The term "critical thinking" (CT) is frequently found in educational policy documents in sections outlining curriculum goals. Despite this frequency, however, precise understandings among teachers of what CT really means are lacking. In this study, 72 high school teachers in Hong Kong were surveyed and interviewed on their beliefs about…

This commentary looks at the contributions and future research implications of the four articles in this Special Issue of "Thinking Skills and Creativity" to the fields of creativity and creativity education, both in culture-specific and culture-general terms. The articles included in this Special Issue draw attention to issues of…

Infusing creativity elements into regular classroom was an important movement in recent Asian educational reforms. A large-scale research study was conducted in Hong Kong to explore the possibilities, outcomes and difficulties of this kind of curriculum change from students' perspectives. Based mainly on Western creativity literature, this study…

The aim of the study was to examine how drama fosters children's everyday creativity, its relationship with creative pedagogy, and what teachers can provide for children's development in creativity in an Asian context. A series of drama lessons were designed and taught to two six-grade (11-12 years old) classes by involving pedagogical strategies…

This study aimed at revealing the problems experienced by primary teachers of Hong Kong SAR, China, in their initial school-based creativity teaching, through reviewing the teacher reflections in 75 action research reports. A number of teacher tensions and dilemmas emerged. Lack of teaching time and undesirable student performance in creative…