John Baer

Academic Background

B.A., Psychology and Japanese Studies, magna cum laude, Yale University, 1972

Ph.D., Cognitive Psychology, Rutgers University, 1991 

Recent magazine interview about my background and interests

Employment Background

I've been teaching at Rider since 1992. Before that I worked as a test developer and researcher at the Educational Testing Service (in Princeton, NJ); taught middle and high school and helped run a large gifted/talented program (in Washington County, MD); developed and ran a program for adolescents at a small psychiatric hospital (in Leitersburg, MD); worked as a newspaper reporter (in Tokyo, Japan); served as an guide/interpreter for the United States Information Agency (in Osaka Japan); worked in the paint shop of a large factory (in Takamatsu, Japan); and drove a truck (throughout the Mid-Atlantic region). I liked all those jobs, but I like teaching at Rider best.

Research Interests

Much of my research and writing has been in the area of creativity, and that work has been supported by generous grants from the National Science Foundation, the Educational Testing Service, the Carnegie Foundation, the National Center for Educational Statistics, and Rider and Rutgers Universities. I've won a few awards, such as the Award for Innovative Excellence in Teaching, Learning, and Technology, presented by the Eighth National Conference on College Teaching and Learning (in 1997), the Daniel E. Berlyne Award of the American Psychological Association for the year's best research in the area of creativity and/or the arts (in 1993), and the Iorio Research Award (in 2007). I'm a member of the editorial boards of several scholarly journals, including the Journal of Creative Behavior (the oldest and most widely read creativity research journal); the American Psychological Association's newest journal, Psychology of Aesthetics, Creativity, and the Arts; and the International Journal of Thinking & Problem Solving. (For more biography, see this interview that Roeper Review published in January 2009).

Sample Publications & Scholarly Projects

BOOKS

Baer, J. (1993). Creativity and divergent thinking: A task-specific approach. Hillsdale, NJ: Lawrence Erlbaum Associates.

Baer. J. (1997). Creative teachers, creative students. Boston: Allyn and Bacon.

Baer, J.  (2014).  Creativity and divergent thinking.  Florence, Ky:  Psychology Press.  https://www.routledge.com/products/9781138966932

Baer, J. (2016). Domain specificity of creativity. San Diego, CA: Elsevier/Academic Press.  http://scitechconnect.elsevier.com/domain-specificity-of-creativity/

Baer, J. (2022). There's No Such Thing as Creativity: How Plato and 20th Century Psychology Have Misled Us. Cambridge University Press.

Baer, J., & Kaufman, J. C. (2013). Being creative inside and outside the classroom. Rotterdam:  Sense Publishers.  https://www.springer.com/gp/book/9789460918407

Baer, J., Kaufman, J. C., & Baumeister, R. F. (Eds.). (2008). Are we free? Psychology and free will. Oxford University Press.  http://global.oup.com/academic/product/are-we-free-psychology-and-free-w...

Beghetto, R., Kaufman, J., & Baer, J.  (2014).  Teaching for creativity in the Common Core Classroom.  New York: Teachers College Press. https://www.tcpress.com/teaching-for-creativity-in-the-common-core-class...

Beghetto, R., Kaufman, J., & Baer, J.  (2017).  Teaching for creativity in the Australian curriculum classroom.  Victoria, Australia: Hawker Brownlow.
http://www.hbe.com.au/teaching-for-creativity-in-the-australian-curricul...

Kaufman, J. C., & Baer, J. (Eds.). (2005). Creativity across domains: Faces of the muse. Hillsdale, NJ: Lawrence Erlbaum Associates.  https://www.amazon.com/Creativity-Across-Domains-Faces-Muse/dp/0805846573

Kaufman, J. C., & Baer, J. (Eds.). (2006). Reason and creativity in development. Cambridge University Press. https://www.cambridge.org/core/books/creativity-and-reason-in-cognitive-...

Kaufman, J. C., & Baer, J. (Eds.). (2014). Creativity across domains.  Florence, Ky: Psychology Press.  http://www.amazon.com/Creativity-Across-Domains-Faces-Muse/dp/1138003883

Kaufman, J. C., & Baer, J. (Eds.).  (2016).  Creativity and reason in cognitive development (2nd ed.).  Cambridge University Press.  http://www.cambridge.org/us/academic/subjects/psychology/educational-psy...

Kaufman, J. C., Glaveanu, V. P., & Baer, J. (Eds.).   (2017).  Cambridge handbook of creativity (2nd Ed.). New York: Cambridge University Press.
https://www.cambridge.org/core/books/cambridge-handbook-of-creativity-ac...

Kaufman, J. C., Plucker, J. A., & Baer, J. (2008). Essentials of creativity assessment. New York: Wiley.  http://www.wiley.com/WileyCDA/WileyTitle/productCd-0470137428.html

Kim, K. H., Kaufman, J. C., Baer, J., & Sriraman, B. (Eds.).  (2013).  Creatively gifted students are not like other gifted students: Research, theory, and practice. Rotterdam:  Sense Publishers.  https://www.springer.com/gp/book/9789462091498

Luria, S. R., Baer, J., & Kaufman, J. C.  (2019).  Creativity and humor.  San Diego, CA: Elsevier.

TEXTBOOKS and related materials:

Lemaster, A. J., & Baer, J. (1999). SuperWrite (Vol. 1). Cincinnati: South-Western.

Lemaster, A. J., & Baer, J. (1999). SuperWrite (Vol. 2). Cincinnati: South-Western.

Lemaster, A. J., & Baer, J. (1999). SuperWrite instructor's manual (Vol. 1). Cincinnati: South-Western.

Lemaster, A. J., & Baer, J. (1999). SuperWrite instructor's manual (Vol. 2). Cincinnati: South-Western.

Lemaster, A. J., & Baer, J. (1999). SuperWrite student workbook (Vol. 1.). Cincinnati: South-Western.

Lemaster, A. J., & Baer, J. (1999). SuperWrite student workbook (Vol. 2). Cincinnati: South-Western.

TRANSLATED BOOKS

Baer, J. (2001). [Creative teachers, creative students / Korean edition]. (J. K. Woo & K. W. Jeon, Trans.). Seoul, South Korea: Chang Ji Press.

Baer, J., Kaufman, J. C., & Baumeister, R. F. (Eds.).  (2017).  ДАЛИ СМЕ СЛОБОДНИ? ПСИХОЛОГИЈАТА И СЛОБОДНАТА ВОЛЈА (translation of Are we free?  Psychology and free will).  Skopje, Macedonia: ARS Studio.

Kaufman, J. C., Plucker, J. A., & Baer, J. (2012). [Essentials of creativity assessment/ Korean edition]. (Soonmook Lee, Trans.) Seoul, Korea: Hakjisa.

JOURNAL ARTICLES

Agars, M. D., Baer, J., & Kaufman, J. C.(2005). The many creativities of business and the APT model of creativity. Korean Journal of Thinking and Problem Solving, 15(2), 133-141.

Baer, J.  (2017.  The devil is in the details:  Why the answer to most questions about creativity will always be "It depends."  Journal of Creative Behavior, 51, 297-300.

Baer, J.  (2017).  Domains of creativity.  Reference module in neuroscience and biobehavioral psychology.  Amsterdam, Netherlands: Elsevier. ISBN 9780128093245
http://www.sciencedirect.com/science/article/pii/B978012809324521955X

Baer, J. (2016). Creativity doesn’t develop in a vacuum. New Directions for Child and Adolescent Development, 151, 9-20.  http://onlinelibrary.wiley.com/doi/10.1002/cad.20151/abstract

Baer, J.  (2015).  The importance of domain specific expertise in creativity.  Roeper Review, 37,165–178. https://www.tandfonline.com/doi/full/10.1080/02783193.2015.1047480

Baer, J. (2015).  Creativity isn't one thing, it’s many things (and why that matters). Talent Quarterly, 6, 51-56.

Baer, J.  (2014).  The crisis in creativity research stems from too little fragmentation, not too much.  Creativity: Theories-research-applications, 1, 200-205. https://www.academia.edu/20618321/The_Crisis_in_Creativity_Research_Stem...

Baer, J.  (2013). Domain specificity and the limits of creativity theory. Journal of Creative Behavior, 46, 16-29.

Baer, J.  (2013). Domain specificity of creativity: Theory, research, and practice,  Text.  Download at:  http://www.textjournal.com.au/speciss/issue13/Baer.pdf

Baer, J. (2011). Why grand theories of creativity distort, distract, and disappoint. International Journal of Creativity and Problem Solving, 21(1). 73-100.

Baer, J.  (2011). How divergent thinking tests mislead us: Are the Torrance Tests still relevant in the 21st century?  Psychology of Aesthetics, Creativity, and the Arts, 5, 309-313.

Baer, J.  (2011). Why teachers should assume creativity is very domain specific. International Journal of Creativity and Problem Solving, 21(2), 57-61.

Baer, J.  (2011). Four (more) arguments against the Torrance Tests.  Psychology of Aesthetics, Creativity, and the Arts. 5, 316-317.

Baer, J. (2010). Lectures may be more effective than you think: The Learning Pyramid unmasked. International Journal of Creativity and Problem Solving, 20(2), 7-21.

Baer, J. (2008). Divergent thinking tests have problems, but this is not the solution. Psychology of Aesthetics, Creativity, and the Arts, 2, 89-92.

Baer, J. (2003). Double dividends: Cross-cultural creativity studies teach us about both creativity and cultures. Inquiry: Critical Thinking Across The Disciplines, 22, 37-39.

Baer, J. (2003). Grouping and achievement in cooperative learning. College Teaching, 51. 169-174.

Baer, J. (2003). What do in-service and pre-service teachers think elementary teachers need to know? Focus on Education, 47, 25-33.

Baer, J. (2003). Impact of the Core Knowledge Curriculum on creativity. Creativity Research Journal, 15, 297-300.

Baer, J. (2002). Are creativity and content standards allies or enemies? Research in the Schools, 9(2), 35-42.

Baer, J. (1999). Creativity in a climate of standards. Focus on Education, 43, 16-21.

Baer, J. (1998). The case for domain specificity in creativity. Creativity Research Journal, 11, 173-177.

Baer, J. (1998). Gender differences in the effects of extrinsic motivation on creativity. Journal of Creative Behavior, 32, 18-37.

Baer, J. (1997). Gender differences in the effects of anticipated evaluation on creativity. Creativity Research Journal, 10, 25-31.

Baer, J. (1997). The hidden costs of rewards and evaluation: Who gets hurt, and what teachers can do. Focus on Education, 41, 24-27.

Baer, J. (1996). Does artistic creativity decline during elementary school years? Psychological Reports, 78, 927-930.

Baer, J. (1996). The effects of task-specific divergent-thinking training. Journal of Creative Behavior, 30, 183-187.

Baer, J. (1994). Divergent thinking is not a general trait: A multi-domain training experiment. Creativity Research Journal, 7, 35-46.

Baer, J. (1994). Generality of creativity across performance domains: A replication. Perceptual and Motor Skills, 79, 1217-1218.

Baer, J. (1994). Performance assessments of creativity: Do they have long-term stability? Roeper Review, 7(1), 7-11.

Baer, J. (1994). Why you shouldn't trust creativity tests. Educational Leadership, 51(4), 80-84.

Baer, J. (1994). Why you still shouldn't trust creativity tests. Educational Leadership, 52(1), 72.

Baer, J. (1991). Generality of creativity across performance domains. Creativity Research Journal, 4, 23-39.  https://www.tandfonline.com/doi/abs/10.1080/10400419109534371

Baer, J. (1988). Artificial intelligence: Making machines that think. Futurist, 22(1), 8-13.

Baer, J. (1988). Let's not handicap gifted thinkers. Educational Leadership, 45(7), 66-72.

Baer, J. M. (1988). Long-term effects of creativity training with middle-school students. Journal of Early Adolescence, 8, 183-193.

Baer, J., & Baer, S. K. (2005). Student preferences for types of instructional feedback and discussion in hybrid courses: Aptitude-treatment interactions. Journal on Excellence in College Teaching, 16 (3), 1-14.

Baer, J., & Baer, S. K. (1988). Statistical insignificance. Gifted Child Today, 11(2), 22-23.

Glaveanu, V. P., & Hanchett Hanson, M.,& Baer, J.,& Barbot, B., & Clapp, E. P.,& Corazza, G. E.,& Hennessey, B. ,& Kaufman, J. C.,& Lebuda, I. ,& Lubart, T. ,& Montuori, A. ,& Ness, I. J.& Plucker, J. ,& Reiter‐Palmon, R. ,& Sierra, Z. ,& Simonton, D. K.,& Neves‐Pereira, M. S.,& and Sternberg, R. J.,& (2020). Advancing creativity theory and research: A socio‐cultural manifesto. Journal of Creative Behavior, 53 (3), 741-745.

Baer, J., & Kaufman, J.C. (2008). Gender differences in creativity. Journal of Creative Behavior, 42,75-105.

Baer, J., & Kaufman, J.C. (2005). Bridging Generality and Specificity: The Amusement Park Theoretical (APT) Model of Creativity. Roeper Review, 27, 158-163.

Baer, J., & Kaufman, J. C. (2004). Considering the DMGT: Something old, something new. High Ability Studies, 15. 149-150.

Baer, J., Kaufman, J. C., & Gentile, C. A. (2004). Extension of the consensual assessment technique to nonparallel creative products. Creativity Research Journal, 16, 113-117.

Baer, J. & McKool, S. S.  (2014).  The Gold Standard for assessing creativity.  International Journal of Quality Assurance in Engineering and Technology Education, 3, 81-93

Baer, J., & Russomano, A. T. (1996). An intensive field experience for preservice teachers. Education, 119, 432-436.

Baer, J., & Russomano, A. T. (1995). Making sophomore field experiences more meaningful. Issues in Education, 6, 11-19.

Baer, J., & Stenersen, S. (1985, August). If wishes were fishes. American School Board Journal, 28-29.

Kaufman, J. C., & Baer, J.  (2012).  Beyond new and appropriate:  Who decides what is creative?  Journal of Creative Behavior, 24, pp. 83-91.

Kaufman, J. C., & Baer, J. (2009). Is one dimension enough? Perspectives on Psychological Science, 4, 453-454.

Kaufman, J. C., & Baer, J. (2006). Intelligent testing with Torrance. Creativity Research Journal, 18, 99-102.

Kaufman, J. C., & Baer, J. (2006). A tribute to E. Paul Torrance. Creativity Research Journal, 18, 1-2.

Kaufman, J. C., & Baer, J. (2004). Sure, I'm creative - but not in math!: Self-reported creativity in diverse domains. Empirical Studies of the Arts, 22 (2), 143-155.

Kaufman, J. C., & Baer, J. (2004). Creativity theory for gifted education: The Amusement Park Theoretical (APT) model. Sobredotação [Portuguese journal; English translation of journal title is Giftedness], 7-18.

Kaufman, J. C., & Baer, J. (2004). The Amusement Park Theoretical (APT) model of creativity. The Korean Journal of Thinking & Problem Solving, 14(2), 15-25.

Kaufman, J. C., & Baer, J. (2003). Do we really want to avoid Denny's?: The perils of defying the crowd. High Ability Studies, 14. 149-150.

Kaufman, J. C., & Baer, J. (2002). Could Steven Spielberg manage the Yankees?: Creative thinking in different domains. Korean Journal of Thinking and Problem Solving, 12(2), 5-14.

Kaufman, J. C., & Baer, J. (2002). I bask in dreams of suicide: Mental illness, poetry, and women. Review of General Psychology, 6, 271-286.

Kaufman, J. C., Baer, J., Agars, M. D., & Loomis, D. (2010). Creativity stereotypes and the Consensual Assessment Technique. Creativity Research Journal, 22,(2), 200-205.

Kaufman, J. C., Baer, J., & Cole, J.C. (2009). Expertise, domains, and the Consensual Assessment Technique. Journal of Creative Behavior, 223-233.

Kaufman, J. C., Baer, J., Cole, J.C., & Sexton, J. D. (2008). A Comparison of Expert and Nonexpert Raters Using the Consensual Assessment Technique. Creativity Research Journal, 20, 171-178.

Kaufman, J. C,., Baer, J., Cropley, D., Reiter-Palmon, R. & Sinnett, S. (2013). Furious activity vs. understanding:  How much expertise is needed to evaluate creative work?  Psychology of Aesthetics, Creativity, and the Arts, 7, 332-340.

Kaufman, J. C., & Baer, J., & Gentile, C. A., (2004). Differences in gender and ethnicity as measured by ratings of three writing tasks. Journal of Creative Behavior (39), 56-69).

Kaufman, J. C., Beghetto, R. A., Baer, J., & Ivcevic, Z. (2010). Creativity polymathy: What Benjamin Franklin can teach your kindergartener. Learning and Individual Differences, 380-387.

Kaufman, J. C., Cole, J.C., & Baer, J. (2009). The construct of creativity: Structural model for self-reported creativity ratings. Journal of Creative Behavior, 43, 119-132.

Kaufman, J. C., Evans, K. L., & Baer, J. (2010). The American Idol Effect: Are students good judges of their creativity across domains? Empirical Studies of the Arts, 28, 3-17.

Kaufman, J. C., Gentile, C. A., & Baer, J. (2005). Do gifted student writers and creative writing experts rate creativity the same way? Gifted Child Quarterly, 49, 260-265.

Kaufman, J. C., Lee, J., Baer, J., & Lee, S. (2007). Captions, consistency, creativity, and the consensual assessment technique: New evidence of validity. Thinking Skills and Creativity, 2, 96-106.

Stenersen, S., & Baer, J. (1985, September 1). Get rid of school boards. The Washington Post, p. C5.

Sweeney, J. L., & Baer, J.  (2015).  Taking Kilpatrick’s Project Method to a higher level:  A review of Whole School Projects: Engaging Imaginations Through Interdisciplinary Inquiry.  Teachers College Record. http://www.tcrecord.org/Content.asp?ContentID=18076

Tang, C., Baer, J., & Kaufman, J. C. (2015). Implicit Theories of Creativity in Computer Science in the United States and China. The Journal of Creative Behavior, 49(2), 137-156 . Implicit theories of creativity in computer science in the United States and China. Journal of Creative Behavior.

Zerambo, V. L., & Baer, J.  (2015).  More than fun and games: A review of Role Plays and Creative Activities: Teaching Social Skills and Self-Understanding.  Teachers College Record. http://www.tcrecord.org/PrintContent.asp?ContentID=18086

BOOK CHAPTERS

Baer, J. (in press). Domains constrain creativity. To appear in C. Tromp, R. J. Sternberg, & D. Ambrose, (Eds.), Advances in creativity and giftedness. Brill Publishers.

Baer, J. (2022). Domain specificity in talent development. In S. W. Russ, J. D. Hoffman, & J. C. Kaufman (Eds.), Handbook of Lifespan Development of Creativity. 265-277. Cambridge University Press.

Baer, J. (2020). Domains of creativity. In M. A. Runco , & S. R. Pritzker (eds.), Encyclopedia of Creativity, Third Edition. 377-382. San Diego: Academic Press.

Baer, J. (2020). The Consensual Assessment Technique. In V. Dorfler & M. Saunders (Eds.), Handbook of Lifespan Development of Creativity. 166-177. Northampton MA: Edward Elgar Publishing.

Baer, J. (2020). Measurement: Creative products. In M. A. Runco , & S. R. Pritzker (eds.), Encyclopedia of Creativity, Third Edition. 100-103. San Diego: Academic Press.

Baer, J. (2020). Teaching creativity. In M. A. Runco , & S. R. Pritzker (eds.), Encyclopedia of Creativity, Third Edition. 540-546. San Diego: Academic Press.

Baer, J. (2018). The trouble with “creativity." In R. J. Sternberg & J. C. Kaufman, J. C. (Eds.), The nature of human creativity. 16-31. Cambridge University Press.

Baer, J. (2018). Role of theory in creativity research. In C. A. Mullen (Ed.), Creativity under duress in education? Resistive theories, practices, and action. 119-136. New York: Springer.

Baer, J. (2020). The Consensual Assessment Technique. In V. Dorfler & M. Saunders (Eds.), Handbook of Lifespan Development of Creativity. 166-177. Northampton MA: Edward Elgar Publishing.

Baer, J. (2017). Why you are probably more creative (and less creative) than you think. In M. Karwowski & J. C. Kaufman (Eds.), Creativity and the self. 239-273. San Diego, CA: Elsevier.

Baer, J.  (2016).  Creativity and the Common Core need each other.  In D. Ambrose & R. J. Sternberg (Eds.), Creative intelligence in the 21st century:  Grappling with enormous problems and huge opportunities.

Baer, J.  (2018). Creativity. In A. O’Donnell (Ed.), Oxford handbook of educational psychology.  Oxford University Press.

Baer, J. (2017). Why you are probably more creative (and less creative) than you think. In M. Karwowski & J. C. Kaufman (Eds.), Creativity and the self. 239-273. San Diego, CA: Elsevier.
https://www.elsevier.com/books/the-creative-self/karwowski/978-0-12-809790-8

Baer, J.  (2016).  Content matters: Why nurturing creativity is so different in different domains.  In R. A. Beghetto & B. Sriraman (Eds.), Creative contradictions in education, 129-140.  New York: Springer.

Baer, J. (2016).  Teaching for creativity: Domains and divergent thinking, intrinsic motivation, and evaluation. In H.T. Snyder, M. Ba.Gregerson, and J. C. Kaufman, Teaching creatively and teaching creativity, 175-184.  New York: Springer.

Baer, J.  (2015).  Imitation and creativity.  In Kaufman, A., & Kaufman, J. C.  Animal creativity. San Diego, CA: Elsevier.

Baer, J. (2014) Amusement Park Theory of Creativity (APT Model). In C.R. Reynolds, K.J. Vannest and E. Fletcher-Janzen (Eds.) Encyclopedia of Special Education. (Vol 1, pp. 685-686). Hoboken, NJ. Wiley.

Baer, J. (2014) Consensual Assessment of Creativity (CAT). In C.R. Reynolds, K.J. Vannest and E. Fletcher-Janzen (Eds.) Encyclopedia of Special Education. (Vol 1, pp. 687-688). Hoboken, NJ. Wiley.

Baer, J. (2014) Creative Problem Solving Institute (CPSI) In C.R. Reynolds, K.J. Vannest and E. Fletcher-Janzen (Eds.) Encyclopedia of Special Education. (Vol 1, pp. 682-683). Hoboken, NJ. Wiley.

Baer, J. (2014) Enrichment Triad Model In C.R. Reynolds, K.J. Vannest and E. Fletcher-Janzen (Eds.) Encyclopedia of Special Education. (Vol 2, pp. 975-976). Hoboken, NJ. Wiley.

Baer, J.  (2013). Aligning program goals, student selection, and program activities.  In Kim, K. H., Kaufman, J. C., Baer, J., & Sriraman, B. (Eds.).  Creatively gifted students are not like other gifted students: Research, theory, and practice. Rotterdam:  Sense Publishers.

Baer, J. (2013). Teaching for creativity: Domains and divergent thinking, intrinsic motivation and evaluation. In M. Gregerson, H.Snyder, & J. Kaufman (Eds.) Teaching Creatively and Teaching Creativity (pp.175-181).  New York: Springer.

Baer, J.  (2013). Thinking Critically About Creativity:  Why Domains Matter in Understanding, Assessing, and Promoting Creativity.  In Shaughnessy, M. (Ed.), Critical Thinking and Higher Order Thinking: A Current Perspective (pp. 117-126).  Hauppauge, New York: Nova Publishers.

Baer, J.  (2012). Domain specificity of creativity:  Implications for early childhood education.  In Saracho, O, & Spodek, B. (Eds.), Contemporary perspectives on research in creativity in early childhood education, 43-60.  Charlotte, NC: Information Age Publishing.

Baer, J.  (2012).  Gender differences in creativity.  In Runco, M. A.   (Ed.),  Creativity research handbook, Vol. 3 (pp. 215-250).  New York:  Hampton Press.

Baer, J.  (2011). Unintentional dogmatism when thinking big:  How grand theories and interdisciplinary thinking can sometimes limit our vision.  In D. Ambrose & R. J. Sternberg (Eds.), How dogmatic beliefs harm creativity and higher-level thinking (pp. 157-170). New York: Routledge.

Baer J. (2011) Domains of creativity. In: Runco MA, and Pritzker SR (eds.)  Encyclopedia of Creativity, Second Edition, vol. 1, pp. 404-408.  San Diego:  Academic Press.

Baer, J. (2010). Is creativity domain specific? In J. C. Kaufman & R. J. Sternberg (Eds.), Cambridge handbook of creativity (pp. 321-341). Cambridge University Press.

Baer, J. (2008). Free will requires determinism. In Baer, J., Kaufman, J. C., & Baumeister, R. F. (Eds.), Are we free? Psychology and free will (pp. 304-310). Oxford University Press.

Baer, J. (2007). Amusement Park Theory of Creativity (APT Model). In Reynolds & Fletcher-Janzen (Eds.) Encyclopedia of Special Education, vol 1, 3rd ed. (pp. 569-570). New York: Wiley.

Baer, J. (2007). Consensual Assessment of Creativity (CAT). In Reynolds & Fletcher-Janzen (Eds.) Encyclopedia of Special Education, vol 1, 3rd ed. (pp. 570-571). New York: Wiley.

Baer, J. (2007). Creative Problem Solving Institute (CPSI). In Reynolds & Fletcher-Janzen (Eds.) Encyclopedia of Special Education, vol 1, 3rd ed. (pp. 566-567). New York: Wiley.

Baer, J. (2003). Evaluative thinking, creativity, and task specificity: Separating wheat from chaff is not the same as finding needles in haystacks. In M. A. Runco (Ed.), Critical creative processes (pp. 129-151). Cresskill, NJ: Hampton Press.

Baer, J. (1999). Domains of creativity. In Runco, M. A., & Pritzker, S. (Eds.), Encyclopedia of creativity (pp. 591-596). San Diego: Academic Press.

Baer, J. (1999). Gender differences in creativity. In Runco, M. A., & Pritzker, S. (Eds.), Encyclopedia of creativity (pp. 753-758). San Diego: Academic Press.

Baer, J., & Baer, S. K. (1996). Are group rewards necessary for cooperative learning? In Selected papers from the Seventh National Conference on College Teaching and Learning (pp. 9-14). Jacksonville, FL: Florida Community College at Jacksonville.

Baer, J., & Baer, S. (2006). Gender differences in creativity. In Selected papers from the Seventeenth International Conference on College Teaching and Learning (pp. 1-13). Jacksonville, FL: Florida Community College at Jacksonville.

Baer, J., & Feldhausen, J. (2007). Enrichment. In Reynolds & Fletcher-Janzen (Eds.) Encyclopedia of Special Education, vol 2, 3rd ed. (pp. 838-839). New York: Wiley.

Baer, J., & Garrett, T. (2010). Teaching for creativity in an era of content standards and accountability. In Baghetto & Kaufman (Eds.), Finding creativity in the classroom: Between chaos and conformity (pp. 6-23). Baghetto & Kaufman, Eds. Cambridge University Press.

Baer, J., & Garrett, T.  (2016).  Accountability, the Common Core, and creativity.  Beghetto & Kaufman (Eds.), The Cambridge companion to nurturing creativity in the classroom.  Cambridge University Press.
https://www.cambridge.org/core/books/nurturing-creativity-in-the-classroom/FB96F07381259294283157946778F2A5

Baer, J., & Kaufman, J. C. (2006). Conclusions. In J. C. Kaufman & J. Baer, (Eds.) Reason and creativity in development (pp. 351-355). Cambridge University Press.

Baer, J., & Kaufman, J. C. (2006). Creativity research in English-speaking countries. In J. C. Kaufman & R. J. Sternberg (Eds.), International handbook of creativity (pp. 10-38). Cambridge University Press.

Baer, J., & Kaufman, J. C. (2005). Whence creativity? Overlapping and dual aspect skills and traits. In J. C. Kaufman & J. Baer (Eds.), Creativity across domains: Faces of the muse (pp. 313-320). Hillsdale, NJ: Lawrence Erlbaum Associates.

Baer, J., Kaufman, J. C., & Baumeister, R. F. (2008). Introduction: Psychology and free will. In Baer, J., Kaufman, J. C., & Baumeister, R. F. (Eds.), Are we free? Psychology and free will (pp. 3-9). Oxford University Press.

Baer, J., & McKool, S. (2009). Assessing creativity using the consensual assessment. In Schreiner, C. Handbook of assessment technologies, methods, and applications in higher education Hershey, Pennsylvania: IGI Global.

Baer, J., & McKool, S. (2009). How rewards and evaluations can undermine creativity (and how to prevent this). In Kaufman & Kaufman (Eds.), The psychology of creative writing (pp. 277-289). Cambridge University Press.

Baer, J., & Scobee, J. (2007). Enrichment Triad Model. In Reynolds & Fletcher-Janzen (Eds.) Encyclopedia of Special Education, vol. 2, 3rd ed. (pp. 839-840). New York: Wiley.

Kaufman, J. C., & Baer, J. (2009). How are thinking styles related to creativity across multiple domains? In L. Zhang & R. J. Sternberg (Eds.), Perspectives on the nature of intellectual styles New York: Springer.

Kaufman, J. C., & Baer, J. (2008). The role of domains in creative learning in the USA. In A. Craft, T. Cremin & P. Burnard (Eds.), Creative learning 3-11 and how we document it: What, how and why? (pp. 27-33). Stoke on Trent, UK: Trentham.

Kaufman, J. C., & Baer, J. (2005). The amusement park theory of creativity. In J. C. Kaufman & J. Baer (Eds.), Creativity across domains: Faces of the muse (pp. 321-328). Hillsdale, NJ: Lawrence Erlbaum Associates.

Kaufman, J. C., & Baer, J. (2006). Preface. In J. C. Kaufman & J. Baer, (Eds.) Reason and creativity in development (pp. 1-4). Cambridge University Press.

Kaufman, J. C., & Baer, J. (2005). How people think, work, and act creatively in diverse domains. In J. C. Kaufman & J. Baer (Eds.), Creativity across domains: Faces of the muse (pp. xiii-xvii). Hillsdale, NJ: Lawrence Erlbaum Associates.

Kaufman, J. C., & Baer, J. (2004). Hawking's haiku, Madonna's math: Why it's hard to be creative in every room of the house. In R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From potential to realization (pp. 3-19). Washington, DC: American Psychological Association.

Kaufman, J. C., Baghetto, R. A., & Baer, J. (2010). Finding young Paul Robesons: The search for creative polymaths. In D. D. Preiss & R. J. Sternberg (Eds.), Innovations in educational psychology: Perspectives on learning, teaching, and human development. New York: Springer.

Kaufman, J. C., Baer, J., & Skidmore, L. E.  (2013). Young and old, novice and expert:  How we evaluate creative art can reflect practice or talent.  In S. B. Kaufman (Ed.), The complexity of greatness: Beyond talent or practice (pp. 71-82).  Oxford University Press.

Kaufman, J. C., Plucker, J. A., Dow, G. T., Baer, J., Andrews, C. J., Mitchell, E. R., & Kaufman, A. B. (2006). Creativity and the special education student. In E. Fletcher-Janzen & C. R. Reynolds (Eds.), Special education almanac (pp. 369-390). New York: Wiley.

Kim, K. H., Kaufman, J. C., & Baer, J. (2013).  Conclusions.  In Kim, K. H., Kaufman, J. C., Baer, J., & Sriraman, B. (Eds.).  Creatively gifted students are not like other gifted students: Research, theory, and practice. Rotterdam:  Sense Publishers.
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Paris, C.., Edwards, N., Sheffield, E., Mutinsky, M., Olexa, T., Reilly, S., & Baer, J. (2006). How early school experiences impact creativity: An ecological perspective. In J. C. Kaufman & J. Baer, (Eds.) Reason and creativity in development (pp. 333-350). Cambridge University Press.