Creativity in the primary curriculum

Abstract not available

Job Creation, Job Destruction and the Contribution of Small Businesses: Evidence for UK Manufacturing

We use the ARD micro level data set for UK manufacturing to document job creation and job destruction (JC&D). Due to data limitations, previous UK studies were unable to use entry and exit in calculations of JC&D and/or were are at the firm rather than establishment/plant level and/or used data that understate the number of small businesses in the economy. Our data can overcome these problems being based on plant and establishment-level data from the UK Census of Production. We compute JC&D levels and rates and the contribution of small businesses for UK manufacturing between 1980 and 1991 and compare our findings with previous UK studies and other countries. We find: a) establishment (plant) job creation and destruction rates of 10.0% and 13.5% (11.2% and 14.7%) respectively, higher than other studies; b) large establishments (plants) are responsible for about 60% (55%) of job destruction; and c) small establishments (plants) are responsible for between 50% and 68% (57% and 70%) of job creation, depending on calculation method.Small firms, Job creation and destruction

Creative Teaching for Tomorrow: Fostering a Creative State of Mind Deal

`Creative Teaching for Tomorrow: Fostering a Creative State of Mind' is a study by distinguished authors Teresa Cremin, Jonathan Barnes and Stephen Scoffham. Based on a research project undertaken during 2004-2005 by Canterbury Christ Church University and Future Creative, the book explores the characteristics of creative teachers, identifying the behaviours and environments that support the development of these attributes. `Creative Teaching for Tomorrow' involves a survey of 20 schools, revealing evidence that creative thinking benefits students economically, socially and academically. Real-life interviews with teachers and students, complete with questions and answers, attest that creative approaches do help to increase learners' personal curiosity and desire to learn, to realise the importance of risk-taking and to become more engaged with the learning experience as well as the world around them

Teachers' values: An international study of what sustains a fulfilling life in education

The recruitment and retention ‘crises’ in US and UK teaching have major and negative implications for the future of education. This pilot study uses extended conversations with Asian and African teaching staff to examine the role of values in helping teachers sustain positive contributions to children’s lives and world. In five elementary schools, the researcher asked: What is the role of personal values in recruiting, retaining, sustaining and building the creative capacity of teachers? The study found that a close alignment of institutional and individual values generated strong positive impacts on teacher fulfillment and resilience. It further suggests that by using their own autobiographical ‘values-stories’, teachers could advance personal values and build their capacity to contribute. The article proposes implications for all education departments, universities and schools seeking to address declining rates of teacher recruitment and retention. Recommendations include greater attention to the values that bring individuals to education, a steer towards using values-stories across the curriculum and a focus on ‘Big Issues’ in Initial Teacher Education