Teresa Cremin

TL;DR: In this paper, the authors report findings of an exploratory study that sought to identify what characterises possibility thinking in young children's learning experiences and how teachers' pedagogical practice fosters this critical aspect of creativity.

TL;DR: In this paper, the authors explore key tenets of a model for conceptualizing and rethinking possibility thinking and attempt to reconcile some of the methodological challenges inherent in documenting this aspect of creativity in early years contexts.

TL;DR: The International Handbook of Research in Children's Literacy, Learning and Culture as mentioned in this paper presents an authoritative distillation of current global knowledge related to the field of primary years literacy studies, focusing on children's literacy.

TL;DR: This paper examined the relationship between teachers' development as writers at their own level and their efficacy as creative teachers of writing, focusing on the compositional experiences of 16 English primary teachers, who wrote regularly in project sessions, in school and at home and documented the process.

TL;DR: The teachers as readers: Building Communities of Readers (TCR) project as discussed by the authors was the first phase of the Teachers as Readers (TAs) project, which aimed to improve teachers' knowledge and experience of children's literature in order to increase children's motivation and enthusiasm for reading, especially those less successful in literacy.