative children in their everyday concerns. Increasingly, however, educators are turning to ethnomethodology as providing wider and more appropriate knowledge for their purposes.

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Link to publisher version (DOI)

10.14221/ajte.1977v2n1.3