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This paper examines the interplay of creativity, education, and the expressive arts. We begin by presenting a narrative literature review focusing on the use of artistic tools to promote creativity, self-expressiveness, and meaningful aspects of emotional and social learning. This review reveals strong connections between the different components of this interplay, and a special attention is given to the use of arts to promoting creativity and meaningful learning. We then propose the Empowering Creative Education Model (ECEM), which aims to provide a practical framework for employing artistic tools in each of the model's four developmental circles: I, Us, Educational and Community. Each of the four circles includes unique aspects of personal development.

Creativity is one of the essential skills for the 21st century. Although current advancement in the research converges on its dual features (i.e., originality and appropriateness) and the effect of instructional focus, little is known about how culture and work modality (i.e., individual or collaborative) play a role in the effect. This study examined the moderating role of culture on the impact of instructional focus on creative performance at both individual and team levels. We recruited 144 participants (72 from the United States and 72 from China) to form 48 working teams of trios, half of which were instructed to focus on originality while the other half to focus on appropriateness. Our results revealed a main effect of instructional focus on creativity only at the team level but not at the individual level. More importantly, we found that the individualistic culture yielded the best creative performance with individual work modality when instructed to focus on originality, whereas the collectivistic culture yielded the best creative performance with team work modality when instructed to focus on appropriateness. Theoretical and practical implications are discussed.

This article features a creative fabrication project assigned to participants in a short-term education abroad program at a Midwestern state university in the US. The Get-in-Touch assignment merged intercultural research and studio work to enrich and transform participants' travel experience in China. Several aesthetic stances (mimetic, formalistic, and contextualist) were adopted to interpret the three-dimensional projects documented with photocollages and stories in this manuscript. Travel--study provided a dynamic platform that allowed the four participants to manifest intercultural learning outcomes: making the dissimilar similar, making the unfamiliar familiar, making the familiar unfamiliar and making the similar dissimilar. This article further illuminates the aesthetic stances noted above through the work of four contemporary Chinese artists and offers an indirect glimpse into the art school curricula found in higher education in both cultures. The discussion highlights learned lessons of cultural humility.

In recent years, arts partnerships have gained increased popularity as a means of delivering arts education and art-in-education in schools. Creating opportunities for both teachers and artists alike, arts partnerships can enhance a shared sense of purpose and mutual respect, while also developing creative skills, knowledge and expertise. Although many studies on both national and international levels have identified the successes and challenges of arts partnerships in schools, a gap in how these partnerships can enhance teachers' professional development regarding arts education still exists. Therefore, this article discusses the potential impact of arts partnerships and whether these collaborations can act as a professional development initiative, to potentially enable and support teachers in their enhancement of arts education. The evidenced impacts, possibilities and indeed, challenges of such arts partnerships in schools are explored while arts partnerships approaches, policies and directions on a both national and international level, are also discussed. Literature is also critically reviewed regarding the facilitation of, and teacher professional development in, arts education.

This study explores the impacts of popular music education in classroom practices from different aspects such as learning by ear, motivation, musicianship, peer learning and creativity. The Sing by Ear approach was created based on the concepts of informal learning in singing a cappella. A total of 323 participants aged 11-14 were invited to participate in the 3-month project. Students learnt to sing cover songs by ear in an a cappella setting instead of reading music notations. The result from the case studies showed that students gained positive experiences in musicianship, peer-learning and peer-teaching, confidence and satisfaction, and creativity following the project. A pedagogical model was proposed based on the literature and findings in the study to inform the research and practice in popular music education for teachers and researchers.

This paper focuses on the dynamics of education in the interplay of power and seduction as creatively displayed in Takarazuka Revue's performances re-enacting the major players of the Cold War: USA and Russia (rather than former Soviet Union). "Oceans 11" (cosmos troupe, 2019) and "Once Upon a Time in America" (snow troupe, 2020), on the one hand, and "Land of Gods" (cosmos troupe, 2017) and "Anastasia" (cosmos troupe, 2020), on the other hand, lavishly display subtle interactions of longing and belonging, ecstasy and rage, love and betrayal, envy, hatred and passion, while painstakingly building up irresistible tensions between the instances involved in the performative process: actresses, administrators, audiences. The theoretical support is delivered by Robert Greene's pragmatic elaborations in his seminal works "The 48 Laws of Power" (1998) and "The Art of Seduction" (2001): education is never a linear process between a 'master' and a 'disciple', but an interactive game, governed by the pursuit of joy in overcoming challenges and finding ingenious solutions.

The objective of the research is to explore the aim, application and strategy perceived as important in the development of an outbound open innovation policy for exploitation of intellectual creation, design and creativity in Malaysian public universities (MPUs). Under existing intellectual property, innovation and commercialization policies, a large portion of intellectual design, creation and creativity in MPUs remain unexploited. Hence, the need to develop a new set of aim, application and strategy to promote the exploitation of intellectual design, creation and creativity in MPUs. The research conducts a survey involving respondents representing the Technology Licensing Office of 15 MPUs. The research also analysed outbound open innovation policies from five universities in Australia, UK, US and South Africa. These policies provide the basis in the development of the survey instrument of the research. The survey instrument contains nine items outlining the aim, application and strategy for exploitation of an outbound open innovation policy. The survey findings indicate that eight of the items are perceived as important for the development of the policy. The findings of the survey provide a beneficial input for the development of an outbound open innovation policy for exploitation of intellectual design, creation and creativity in MPU.

Purpose: Amidst ongoing attempts to think beyond Western frameworks for education, there is a tendency to overlook Japan, perhaps because it appears highly modern. This is striking given that some prominent strands of Japanese philosophy have formulated an explicit and exacting challenge to the core onto-epistemic premises of modern Western thought. It is also surprising because Japanese educational practices have resulted in some of the highest achievement outcomes--both cognitive and noncognitive--found anywhere in the world and inculcate a worldview that is distinct. Design/Approach/Methods: Herein, we thus attempt to make visible the potential contribution of modern Japanese philosophy by outlining some of the core ideas, then turn to sketch resonances with and responses to other projects outlined in this Special Issue. Our approach is elucidation through relational comparison. Findings: Through this process, we suggest that the notion of self-negation as a mode of learning may be helpful in explaining why--at the empirical level--the outlook of Japanese students, and perhaps other East Asian students, diverge markedly from their Western peers. Yet we also find that an attempt, such as ours, to link divergent onto-epistemic thought to alternative empirical hypotheses quickly gives rise to various doubts and discomforts, even among otherwise sympathetic scholars. Originality/Value: In directly responding to these doubts, one original contribution of our piece is to show just how difficult it may ultimately be to divest from the symbolic foundations already laid by Western liberalism: Even if divergent thought can be imagined and different cultural narratives explored, dominant readings of empirical "realities" continue to be entrapped in the logic laid by Western liberalism.

The potential of the arts and sciences for economic and social development is under conceptualized. However, the recent development of STEM (science, technology, engineering, and mathematics), justifying increased support for training in the sciences, shows a parallel pathway forward for the arts. The arts are increasingly relevant to the economy, amenable to policy influence as well as an area of human activity in their own right. The authors posit a unified arts framework: PAVAM (performing arts, visual arts, and music), complementing STEM as the basis for a strategy of arts-based interdisciplinary "industrial" policy making. The growing salience of the arts as an industrial sector in the UK and USA is shown. By identifying sources and pathways of value creation from the arts, clear entry points for policy action become identifiable to promote innovation, entrepreneurship, and economic development. Comparative case studies suggest a typology of the arts' potential as sources of creativity, innovation, and regional economic development.

There will be elaborated several facts about creativity in Twenty First-Century educational reforms in six countries (The US, India, Chile, Mexico, China, and Singapore). The crucial source of the content in the paper relies on the book, "Teaching and Learning for the Twenty-First Century" (Reimeres and Chung, 2016). Nevertheless, my exploration of creativity in modern education in the six countries has a limited range. Creativity depends on three meaningful factors of education such as equality, quality and implementing modern educational reforms. The paper sheds light on similarities and differences of six countries that they experience with the three factors (equality, creativity, and implementing modern educational reforms). All countries strive to apply equality in the whole country, although, none of the countries has employed equality throughout the nation. Some countries made better progress on applying equality in education, and others are facing many obstacles with equal education throughout the country. Creativity is significant to every educational system, and it is interrelated with equality and applying modern education. The US system of education applies creativity in a few school districts. Other countries state creativity in their curriculum, but they do not use it in the classrooms at all. Six countries have different economic development, and different economic demands; therefore, they have different approaches to implementing modern educational reforms. Despite the fact all countries have dissimilarities with implementing creativity in educational reforms, they all know creativity's weight in modern education. Creativity as a first step of the innovation that defines the progress of education especially accelerates the growth of the entire economy within a society.

Social media has become the window to the world near and far for international students. Apart from socializing and connecting with friends, what educational outcomes can be attributed to social networking sites (SNSs)? This study examines the possibility that intercultural interactions on SNS can serve as a means of developing the transnational competence required for effective participation in an interconnected world. In this exploratory study, Japanese students studying in the United States participated in a mixed-method study involving (1) a structured questionnaire about their perceived empowerment benefits of frequenting global SNSs and (2) semi-structured interviews about the nature of these intercultural interactions on SNSs. The implications of Facebook use for transnational-competence development are explored.

The purpose of this study was to engage in a comparative analysis of Generation Z college students in the United States and Brazil regarding characteristics, motivations, interpersonal styles, learning styles, and learning methods. Quantitative data in both countries were collected and analyzed to formulate comparative findings. Themes that emerged include learning that makes a difference, achievement orientation, logic-based learning, intrapersonal and interpersonal learning, applied and hands-on experiences, learning through words, recognition, and lacking vision, inspiration, and creativity. More similarities than differences were found across themes in both populations.

Mindfulness is taking a preeminent role in today's education system. In the current study the author explored how experienced MindBody Wellness instructors make sense of teaching children mindfulness. The methodology of Interpretative Phenomenological Analysis combined with autoethnography was used to interview eight teachers from the United States and Australia teaching children mindfulness. In this article, the author discusses findings related to the theme of Being a Mindful Role Model. Participants, on the whole, felt that someone looking to teach children mindfulness needs first to connect deeply with the practices. They felt this connection was an elemental foundation in becoming a mindful role model and teaching children mindfulness. The experienced mindfulness instructors also found that cultivating mindfulness with children is enhanced by the creation of a mindful school culture. A number of recommendations are suggested, including the establishment of MindBody Wellness and mindfulness teacher training courses at the university level.

Creativity is a vital topic of various educational discourses, yet the support it receives within the school system is insufficient. This chapter focuses on four particular ways of making creativity more democratized, salient, and accessible in school settings. We start by exploring the educational benefits of egalitarian theoretical approaches to creativity. Then, we posit that democratization requires an equal focus on the cognitive aspects of creative potential and the motivational sphere of self-perception and self-regulation. Third, analyzing cognitive characteristics, we pay special attention to creative imagery: an understudied yet critical aspect of creative potential. By meta-analyzing available evidence from interventional studies, we show that there are multiple effective approaches to enhancing creative imagery, so--in a sense--supporting creative potential might be democratized as well by going beyond creativity training. Fourth, and finally, we discuss the possibilities of adapting so-called wise interventions for the educational psychology of creativity. We review available evidence of how to strengthen creative confidence and the perceived value of creativity among students, and how to make their creative self-regulation more effective.

Creativity is the driving force of technological innovation and sustainable economic growth in the knowledge society. A central question, therefore, is how education helps to enhance creativity. As East Asian countries occupy the top of performance tests such as the OECD's Programme for International Student Assessment (PISA), it is most important to understand the type of creativity they stand for. For doing so, we first investigate the revival of Confucianism and its idea of creativity in these countries in comparison with the Western Enlightenment idea of creativity. Secondly, we scrutinize how far these two types of creativity are represented in PISA's understanding of problem solving which is assumed to require creativity from students. Thirdly, we conduct multilevel regression analyses with data from the 2009 PISA test to find out which learning strategies help to achieve in the PISA test and to close achievement gaps based on socioeconomic family background and how they relate to the two types of creativity. Two countries representing the Confucian tradition, the Republic of Korea and Singapore, and two countries representing the Western tradition, the United States and Canada, serve as test cases. As a culturally diverse world needs both types of creativity, the fundamental question is whether PISA helps them to flourish both.

This study explores how Japanese EFL students engaged in translingual practices during a telecollaborative project that connected two college classrooms in the US and Japan. The project aimed at encouraging the students' creative uses of languages, promoting an appreciation for their multiple linguistic resources, and nurturing their sense of ownership of languages informed by translingual practices. Contrary to our expectations, students in Japan exhibited great efforts to write in monolingual English and/or Japanese, which prompted us to investigate the reasons behind their language choices. Based on data analyses drawing on poststructural theory of subjectivities, we argue that the students' language practices were shaped by local discourses that value privileged English, single language uses, and embodiment of 'Japaneseness.' As a result, students in Japan maintained single language uses in order to represent themselves in a positive light. Accordingly, they did not appreciate the language plurality demonstrated by their partners in the US. This result led us to contend that creating a local community that recognizes and appreciates linguistic diversity is essential in order for students to enjoy using multiple linguistic resources creatively and freely, and to gain confidence to claim ownership of their languages.

The interconnected modern world requires business professionals to adopt a global mindset and function effectively in multicultural environments. The authors introduced multicultural experiences to their students through virtual partnerships, in which online technologies are used to virtually connect classrooms across borders. The students internalized experiences gained through such partnerships and developed multicultural awareness and competence during the process of conducting a series of joint assignments. This paper describes our use of these assignments and discusses how the virtual partnership could be improved by using a new theoretical model of Multicultural Experiences.

Purpose: The purpose of this article is to examine the consequences of mutual borrowing of educational policies and practices between the East and the West and implications for Chinese education. Design/Approach/Methods: This paper draws upon a wide variety of historical, cultural, and international assessment data. Findings: The analyses found that the mutual borrowing is unlikely to improve education to the extent that the future world demands. Originality/Value: Thus, the article concludes that instead of wasting resources and time on learning from each other's past, education systems around the world should work on inventing a new paradigm of education. China is in a unique position to work on the new paradigm.

Family involvement, an important element of effective early childhood education programs, is crucial for children's learning processes and development. With family involvement, while families have the opportunity of participating and contributing to their children's development and learning processes schools gain unique information about children's interests, needs and experiences. A positive cooperation to be developed between families and schools helps children to integrate home and school lives. The aim of this study is to present the current situation by reviewing the literature in terms of family involvement and discuss and compare the family involvement dimension of the Primary Years Program (PYP), Montessori, Reggio Emilia, Creative Curriculum and Te Whariki programs, which are early childhood education programs and approaches around the world. For this purpose, a review study has been conducted.

Background: While empirical research on creativity has grown steadily over the past 35 years, teachers' beliefs about creativity and their implicit beliefs about teaching for creativity remains understudied, as well as cross-cultural examination of teacher beliefs in this area. Aims: This study explored the measurement invariance of beliefs about "teaching" for creativity (creative self-efficacy, fixed creative mindset, growth creative mindset, desirability of creativity for teaching success and value of creativity for student academic and workplace success). Sample: American and Chinese educators at two universities were surveyed to rate the degree to which they agreed with statements about beliefs about teaching for creativity (N = 376). Methods: Measurement invariance analysis was used Multiple-Groups Confirmatory Factor Analysis with the "lavaan" package in the R Statistical Programing Environment. Results: Partial measurement invariance was obtained such that a model with factor loadings constrained equal across samples for four of the five constructs (creative self-efficacy, fixed creative mindset, growth creative mindset, desirability of creativity for teaching success), did not worsen model fitness. Additionally, when factor loadings for items on the value of creativity for student academic and workplace success latent variable were allowed to vary across samples, we found evidence of structural invariance. That is, the covariances among the five latent variables were found to be invariant across samples. Conclusions: The major result of this study is that the theoretical structure and relations among five important creative self-constructs is invariant across American and Chinese educational constructs. However, there may be cultural differences in the value of creativity for student academic and workplace success, as perceived by teachers. Future research can focus on calibrating teacher beliefs about teaching for creativity with classroom observation, in American and Chinese educational contexts.

This research examined the role of touch in creative media production in the context of educational and community makerspaces. Touch, while only recently explored in digital media production, is a crucial perceptive sense through which to experience the world, particularly in two- and three-dimensional making, and to explore texture, temperature, and vibration. As an embodied experience through the hands, fingers, and other body parts, touch affords knowledge and agency. This paper describes research that investigated how students, ages 8-13, used touch to make media. The findings illustrate how different touch types--explorative, creative, auxiliary, evocative, orchestrated, and transformative--emerged as central to the students' media practices for making products. These findings are important given the recent applications of embodiment theory and its relevance to creative digital media making in education and society.

This paper is a critical systematic literature review of empirical work on creative pedagogies from 1990 to 2018. It responds to the increased international attention being afforded creativity and creative pedagogies in research, policy and practice and examines the evidence regarding creative pedagogical practices and the potential impact of these on students' creativity. The methodology encompassed four stages. Firstly, an educational database keyword search was undertaken and 801 papers identified, manual searches added 12 further papers. Secondly, through applying inclusion/exclusion criteria, 89 papers were identified for closer scrutiny; these papers focused on students aged 0-18 years in formal educational settings and were peer-reviewed reports of empirical work. Thirdly, these papers were subjected to in-depth review and rating, this reduced the included selection to 35 papers. Finally, these papers were subject to further analysis and synthesis. The findings reveal that seven interrelated features characterise creative pedagogical practice, namely generating and exploring ideas; encouraging autonomy and agency; playfulness; problem-solving; risk-taking; co-constructing and collaborating; and teacher creativity. The paper also reveals that the evidence for the impact of these pedagogical practices on students' creativity is inconclusive. It highlights the complexities and challenges of documenting creative pedagogies in the years of formal schooling and concludes with key recommendations and implications for research, policy and practice.

According to Lev S. Vygotsky (1896-1934), the highest levels of abstract thinking and self-regulation in preschool development are established in "pretend play using object substitutions." An extensive research literature supports Vygotsky's empirical model of the internalization of self-guiding speech (social speech > private speech > inner speech). Vygotsky also introduced an entirely new way of assessing the child's ability to learn by using the assistance of a more knowledgeable person -- "the zone of proximal development." These concepts are fundamental to Vygotsky's theory of how consciously directed mental functions develop as neurological systems. A chronology is provided to clarify the out-of-sequence and often piecemeal publication of his writings, revealing their theoretical cohesiveness and integrity.

Asian culture has been test-centric for over 1,400 years. U.S. education has been since the 1990s. Based on Kim's creative Climates, Attitudes, and Thinking skills (CATs), creativity indicators were developed using the 2015 PISA questionnaires. Study I examined: (1) relationships between students' PISA science scores and CATs; (2) differences between Asian and U.S. students in PISA scores and CATs; and (3) relationships between teachers' years of teaching and nurturing CATs. Study I found: (1) negative relationships between students' PISA scores and CATs; (2) Asian students demonstrating higher PISA scores but lower CATs than U.S. students; and (3) U.S. teachers decreasingly nurture CATs. Study II examined how U.S. CATs changed from 1990 through 2017 by analyzing TTCT norming data (N = 273,441) and found continued declines in CATs, especially in imagination and in young children.

This study examines musical episodes occurring in a family with two young children, collected and analysed through the Language Environment Analysis system, interpreting then using Bronfenbrenner's Ecological Systems Theory to understand how the microsystem, mesosystem, exosystem and macrosystem influenced these episodes. The focus was on two sibling musical interactions, based on the recorded soundscape of Anna and her younger brother, Albert. The data includes 26 hours of audio recording that enabled us to capture the same episodes from the perspective of each child. Four themes emerged from the data analysis: (1) the type of engagement; (2) siblings' roles; (3) children's repertoire; and (4) car rides as a family setting. We hope to support and inform parents and teachers, making them aware of rich musical interactions among children and their potential for development through an expert member intervention in situations of musical parenting and formal and informal teaching.

There are two different goals of multicultural dance education. First, multicultural dance education is a concept of teaching strategies to understand people's cultural productions using various dances. The main goal of learning various dances is to understand the people behind those dances. Second, multicultural dance education is a concept to educate diverse students, including those with disabilities, to learn to dance. The goal of this concept is to help students achieve high potential in learning dance. Teaching dance to disabled students necessitates that teachers have the skills and knowledge of dance and methods of teaching, as well as attitudes directed to serve different students' abilities. An adaptation of the synectics model and exploration of analogies are therefore recommended for teaching dance to the deaf, the blind, and students with autism. Some attitudes that should be possessed by teachers of students with disabilities are equity and equality, care, and attention. It is important to note that these dimensions of multiculturalism in teaching dance are equally viable in the U.S. and in Indonesia, and thus likely in any other national or cultural setting.

The aim of the article was to investigate how the family life of highly creative individuals--mainly marriages or romantic relationships--is related to their sense of success and well-being. Previous studies have led to conflicting conclusions. The predominant finding has been that marriage and family constitute an obstacle to creative potential development. Other studies have demonstrated that, regardless of gender, creators lead satisfying family lives, which contributes to their well-being. The study presented in this paper is based on the grounded theory methodology and triangulates two sources: interviews with prominent creators from the USA conducted years ago (Csikszentmihalyi, 1996, N = 91) and interviews with recognized contemporary Polish artists and scientists (N = 34). Based on interactions between the interviewees' perception of themselves as creators and their perception of gender and family roles, the authors identify and discuss five types of relationship between creators' family life and work. They also discuss the factors that hinder or facilitate creators' satisfactory functioning in both areas in each of the five types of relationship.

This study examines the possibility that interaction through social network platforms can serve as an informal means of developing intercultural competence among international students in higher education settings. Japanese students studying in the United States at a university in the Northwestern US were invited to participate in a mixed-method study involving interviews about their social network use and interactions, and a structured questionnaire measure of intercultural competence development. Overall, the results indicate that those in the top tertile of intercultural competence development tended to describe more proactive social ways and benefits of interacting with potential sources of support over social media, whereas those in the bottom tertile tended to describe the importance and use of social media for passive consumption of information. The implications for the incorporation of social network platforms into higher-education programs for internationalisation and intercultural competence development are discussed.

Background: Creativity is often viewed as a fundamental educational capability. Science can play a role in nurturing creativity. Research suggests that creative pedagogy, including interdisciplinary teaching , can engage students with science. Previous studies into teachers' attitudes to science and creativity have been largely situated within national educational contexts. Purpose: This study explores educators' perspectives on the relationship between Science and Creativity across national contexts drawn from Europe and beyond. Sample and Methods: A convenience sample of 270 educators, recruited by project partners and via online media, and broadly defined to include teachers, trainee teachers, informal educators and teacher educators, responded to an online survey designed to explore perceptions of the relationship between science and creativity. Exploratory factor analysis of Likert question responses was used to develop a combined attitude scale, with results compared across nationalities and phases of education. Open question responses were analysed thematically to allow nuanced interpretation of the descriptive statistical findings. Results: The findings show broad agreement internationally that science is a creative endeavour, with a small number of educators disagreeing about the relationship between science and creativity in the context of school science. Those who disagreed were usually secondary science teachers, from England, Malta or outside Europe (primarily from the United States). The role of scientific knowledge within creativity in science education was found to be contentious. Conclusions: That educators broadly see science as creative is unsurprising, but initial exploration of educators' perspectives internationally reveals some differences, particularly amongst educators working in formal education, relating to the role of knowledge with respect to creativity in science. With current interest in STEAM education, further investigation to understand potential mediating factors of national educational contexts on teachers' perspectives with respect to the role of disciplinary knowledge(s) in creativity and their interaction in interdisciplinary teaching and learning, is recommended.

There is some doubt about the effect of creative class on economic development. There is also concern that the 3Ts index (Talent, Technology, and Tolerance) does not take into account two of the most important elements of creativity into its index: creative infrastructure and culture. The present study proposed a new creativity index called 3Ci (Creative class, Creative infrastructure, and Culture) and explored how they played an important role in economic development across countries through a systematic literature review and econometric models. The present study found that creative class played a different role in economic development across articles and countries and all 35 articles in the present study suggested creative infrastructure and culture as two of the most important factors for creativity. The present study also highlighted that creative class, creative infrastructure, and culture were positively related to economic development in all US Metropolitan Statistical Areas and they should be considered when measuring the magnitude of creative cities.

Work values, which describe what employees seek from their jobs and which parts of their jobs are important to them, have been linked to employees' response to work situations, organizational commitment, and job satisfaction. One work value that has not received adequate attention when exploring the link between work values and employees' work-related outcomes is creativity. This paper reports the results of a study that sought to fill this gap by assessing the relationships between employees' attitudes and values toward creativity, work environment, and job satisfaction in human service employees in the United States and Lithuania. The results differed for the two countries. While in the Lithuanian sample, creativity as a work value was significantly positively related to job satisfaction, this relationship was negative and non-significant in the US sample. Work environment was a significant predictor of job satisfaction in both countries. The interaction effect of creativity as work value and work environment on job satisfaction was not significant. Based on the results of the study, the authors discuss the practice implications of how to redesign jobs and make changes in work environments to create more complementarity between the two factors.

Most qualitative studies in international education take place in a single site in a single nation. When studies are of more than one country, they most often use more quantitative than qualitative approaches. Beatrice and John Whiting conducted the most systematic of comparative cross-cultural studies of child rearing in their "Six Cultures" (1975) study. One of the six ethnographies that served as the foundation of that study was conducted by Robert A. LeVine (1966). Author Joseph Tobin has attempted to carry this comparative project forward, and to do so in a way that systematically deals with variation within, as well as among cultures, while also taking into account how cultures stay the same and change over time. For the past thirty years in his studies of preschools in Japan, China, the US and other countries, the approach he has employed is a method he calls "video cued multivocal ethnography," but which is better known as the "Preschool in Three Cultures method." The core idea of this method is that videos function in these studies not as data but as interviewing cues. In this article, Tobin compares the results of two studies where this approach was used: (1) The "Preschool in Three Cultures" study (Tobin, Wu, & Davidson, 1989) which emphasized differences in Chinese, Japanese, and US approaches to early childhood education, and argued for the importance of thinking about the role of what we call "implicit cultural beliefs and practices"; and (2) A second study, conducted twenty years later, where the investigators explored the power of globalization and other social, economic, and political forces on preschools by adding a diachronic dimension. The findings of the two studies showed that between the mid-1980s and the first decade of the millennia, early childhood education in China changed a lot and Japanese preschools stayed much the same. Understanding why a day at Komatsudani Day Care Center in Kyoto looks much the same in 2005 as it did twenty years earlier is as compelling a question as understanding why Daguan Preschool in Kunming China changed. Maintaining continuity in a program of early childhood education from one era to the next requires as much effort and creativity as it does to change. Herein, Tobin provides examples of the kind of change of preschool beliefs and practices they found in China and the kind of continuity they found in Japan, and why.

The purpose of this study was to examine and compare the creative musical identities of pre-service music education students in the United States and Singapore. The Creative Identity in Music (CIM) measure was utilized with both US and Singapore pre-service music teacher populations (n = 274). Items of the CIM relate to music-making activities often associated with creativity in music education in the literature, including composition, improvisation and popular music performance. Results suggest, similar to findings of previous research, that while both populations are similar in their degree of creative music-making self-efficacy and are similarly willing to allow for creativity in the classroom, Singaporean pre-service music teachers value the areas of creative identity and the use of popular music listening/performing within the learning environment to a significantly greater extent (p < 0.0001) than their US counterparts.

Considering the political environments of Australia and the United States, the authors discuss the disconnect between policy and the practical needs of educators for creativity in the classroom.

Our research examined whether adolescents in the United States, China, and Japan differed in their conceptions of a creative person. Participants were American (n = 321), Chinese (n = 235), and Japanese (n = 393) adolescents in 7th and 8th grades who completed surveys at 3 time points. Using an open-ended questionnaire, adolescents were asked to list up to 10 attributes of a creative person. The responses were coded into 4 categories: action, emotion, characteristics, and self (vs. others). Results indicated that adolescents in the United States used more action and emotion descriptors (e.g., draws, happy) when conceptualizing a creative person, compared to Chinese and Japanese adolescents. In contrast, Chinese (vs. American and Japanese) adolescents were more likely to use descriptors about the characteristics of a person (e.g., hardworking, smart) in their conceptualizations of a creative person. Changes over time in adolescents' conceptions of a creative person were evident, with the rates of such changes being uneven across countries. Findings provide evidence in support of the idea that adolescents' implicit theories of creativity may be rooted in their cultural experiences.

Context: The Cuban medical education and health care systems provide powerful lessons to athletic training educators, clinicians, and researchers to guide educational reform initiatives and professional growth. Objective: The purpose of this paper is to provide a brief overview of the Cuban medical education system to create parallels for comparison and growth strategies to implement within athletic training in the United States. Background: Cubans have experienced tremendous limitations in resources for decades yet have substantive success in medical education and health care programs. As a guiding practice, Cubans focus on whole-patient care and have established far-reaching research networks to help substantiate their work. Synthesis: Cuban medical education programs emphasize prevention, whole-patient care, and public health in a unique approach that reflects disablement models recently promoted in athletic training in the United States. Comprehensive access and data collection provide meaningful information for quality improvement of education and health care processes. Active community engagement, education, and interventions are tailored to meet the biopsychosocial needs of individuals and communities. Results: Cuban medical education and health care systems provide valuable lessons for athletic training programs to consider in light of current educational reform initiatives. Strong collaborations and rich integration of disablement models in educational programs and clinical practice may provide meaningful outcomes for athletic training programs. Educational reform should be considered an opportunity to expand the athletic training profession by embracing the evolving role of the athletic trainer in the competitive health care arena. Recommendation(s): Through careful consideration of Cuban medical education and health care initiatives, athletic training programs can better meet the contract with society as health care professionals by integrating the Accreditation Council for Graduate Medical Education's core competencies of patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice now promoted in the Commission on Accreditation of Athletic Training Education's "2020 Standards for Accreditation of Professional Athletic Training Programs." Conclusion(s): Educational and health care outcomes drive change. Quality improvement efforts transcend both education and health care. Athletic training can learn valuable lessons from the Cubans about innovation, preventative medicine, patient-centered community outreach, underserved populations, research initiatives, and globalization. Not unlike Cuba, athletic training has a unique opportunity to embrace the challenges associated with change to create a better future for athletic training students and professionals.

In this article, we consider the benefits and challenges of enacting creativity in the K-12 context and examine educational policy with regard to twenty-first century learning and technology. Creativity is widely considered to be a key construct for twenty-first century education. In this article, we review the literature on creativity relevant to education and technology to reveal some of the complex considerations that need to be addressed within educational policy. We then review how creativity emerges, or fails to emerge, in six national education policy contexts: Australia, Bulgaria, the Czech Republic, Finland, Slovakia, and the U.S. We also locate the connections, or lack of, between creativity and technology within those contexts. While the discussion is limited to these nations, the implications strongly point to the need for a coherent and coordinated approach to creating greater clarity with regards to the rhetoric and reality of how creativity and technology are currently enacted in educational policy.

Improvisation is an area of interest to both music education researchers and music educators alike. The purpose of this literature review was to examine extant studies related to improvisation at the elementary level. Selected research included the nature of improvisation, the amount of instructional time and activity type used, the development of improvisation skills with age, and the effect of improvisation on other skill areas. Findings indicated that children chose their own musical and social roles when there was minimal teacher intervention. Most teachers agreed that improvisation was important, although at varying degrees and based on varying levels of experience and ability. Improvisation skills increased with age, particularly when considering rhythmic improvisation and phrase structure, and improvisation was found to increase creativity and divergent thinking while also reducing performance anxiety. Research findings are included from the United Kingdom, Sweden, Finland, Italy, Greece, Slovenia, Malaysia, and the United States. The review concludes with implications for practice and recommendations for further research.