Currently browsing: Items authored or edited by Teresa Cremin https://orcid.org/0000-0001-6454-7900

165 items in this list.
Generated on Sat Sep 7 18:14:07 2024 BST.

2024To Top

Bugallo, Lucía; Mukherjee, Sarah Jane; Scheuer, Nora; Cremin, Teresa; Montoro, Virginia; Golinkoff, Roberta; Preston, Marcia; Wah Cheng, Doris Pui and Popp, Jill (2024). Children’s and mothers’ understanding of play and learning: Repertoires across five cultures. Learning and Instruction, 94, article no. 101981.

Kucirkova, Natalia and Cremin, Teresa (2024). Funds of courage: advancing social justice in children’s reading for pleasure. Cambridge Journal of Education (Early access).

Cremin, Teresa and Hendry, Helen (2024). Editorial. Education 3-13 (early access).

Ashley, Kelly; Cremin, Teresa; Jealous, Jenni and Jordan, Curtis (2024). Reading for Pleasure: A catalyst for connection. Impact: Journal of the Chartered College of Teaching, 20 pp. 50–53.

Cremin, Teresa; Mukherjee, Sarah Jane; Aerila, Juli‐Anna; Kauppinen, Merja; Siipola, Mari and Lähteelä, Johanna (2024). Widening Teachers' Reading Repertoires: Moving beyond a Popular Childhood Canon. The Reading Teacher (Early access).

Cremin, Teresa and Scholes, Laura (2024). Reading for pleasure: scrutinising the evidence base – benefits, tensions and recommendations. Language and Education (early access).

Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Hulston, Samantha Jayne (2024). Informal book talk: digging beneath the surface. Education 3-13 (Early access).

Loh, Chin Ee; Cremin, Teresa and Scholes, Laura (2024). Editorial: What is the future of young people’s volitional reading? Exploring diverse perspectives. Language and Education, 38(4) pp. 531–536.

2023To Top

Cremin, Teresa; Hendry, Helen; Chamberlain, Liz and Hulston, Samantha (2023). Approaches to Reading and Writing for Pleasure: An Executive Summary of the Research. The Mercers' Company, London.

Cremin, Teresa; Hendry, Helen and Chamberlain, Liz (2023). Reading and Writing for Pleasure: A Framework for Practice. The Mercers' Company, London.

Cremin, Teresa; Chamberlain, Liz; Rowe, Deborah and Gardner, Paul (2023). Exploring aspects of being and becoming writers: A symposium exploring notions of being a writer, from a sociocultural perspective. In: Writing Matters. UKLA International Conference, 23-25 Jun 2023, Exeter, UK.

Cremin, Teresa (2023). Reading for pleasure: Recent research insights. School Libraries in View (SLIV)(47) pp. 6–12.

Myhill, Debra; Cremin, Teresa and Oliver, Lucy (2023). Writing as a craft: Re-considering teacher subject content knowledge for teaching writing. Research Papers in Education, 38(3) pp. 403–425.

Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia (2023). Reading Teachers: Nurturing Reading for Pleasure. Abingdon: Routledge.

Mukherjee, Sarah J.; Bugallo, Lucía; Scheuer, Nora; Cremin, Teresa; Montoro, Virginia; Ferrero, Martha; Preston, Marcia; Cheng, Doris; Golinkoff, Roberta and Popp, Jill (2023). Conceptions of play by children in five countries: towards an understanding of playfulness (Las concepciones acerca del juego de niños de cinco países: hacia un mejor conocimiento de la actividad lúdica). Journal for the Study of Education and Development, 46(1) pp. 109–153.

Cremin, Teresa; Harris, Ben and Courtney, Matthew (2023). Reading aloud. In: Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers: Nurturing Reading for Pleasure. Abingdon: Routledge, pp. 73–86.

Cremin, Teresa (2023). Reading places. In: Cremin, Teresa; Hendry, Helen; Rodriguez Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers: Nurturing Reading for Pleasure. Abingdon: Routledge, pp. 188–192.

Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia (2023). Conclusion : Reading Teachers of tomorrow. In: Cremin, Teresa; Hendry, Helen; Rodriguez-Leon, Lucy and Kucirkova, Natalia eds. Reading Teachers. Abingdon: Routledge, pp. 193–197.

Myhill, Debra; Cremin, Teresa and Oliver, Lucy (2023). The impact of a changed writing environment on students' motivation to write. Frontiers in Psychology, 14, article no. 1212940.

2022To Top

Cremin, Teresa and Hendry, Helen (2022). Literacy histories as opportunities for learning: Reflecting, connecting, and learning from Margaret Meek Spencer. English in Education, 56(3) pp. 209–221.

Kuzmičová, Anežka and Cremin, Teresa (2022). Different fiction genres take children’s memories to different places. Cambridge Journal of Education, 52(1) pp. 37–53.

Simpson, Alyson and Cremin, Teresa Mary (2022). Responsible Reading: Children’s Literature and Social Justice. Education Sciences, 12(4), article no. e264.

2021To Top

Cremin, Teresa and Chappell, Kerry (2021). Creative pedagogies: a systematic review. Research Papers in Education, 36(3) pp. 299–331.

Cremin, Teresa (2021). Teachers as Readers and Writers. In: Bower, Virginia ed. Debates in Primary Education. Routledge.

Kucirkova, Natalia and Cremin, Teresa (2021). Reciprocal reading for pleasure in online and offline reading communities. In: UKLA International Conference, 2-4 Jul 2021, Online.

Kucirkova, Natalia and Cremin, Teresa (2021). Peering out the children’s literature window into children’s engagement with multimedia texts. In: International Society for the Empirical Study of Literature International Conference, 23-26 Jun 2021, Online.

Mukherjee, Sarah Jane and Cremin, Teresa (2021). Readers, Texts and Talk: A Symposium for UKLA - Overcoming adversity through hope: Discussing picture fiction. In: UKLA 56th International Conference - We need to talk about Literacy: Why spoken language matters in literacy learning and teaching., Fri 2 - Sun 4 Jul 2021, Online.

2020To Top

Kucirkova, Natalia and Cremin, Teresa (2020). Children Reading for Pleasure in the Digital Age: Mapping Reader Engagement. SAGE.

Hempel-Jorgensen, Amelia; Swann, Joan; Plowright-Pepper, Linda; Cremin, Teresa; Safford, Kimberly; Mittelmeier, Jenna and Canning, Natalie (2020). Evaluation of Hackney Learning Trust's Reading Programmes. The Open University, Milton Keynes.

Cremin, Teresa; Myhill, Debra; Eyres, Ian; Wilson, Anthony; Oliver, Lucy and Nash, Tricia (2020). Teachers as writers: Learning together with others. Literacy, 54(2) pp. 49–59.

Cremin, Teresa and Durning, Aimee (2020). Inspiring a love of reading: Professional learning to develop a culture of reading for pleasure. In: Hargreaves, Eleanore and Rolls, Luke eds. Reimagining Professional Development in Schools. Routledge.

Cremin, Teresa (2020). Reading for Pleasure: challenges and opportunities. In: Davison, Jon and Daly, Caroline eds. Debates in English Teaching. Debates in Subject Teaching. London: Routledge.

2019To Top

Cremin, Teresa (2019). Poetry, Pleasure and Play. The Children's poetry summit.

Myhill, Debra and Cremin, Teresa (2019). Creative collaboration: teachers and writers working together. Impact(7) pp. 61–65.

Cremin, Teresa (2019). Our foot's in the door: Editorial to Special Issue on Creativity, Arts and Cultural Education. Impact(7) pp. 1–3.

Cremin, Teresa (2019). The Personal in the Professional. In: Ogier, Susan ed. A Broad and Balanced Curriculum in Primary Schools: Educating the whole child. Exploring the Primary Curriculum. Sage, pp. 219–229.

Cremin, Teresa (2019). Reading communities: why, what and how? NATE, Primary Matters Magazine.

Cremin, Teresa (2019). Reading communities: why, what and how? In Primary Matters NATE, Sheffield.

Cremin, Teresa and Myhill, Debra (2019). Creative writers as arts educators. In: Noblit, George ed. Oxford Research Encyclopedia of Education. New York: Oxford University Press.

Cremin, Teresa (2019). Teachers’ knowledge of children’s literature: the cornerstone of reading for pleasure. Scottish Book Trust.

Cremin, Teresa and Twiner, Alison (2019). Less is More – focusing on feedback. Teachers as Writers.

Cremin, Teresa (2019). Helping teachers develop their knowledge of children’s literature and other texts. In Books for Keeps Books for keeps.

2018To Top

Cremin, Teresa (2018). How well do you know your teachers as readers? School Library Association.

Stylianidou, Fani; Glauert, Esme; Rossis, Dimitris; Compton, Ashley; Cremin, Teresa; Craft, Anna and Havu-Nututinen, Sari (2018). Fostering Inquiry and Creativity in Early Years STEM Education: Policy Recommendations from the Creative Little Scientists Project. European Journal of STEM Education, 3(3), article no. 15.

Cremin, Teresa (2018). Living the Craft of Writing. Teachers As Writers, Arvon Foundation, Arvon website.

Cremin, Teresa and Moss, Gemma (2018). [Editorial] Reading for pleasure: supporting reader engagement. Literacy, 52(2) pp. 59–61.

Cremin, Teresa; Flewitt, Rosie; Swann, Joan; Faulkner, Dorothy and Kucirkova, Natalia (2018). Storytelling and story-acting: co-construction in action. Journal of Early Childhood Research, 16(1) pp. 3–17.

Cremin, Teresa (2018). Do children have agency as authors? Teachers As Writers, Arvon Foundation.

Cremin, Teresa (2018). Top Tips for reading aloud. The Open University.

Cremin, Teresa (2018). Do children have agency as authors? Teachers As Writers, Arvon Foundation.

Cremin, Teresa (2018). Building reading communities and ‘books in common’. NAAE.

Kucirkova, Natalia and Cremin, Teresa (2018). Personalised reading for pleasure with digital libraries: Towards a pedagogy of practice and design. Cambridge Journal of Education, 48(5) pp. 571–589.

Cremin, T. and Barnes, J. (2018). Creativity and Creative teaching and Learning. In: Cremin, T. and Burnett, C. eds. Learning to Teach in the Primary School (4th edition). Routledge.

Cremin, Teresa; Myhill, Debra; Eyres, Ian; Nash, Tricia; Wilson, Anthony and Oliver, Lucy (2018). Teachers as Writers research report. Arvon.

Cremin, Teresa (2018). How to become a reading role model. In Teach Reading and Writing Maze media www.teachwire.net.

Cremin, Teresa (2018). Reading communities and books in common. NAAE.

2017To Top

Kucirkova, Natalia and Cremin, Teresa (2017). How can digital library systems help teachers support-children's reading for pleasure. IOE London Blog, UCL, London.

Cremin, Teresa (2017). What do you know about your writers? Teachers As Writers, Arvon Foundation.

Cremin, Teresa (2017). Motivating children to write with purpose and passion. In: Goodwin, Prue ed. The Literate Classroom (4th ed.). Routledge, pp. 131–140.

Cremin, Teresa (2017). Just enough writing time? Teachers As Writers, Arvon Foundation.

Cremin, Teresa and Swann, Joan (2017). School Librarians as Leaders of Extracurricular Reading Groups. In: Pihl, Joron; van der Kooij, Kristin Skinstad and Carlsten, Tone Cecilie eds. Teacher and Librarian Partnerships in Literacy Education in the 21st Century. New Research – New Voices (6). Rotterdam: Sense Publishers, pp. 119–137.

Kucirkova, Natalia; Littleton, Karen and Cremin, Teresa (2017). Young children’s reading for pleasure with digital books: six key facets of engagement. Cambridge Journal of Education, 47(1) pp. 67–84.

Cremin, Teresa and Oliver, Lucy (2017). Teachers as writers: a systematic review. Research Papers in Education, 32(3) pp. 269–295.

2016To Top

Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. (2016). Storytelling in Early Childhood: Enriching language, literacy, and classroom culture. London and New York: Routledge.

Cremin, Teresa and Flewitt, Rosie (2016). Laying the foundations: Narrative and early learning. In: Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Enriching language, literacy and classroom culture. London and New York: Routledge.

Flewitt, Rosie; Cremin, Teresa and Mardell, Ben (2016). Paley’s approach to storytelling and story acting: Research and practice. In: Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Enriching language, literacy and classroom culture. London and New York: Routledge.

Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan (2016). Introduction. In: Cremin, Teresa; Flewitt, Rosie; Mardell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Enriching language, literacy and classroom culture. London and New York: Routledge.

Cremin, Teresa (2016). Apprentice story writers: Exploring young children’s print awareness and agency in early story authoring. In: Cremin, Teresa; Flewitt, Rosie; Martell, Ben and Swann, Joan eds. Storytelling in Early Childhood: Enriching language, literacy and classroom culture. London and New York: Routledge, pp. 67–84.

Bearne, Eve; Chamberlain, Liz; Cremin, Teresa and Mottram, Marilyn (2016). Teaching Writing Effectively: Reviewing Practice (2nd edition). Ideas in practice. Leicester: UKLA.

Baker, Sally and Cremin, Teresa (2016). Teachers’ identities as writers: teacher, support staff and pupils’ accounts of the role of emotion in the writing classroom. In: Cremin, Teresa and Locke, Terry eds. Writer Identity and the Teaching and Learning of Writing. Routledge, pp. 98–114.

Cremin, Teresa and Locke, Terry eds. (2016). Writer Identity and the Teaching and Learning of Writing. London and New York: Routledge.

Cremin, Teresa and Locke, Terry (2016). Introduction to "Writer Identity and the Teaching and Learning of Writing". In: Cremin, Teresa and Locke, Terry eds. Writer Identity and the Teaching and Learning of Writing. London and New York: Routledge, xvii-xxxi.

Cremin, Teresa and Locke, Terry (2016). Afterword to "Writer Identity and the Teaching and Learning of Writing". In: Cremin, Teresa and Locke, Terry eds. Writer Identity and the Teaching and Learning of Writing. London and New York: Routledge.

Cremin, Teresa; Lillis, Theresa; Myhill, Debra and Eyres, Ian (2016). Professional writers’ identities: the perceived influence of formal education and early learning. In: Cremin, Teresa and Locke, Terry eds. Writer Identity and the Teaching and Learning of Writing. London and New York: Routledge, pp. 19–36.

Milne, Ian and Cremin, Teresa (2016). Creative Exploration. In: Davies, Dan and McGregor, Deb eds. Teaching Science Creatively Second Edition. Learning to teach in the primary school series. London: Routledge, pp. 77–90.

Cremin, Teresa ed. (2016). Creativity and Creative Pedagogies in the Early and Primary Years. London: Routledge.

Cremin, Teresa (2016). Introduction – Creativity and creative pedagogies: Exploring challenges, possibilities and potential. In: Cremin, Teresa ed. Creativity and Creative Pedagogies in the Early and Primary Years. London: Routledge, xvii-xxvii.

Cremin, Teresa (2016). Open Dialogue peer review: A response to Claxton and Lucas. The Psychology of Education Review, 40(1) pp. 17–21.

Cremin, Teresa; Swann, Joan; Colvert, Angela and Oliver, Lucy (2016). Evaluation Report of Prospero’s Island: an Immersive Approach to Literacy at Key Stage 3. Hackney Learning Trust, London.

Cremin, Teresa and Swann, Joan (2016). Literature in Common: Reading for Pleasure in School Reading Groups. In: Rothbauer, Paulette M; Skjerdingstad, Kjell Ivar; McKechnie, Lynne (E.F.) and Oterholm, Knut eds. Plotting the Reading Experience: Theory/Practice/ Politics. Wilfrid Laurier University Press, pp. 279–300.

Cremin, Teresa (2016). Teaching creatively and teaching for creativity. In: Breeze, Ruth and Sancho Guinda, Carmen eds. Essential Competencies for English Medium University Teaching,. Educational Linguistics. Dordrecht: Springer, pp. 99–110.

2015To Top

Chappell, Kerry; Cremin, Teresa and Jeffrey, Robert eds. (2015). Creativity, Education and Society: Writings of Anna Craft. London: Trentham Books.

Cremin, Teresa ed. (2015). Teaching English Creatively (2nd edition). Learning to Teach in the Primary School Series. Abingdon: Routledge.

Cremin, Teresa; Glauert, Esme; Craft, Anna; Compton, Ashley and Styliandou, Fani (2015). Creative little scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science. Education 3-13, 43(4) pp. 404–419.

Cremin, Teresa (2015). Editorial: Perspectives on creative pedagogy: exploring challenges, possibilities and potential. Education 3-13, 43(4) pp. 353–359.

Cremin, Teresa (2015). Creative teaching and creative teachers. In: Wilson, Anthony ed. Creativity in Primary Education (3rd ed). Achieving QTS. London: SAGE, pp. 33–44.

Cremin, Teresa (2015). Exploring teachers’ identity positions as teacher-writers and writer-teachers in the classroom. In: Turnbull, Jan; Barton, Georgina and Brock, Cynthia eds. Teaching Writing in Today's Classroom: Looking Back to Looking Forward. Sydney: Australian Literacy Educators' Association (ALEA), pp. 51–68.

2014To Top

Cremin, Teresa and Baker, Sally (2014). Exploring the discursively constructed identities of a teacher-writer teaching writing. English Teaching Practice and Critique, 13(3) pp. 30–55.

Cremin, Teresa; Mottram, Marilyn; Collins, Fiona M.; Powell, Sacha and Drury, Rose (2014). Researching Literacy Lives: Building Communities between Home and School. Abingdon: Routledge.

Cremin, Teresa and Baker, Sally (2014). Teachers as Writers: Implications for Identity. PETAA, Sydney: Australia.

Kucirkova, Natalia; Willans, Deb and Cremin, Teresa (2014). Spot the Dog; with iPads: spot the difference! English 4-11, 51 pp. 11–14.

Cremin, Teresa and Arthur, James eds. (2014). Learning to Teach in the Primary School (3rd edition). London: Routledge.

Craft, Anna; Cremin, Teresa; Hay, Penny and Clack, Jim (2014). Creative primary schools: developing and maintaining pedagogy for creativity. Ethnography and Education, 9(1) pp. 16–34.

Cremin, Teresa; Mottram, Marilyn; Collins, Fiona M.; Powell, Sacha and Safford, Kimberly (2014). Building Communities of Engaged Readers: Reading for pleasure. Abingdon: Routledge.

2013To Top

Cremin, Teresa (2013). Teachers researching literacy lives. In: Goodwyn, Andrew; Reid, Louann and Durrant, Cal eds. International Perspectives on Teaching English in a Globalised World. London: Routledge, pp. 40–52.

Cremin, Teresa; Chappell, Kerry and Craft, Anna (2013). Reciprocity between narrative, questioning and imagination in the early and primary years: examining the role of narrative in possibility thinking. Thinking Skills and Creativity, 9 pp. 135–151.

Cremin, Teresa; Swann, Joan; Flewitt, Rosie; Faulkner, Dorothy and Kucirkova, Natalia (2013). Evaluation Report of MakeBelieve Arts Helicopter Technique of Storytelling and Storyacting. MakeBelieveArts/The Open University.

Cremin, Teresa and Maybin, Janet (2013). Children and teachers' creativity in and through language. In: Hall, Kathy; Cremin, Teresa; Comber, Barbara and Moll, Luis eds. The Wiley Blackwell International Handbook of Research on Children's Literacy, Learning and Culture. Oxford: Wiley Blackwell, pp. 275–290.

Hall, K.; Cremin, T.; Comber, B. and Moll, L. eds. (2013). International Handbook of Research on Children's Literacy, Learning and Culture. Oxford: Wiley.

Cremin, Teresa and McDonald, Roger (2013). Drama. In: Jones, Russell and Wyse, Dominic eds. Creativity in the Primary Curriculum Second Edition. London: Routledge, pp. 83–97.

Cremin, Teresa (2013). Exploring Teachers’ Positions and Practices. In: Dymoke, Sue; Lambirth, Andrew and Wilson, Anthony eds. Making Poetry Matter: International Research on Poetry Pedagogy. London: Bloomsbury, pp. 9–19.

Cremin, Teresa and Macdonald, Roger (2013). Developing creativity through drama. In: Jones, Russell and Wyse, Dominic eds. Creativity in the Primary Curriculum. Routledge, pp. 83–97.

2012To Top

Cremin, Teresa and Swann, Joan (2012). Report to Carnegie UK Trust and CILIP on a two-stage study of the Carnegie and Kate Greenaway Shadowing Scheme. CILIP.

Cable, Carrie; Driscoll, Patricia; Mitchell, Rosamond; Sing, Sue; Cremin, Teresa; Earl, Justine; Eyres, Ian; Holmes, Bernadette; Martin, Cynthia and Hiens, Barbara (2012). Language learning at Key Stage 2: findings from a longitudinal study. Education 3-13, 40(4) pp. 363–378.

Cremin, Teresa; Mottram, Marilyn; Collins, Fiona; Powell, Sacha and Drury, Rose (2012). Building communities: teachers researching literacy lives. Improving Schools, 15(2) pp. 101–115.

Craft, Anna; Cremin, Teresa; Burnard, Pamela; Dragovic, Tatjana and Chappell, Kerry (2012). Possibility thinking: culminative studies of an evidence-based concept driving creativity? Education 3-13, 41(5) pp. 538–556.

Megalakiki, Olga; Craft, Anna and Cremin, Teresa (2012). The nature of creativity: cognitive and confluence perspectives. Electronic Journal of Research in Educational Psychology, 10(3) pp. 1035–1056.

2011To Top

Cremin, Teresa and Myhill, Debra (2011). Writing Voices: Creating Communities of Writers. London: Routledge.

Bearne, Eve; Chamberlain, Liz; Cremin, Teresa and Mottram, Marilyn (2011). Teaching Writing Effectively: Reviewing Practice. Leicester: UKLA.

2010To Top

Cremin, Teresa and Baker, Sally (2010). Exploring teacher-writer identities in the classroom: Conceptualising the struggle. English Teaching: Practice and Critique, 9(3) pp. 8–25.

Arthur, James and Cremin, Teresa eds. (2010). Learning to Teach in the Primary School (2nd edition). London: Routledge.

Cable, C.; Driscoll, P.; Mitchell, R.; Sing, S.; Cremin, T.; Earl, J.; Eyres, I.; Holmes, B.; Martin, C. and Heins, B. (2010). Languages and Learning at Key Stage 2: A Longitudinal Study Final Report. Department for Children, Schools and Families, UK.

Cremin, Teresa (2010). Motivating children to read through literature. In: Fletcher, J.; Parkhill, F. and Gillon, G. eds. Motivating Literacy Learners in Today's World. Wellington: New Zealand Council for Educational Research (NZCER), pp. 11–22.

Cremin, Teresa (2010). Poetry teachers: teachers who read and readers who teach poetry. In: Styles, Morag; Joy, Louise and Whitley, David eds. Poetry and Childhood. London: Trentham.

Cremin, T. (2010). Reconceptualising reading in the 21st Century. In: McCannon, T. ed. Reading in the 21st Century. Dublin: Reading Association of Ireland.

Cremin, Teresa and Barnes, Jonathan (2010). Creativity in the curriculum. In: Arthur, James and Cremin, Teresa eds. Learning to Teach in the Primary School (2nd ed.). Abingdon: Routledge, pp. 357–373.

Cremin, T (2010). Motivating children to write with purpose and passion. In: Goodwin, P ed. The Literate Classroom (3rd ed.). Abingdon: Routledge.

2009To Top

Cremin, Teresa (2009). Teaching English Creatively. Learning to Teach in the Primary School Series. London: Routledge.

Cremin, Teresa; Mottram, Marilyn; Collins, Fiona; Powell, Sacha and Safford, Kimberly (2009). Teachers as readers: building communities of readers. Literacy, 43(1) pp. 11–19.

Cremin, T.; Mottram, M.; Collins, F.; Powell, S. and Safford, K. (2009). Teachers as readers: Building communities of readers. UKLA, UK.

Cremin, Teresa; Bearne, Eve; Mottram, Marilyn and Goodwin, Prue (2009). Teachers as readers in the 21st Century. In: Styles, Morag and Arizpe, Evelyn eds. Acts of Reading: teachers, text and childhood. Staffordshire, UK: Trentham Books, pp. 201–218.

Cremin, Teresa (2009). Creative teachers and creative teaching. In: Wilson, Anthony ed. Creativity in Primary Education (2nd ed.). Achieving QTS Cross-Curricular Strand. Exeter: Learning Matters, pp. 36–46.

Cremin, Teresa; Barnes, Jonathan and Scoffham, Stephen (2009). Creative Teaching for Tomorrow: Fostering a Creative State of Mind Deal. Kent, UK: Future Creative.

2008To Top

Cremin, Teresa; Mottram, Marilyn; Bearne, Eve and Goodwin, Prue (2008). Exploring teachers' knowledge of children's literature. Cambridge Journal of Education, 38(4) pp. 449–464.

Chappell, Kerry; Craft, Anna; Burnard, Pamela and Cremin, Teresa (2008). Question-posing and question-responding: the heart of 'Possibility Thinking' in the early years. Early Years: An International Journal of Research and Development, 28(3) pp. 267–286.

Cremin, Teresa; Mottram, Marilyn; Collins, Fiona and Powell, Sacha (2008). Building Communities of Readers. Leicester, UK: PNS/United Kingdom Literacy Association.

Cremin, Teresa; Bearne, Eve; Mottram, Marilyn and Goodwin, Prue (2008). Primary teachers as readers. English in Education, 42(1) pp. 8–23.

Craft, Anna; Cremin, Teresa and Burnard, Pamela (2008). Creative learning: an emergent concept. In: Craft, Anna; Cremin, Teresa and Burnard, Pamela eds. Creative Learning 3-11 and How We Document It. Stoke on Trent: Trentham Books Ltd..

Craft, Anna; Cremin, Teresa; Burnard, Pamela and Chappell, Kerry (2008). Possibility thinking with children in England aged 3-7. In: Craft, Anna; Cremin, Teresa and Burnard, Pamela eds. Creative Learning 3-11 and How We Document It. Stoke-on-Trent: Trentham Books Ltd., pp. 65–74.

2007To Top

Craft, Anna; Cremin, Teresa and Burnard, Pamela (2007). Creative learning 3-11: and how we document it. UK: Trentham.

Craft, Anna; Cremin, Teresa; Burnard, Pamela and Chappell, Kerry (2007). Teacher stance in creative learning: A study of progression. Thinking Skills and Creativity, 2(2) pp. 136–147.

Cremin, Teresa (2007). Revisiting reading for pleasure: Delight, desire and diversity. In: Goouch, Kathy and Lambirth, Andrew eds. Understanding Phonics and the Teaching of Reading: A Critical Perspective. Berkshire, UK: McGraw Hill, pp. 166–190.

Craft, A.; Cremin, T.; Burnard, P. and Chappell, K. (2007). Developing creative learning through possibility thinking with children aged 3-7. In: Craft, A.; Cremin, T. and Burnard, P. eds. Creative Learning 3-11 and How We Document It. London, UK: Trentham.

Cremin, Teresa and Dombey, Henrietta (2007). Handbook of Primary English in Initial Teacher Education. Cambridge: NATE and UKLA.

Cremin, Teresa (2007). Drama teaching. In: Cremin, Teresa and Dombey, Henrietta eds. Handbook of Primary English in Initial Teacher Education. Cambridge, UK: UKLA/NATE, pp. 115–128.

Grainger, Teresa; Craft, Anna and Burnard, Pamela (2007). Examining possibility thinking in action in early years settings. In: Opening Doors to Imaginative Education: Connecting Theory to Practice (Broom, C ed.), Unknown.

2006To Top

Cremin, Teresa; Burnard, Pamela and Craft, Anna (2006). Pedagogy and possibility thinking in the early years. Thinking Skills and Creativity, 1(2) pp. 108–119.

Burnard, Pamela; Craft, Anna; Cremin, Teresa; Duffy, Bernadette; Hanson, Ruth; Keene, Jean; Haynes, Lindsay and Burns, Dawn (2006). Documenting ‘possibility thinking': a journey of collaborative enquiry. International Journal of Early Years Education, 14(3) pp. 243–262.

Cremin, Teresa (2006). Creativity, uncertainty and discomfort: teachers as writers. Cambridge Journal of Education, 36(3) pp. 415–433.

Arthur, James and Grainger, Teresa eds. (2006). Learning to Teach in the Primary School. London, UK: Routledge.

Grainger, Teresa (2006). Planning with short stories. In: Lambirth, Andrew ed. Planning Creative Literacy Lessons. London, UK: David Fulton, pp. 46–64.

Cremin, Teresa; Goouch, Kathy; Blakemore, Louise; Goff, Emma and Macdonald, Roger (2006). Connecting drama and writing: seizing the moment to write. Research In Drama in Education, 11(3) pp. 273–291.

Grainger, Teresa and Barnes, Jonathan (2006). Creativity in the primary curriculum. In: Arthur, James; Grainger, Teresa and Wray, David eds. Learning to Teach in the Primary School. London, UK: Routledge, pp. 209–225.

Grainger, Teresa and Barnes, Jonathan (2006). Creativity in the Curriculum. In: Arthur, James and Grainger, Teresa eds. Learning to Teach in the Primary School. London, UK: Routledge, pp. 209–225.

2005To Top

Grainger, Teresa; Goouch, Kathy and Lambirth, Andrew (2005). Creativity and writing: developing voice and verve in the classroom. Oxfordshire,UK: Routledge.

Grainger, Teresa (2005). Teachers as Writers. In: Pandis, M.; Ward, A. and Matthews, S. R. eds. Reading, Writing and Thinking: Proceedings of the 13th European Conference On Reading. Estonia: International Reading Association, pp. 87–99.

Grainger, Teresa (2005). Motivating young writers to write with purpose and pleasure. In: Goodwin, Prue ed. The Literate Classroom. London, UK: David Fulton, pp. 79–89.

Grainger, Teresa (2005). Teachers as writers: learning together. English in Education, 39(1) pp. 75–87.

Grainger, Teresa (2005). Short, sweet and potent: Short stories in literacy learning. Primary English Magazine, 10(5) pp. 25–29.

2004To Top

Grainger, Teresa; Barnes, Jonathon and Scoffham, Stephen (2004). A creative cocktail: creative teaching in initial teacher education. Journal of Education for Teaching: International Research and Pedagogy, 30(3) pp. 243–253.

Grainger, Teresa (2004). Drama and writing: enlivening their prose. In: Goodwin, Prue ed. Literacy through Creativity. London, UK: David Fulton, pp. 91–104.

Grainger, Teresa (2004). The RoutledgeFalmer Reader in Language and Literacy. London, UK: Routledge.

Grainger, Teresa and Pickard, Angela (2004). Drama, Reading and Writing and talking our way forwards. Cambridge, UK: UKLA Publications.

Grainger, Teresa; Goouch, Kathy and Lambirth, Andrew (2004). Creative Activities for Plot, Character and Setting, 5-7. Milton Keynes: Scholastic.

Grainger, T. and Kendall-Seatter, S. (2004). Drama and spiritual development. In: Dowling, C. and Scarlett, G. eds. Encyclopaedia of Spiritual and Religious Development in Childhood and adolescence. Thousand Oaks: Sage, pp. 272–280.

Bearne, Eve and Grainger, Teresa (2004). Research in Progress - Raising boys' achievements in writing: joint PNS/UKLA pilot research project. Literacy, 38(3) pp. 156–158.

2003To Top

Bearne, Eve; Dombey, Henrietta and Grainger, Teresa (2003). Classroom Interactions in Literacy. Buckingham, UK: Open University Press.

Grainger, Teresa (2003). Creative teachers and the language arts: Possibilities and potential. Education 3-13, 31(1) pp. 43–48.

Grainger, Teresa and Kendall-Seatter, Sue (2003). Drama and Spirituality: reflective connections. International Journal of Children's Spirituality, 8(1) pp. 25–32.

Grainger, Teresa (2003). Exploring the Unknown: drama, ambiguity and meaning making. In: Bearne, Eve; Dombey, Henrietta and Grainger, Teresa eds. Classroom Interactions in Literacy. Buckingham, UK: Open University Press, pp. 105–114.

Grainger, Teresa; Goouch, Kathy and Lambirth, Andrew (2003). 'Playing the game called writing': children's views and voices. English in Education, 37(2) pp. 4–15.

Grainger, Teresa (2003). Editorial: a retrospective. Literacy, 37(3) pp. 95–97.

Grainger, Teresa (2003). Let drama build bridges between the subjects. Primary English Magazine, 9(1) pp. 8–12.

Grainger, Teresa (2003). Bridging between drama and non-fiction writing. Primary English Magazine, 9(2) pp. 19–23.

2002To Top

Grainger, Teresa (2002). Storytelling: the missing link in storywriting. In: Ellis, Sue and Mills, Colin eds. Connecting, Creating: New Ideas in Teaching Writing. Royston: United Kingdom Reading Association, pp. 21–34.

Export

Subscribe to these results

get details to embed this page in another page Embed as feed [feed] Atom [feed] RSS 1.0 [feed] RSS 2.0