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A Creativity Navigator to Guide Teaching for Creativity: Implementation and Teacher Impacts in a Creativity Collaborative of Schools
Full text linkWhile creativity has traditionally been linked to arts education, the importance of developing the ability to think creatively across the school curriculum has grown in prominence (James et al. 2019), reflected by its inclusion in OECD PISA 2022 for the first time (OECD, 2024). Creativity enables learners to thrive in a rapidly evolving workplace, with increasing AI integration, and where the ability to solve novel problems with effective solutions is emphasized by employers (WEF, 2023). We present a new Creativity Navigator framework of teaching for creativity (TfC), which integrates creative metacognition, cognitive processes, dispositional models, and creative climate research. Importantly, the framework was co‐developed by teachers and researchers, enabling its implementation through a three‐year Creativity Collaborative involving 16 schools, where intervention group teachers used it to plan TfC across subjects. Implementation included a multilayered approach addressing context, leadership, knowledge, agency, and pedagogies needed to embed TfC. Pre‐post comparisons between intervention and non‐intervention teachers revealed significantly higher scores for intervention teachers at the project endpoint in eight out of nine outcome measures, relating to TfC confidence and efficacy, creativity growth mindset, self‐perceived everyday creativity, and metacognitive knowledge. Findings indicate that our approach effectively supports teachers' practice of TfC in schools
New Clause 1 and the politics of abortion law reform
No full textOn 17 June 2025, Members of Parliament voted to accept New Clause 1 (NC1) to the government’s Crime and Policing Bill. If enacted, NC1 will prevent the investigation, prosecution, and conviction of women who terminate their own pregnancies in England and Wales. In the light of a recent increase in investigations, prosecutions, and convictions, the importance of this reform must not be understated. Nevertheless, existing legal hurdles to accessing abortion will continue to exist. Substantive reform of the Abortion Act 1967 is required to advance reproductive rights, but this cannot be achieved through an amendment to an existing Bill. Such amendments must be narrowly defined to succeed, as NC1 demonstrates. Moreover, there are very few viable alternative routes to reform available given the government’s reluctance to take responsibility for abortion law reform. Therefore, it is currently virtually impossible to achieve comprehensive reform of English and Welsh abortion law
PISA Creative Thinking Assessment: A landmark opportunity for school and system leaders to put creativity at the heart of students' learning
Full text linkThe PISA 2022 Creative Thinking (CT) assessment is a watershed moment for the status of CT in schools, providing leadership opportunities for researchers, practitioners, and policy makers. This extensive new data set reminds educators of the challenges faced by anyone trying to change a system predicated on individual subject disciplines and their largely content- based assessments. It also helpfully further debunks some surprisingly long- held myths about reativity—that it is vague, undermines scholarship, cannot be taught, and cannot be assessed in schools. This paper moves beyond the important ‘event’ of the PISA test to the important ongoing processes of formative assessments in classrooms which could be taking place today. Examples are offered from the author's own research with schools which expand on the PISA data and possible next steps are identified for school and system leaders who wish to seize the opportunities presented by the PISA CT Test
Arterial stiffness and wave reflection responses following heavy and moderate load resistance training protocols
Full text linkThis study compared the acute effects of resistance training (RT) between a moderate (ML) and a high loading (HL) intensity (12RM vs. 4RM, respectively), with the same intensity of effort on arterial stiffness and wave reflection in young healthy adults. Eleven healthy adults (age 36.4 ± 6.8 years) performed two RT protocols, ML and HL, in a randomized order. Both RT sessions consisted of three sets of deadlifts and three sets of bench presses, with 2 min rest between sets and exercises. Loading intensity was 12RM and 4RM for the ML and HL conditions, respectively. Measurements of pulse wave velocity (PWV) and pulse wave analysis (PWA; e.g., augmentation index) were collected at baseline, immediately post, and 15 min post‐training. ML elicited significantly greater increases in carotid‐femoral PWV (from 6.4 ± 0.3 to 7.3 ± 0.5), and augmentation index normalized to 75 bpm (from −5.1 ± 1.1) than HL (all p < 0.05). These findings demonstrate that an acute bout of RT performed to volitional failure using lower loads and higher repetitions impose a greater workload on the arterial and cardiovascular system in comparison to a RT scheme with heavier loads and lower repetitions
Dimensions of the functional degrees of freedom of the first serve in tennis
No full textWe examined the influence of court side and target location of the ball on the coordination and control of the tennis serve. Five male and five female experienced players performed 10 'first-serves' to centre and wide targets. 3D kinematics of the service were analysed from two frames of reference: joint position (v) and joint angle (ω) with emphasis on the qualitative aspects of movement coordination. Principal component analysis (PCA) showed in all service location conditions the first two components accounted for ~80% of the total variance with the external frame of reference (elbow and shoulder v), and internal frame of reference (ω: left and right hip) contributing most to component 1 (~60%). Arm (ω: shoulder, elbow, wrist) contributed (~20%) to component 2. Serving toward the court T centre led to more variables involved in the organization of the motion. Peak mean racket head resultant velocity was similar with each serving condition, but higher in males than females. The PCA showed that the number of components (Functional Dimensions) was less than the number of joint space physical DFs. There was quantitative variation in individual kinematic variables within- and between- players but a common qualitative kinematic structure to the coordination solution
Understanding the role of the Colombian news media in a peace process during crisis times: The 2015 escalation of the conflict
No full textThis article contributes to the understanding of the role of the media in peace processes. By applying Wolfsfeld’s politics–media–politics model, the author assesses the role that the Colombian media played at the moment of the worst escalation of the conflict – in 2015 – during the peace negotiation (2012–2016) between the Colombian government and FARC. He does this by drawing upon a triangulation of methods that combines Structural Topic Modelling on 17,688 news articles, thematic analysis (n = 146), and interviews (n = 26) with politicians and journalists. Findings show that the Colombian media considerably amplified the escalation of the conflict and provided a pessimistic narrative with regard to the future of the negotiations. Importantly, the news media embraced an elite-driven approach to report on the events: they tended to deem only FARC accountable for the loss of trust around the negotiations during the crisis (although the government also committed violent attacks). This shows that the news media sided with the government’s communication strategy which aimed to make FARC politically accountable for the crisis. In the end, the crisis reached a positive outcome: an agreement to de-escalate the conflict was reached after the government publicly threatened FARC to end the negotiations in its first public interview. Considering these findings, this article argues that the news media intervened by amplifying the crisis, worsening the political atmosphere of the negotiations and pressuring both delegations to come to an agreement to change the approach of negotiating amidst the conflict
Technical actions of English academy football players within variety of small-sided games
No full textIn English professional football academies, each club assigns a specific game format to each age group’s fixtures. However, there is uncertainty about how these formats impact technical actions and skill development in youth academies. This study aimed to examine the frequency of technical actions in an elite football academy across two common game formats used in the Foundation Phase age-groups (Under-9 to Under-11). The research focused on both small-sided games (SSGs) and regular-sided games (RSGs) within a Category One Football Academy. Participants were video recorded playing forty minutes each in their designated SSG and RSG formats, with nineteen technical actions observed and analysed. The results showed a statistically significant difference in fifteen technical actions between the two formats, with an increase in all these actions during SSGs. Notable technical actions such as one-touch shots, receiving a pass under pressure, and players beaten through a dribble significantly increased in SSGs. Another action, players beaten through a forward pass (packing score), saw a rise in RSGs, though this was not statistically significant. These findings suggest SSGs are beneficial for enhancing technical skills such as shooting, receiving under pressure, and dribbling, while RSGs may better develop forward passing abilities