[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593763-105":59,"doc-detail-593763-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","fostering-creative-ecologies-in-australasian-secondary-schools-issue-2","Fostering Creative Ecologies in Australasian Secondary Schools - Issue 2","","Investigates and compares elements of creativity across secondary schools and classrooms in Australia and Singapore. Based on a large-scale international study (n=717), the research examines teacher, student, and leadership perceptions of the emergence, fostering, and absence of creativity within school learning environments. Findings highlight how teacher behaviours, teaching environments, and school leadership approaches can promote or impede creative, critical, and innovative thinking, along with curriculum and organisational structures, informing implications for Australian schools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fostering-creative-ecologies-in-australasian-secondary-schools-issue-2/593763/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fostering-creative-ecologies-in-australasian-secondary-schools-issue-2/593763.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What countries and school levels are examined in the study?","Question",{"text":112,"@type":113},"The study examines secondary schools and classrooms in Australia and Singapore, focusing on the compulsory secondary years 7-10.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the research measure perceptions of creativity?",{"text":117,"@type":113},"It uses statistical analysis and qualitative investigation based on teacher, student, and leadership perceptions of creativity’s emergence, fostering, and absence in learning environments.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors influence whether creativity is promoted or impeded?",{"text":121,"@type":113},"Teacher behaviours, teaching environments, and school leadership approaches are identified as key influences on enhancing or blocking creative, critical, and innovative thinking as well as curriculum structures.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593763,1792166394,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 9 | Article 2 |\n| --- | --- |\n| 2017\u003Cbr>Fostering Creative Ecologies in Australasian Secondary Schools\u003Cbr>Leon R. deBruin\u003Cbr>Monash University, Australia, [leon.debruin@monash.edu](leon.debruin@monash.edu)\u003Cbr>Anne Harris\u003Cbr>RMIT University, [anne.harris@rmit.edu](anne.harris@rmit.edu) |  |\n\nRecommended Citation  \nde Bruin, L. R., & Harris, A. (2017). Fostering Creative Ecologies in Australasian Secondary Schools. Australian Journal of Teacher Education, 42 (9).  \n[http://dx.doi.org/10.14221/ajte.2017v42n9.2](http://dx.doi.org/10.14221/ajte.2017v42n9.2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss9/2](http://ro.ecu.edu.au/ajte/vol42/iss9/2)  \nAustralian Journal of Teacher Education  \nFostering creative ecologies in Australasian secondary schools  \nLeon R. de Bruin  \nMonash University  \nAnne Harris  \nRMIT University  \nAbstract: This study investigates and compares elements of  \ncreativity in secondary schools and classrooms in Australia and  \nSingapore. Statistical analysis and qualitative investigation of  \nteacher, student and leadership perceptions of the emergence,  \nfostering and absence of creativity in school learning  \nenvironments is explored. This large-scale international study  \n(n=717) reveals the impact of teacher behaviours, teaching  \nenvironments and school leadership approaches that promote  \nand impede the enhancement of creative, critical, and  \ninnovative thinking, organisation, and curriculum structures.  \nImplications for Australian schools and teaching urge for  \nsecondary education to challenge current, practices,  \npedagogies and environments, arguing for school-based  \nstrategies and considerations that enhance creativity and  \ncritical thinking and the fostering of creative ecologies within  \nAustralian schools.  \nIntroduction  \nThe importance of creativity to economic development has never been more a“subject of debate and research, both by academic and political institutions”(Correia & Costa 2014, p. 8). Locally and globally, research is increasingly questioning what productive, implementable and sustainable creativity across the education lifespan might mean beyond a collection of rubrics, curricular skills, or general capabilities. At the same time, creative economies, creative cognition and creative and cultural industries research continue to talk mostly about workplace flexibility and adaptable skills rather than focus on compulsory schooling and how it is increasingly disconnected from global (creative) workplace needs. There has been no regionally-focused research on Australasian creativity education (in the compulsory secondary years 7-10). Only through increased and sustainable research that bridges education and creative industries can we account for the new creative and educational practices that have emerged from the region in the last two decades. Indeed, as Runco (2003) argues, we have an ethical responsibility to do so.  \nInitiatives overseas such as the Welsh Government’s strategic objectives for creative learning (2015 to 2020)“aim to build a successful education system which would directly contribute to greater innovation and creativity, to the cultural capital of the nation”(Arts Council Wales, 2015, p. 3) . The restructuring of middle-school classes nationwide within South Korea (in public schools) through its Free Semester Program (FSP) puts in place an inter-active curriculum and increased extracurricular programming. This organisational approach meets broader and specific aims by catering to students’ interests and passions, developing competencies such as creativity, problem-solving skills, and higher-order  \nVol 42, 9, September 2017 23  \nAustralian Journal of Teacher Education  \nreasoning skills, improving student happiness, and increasing opportunities for students to discover their dreams and talents (Kyung Eun Park,(2016) . As South Korea’s President Park Geun Hy","cbCaickroQ6MMck5","https://ap.wps.com/l/cbCaickroQ6MMck5","pdf",379076,22,"English","# Introduction\n## Creativity, education, and creative economies\n## Overseas initiatives and policy directions\n## Implications for Australasian schools","[{\"question\":\"What countries and school levels are examined in the study?\",\"answer\":\"The study examines secondary schools and classrooms in Australia and Singapore, focusing on the compulsory secondary years 7-10.\"},{\"question\":\"How does the research measure perceptions of creativity?\",\"answer\":\"It uses statistical analysis and qualitative investigation based on teacher, student, and leadership perceptions of creativity’s emergence, fostering, and absence in learning environments.\"},{\"question\":\"What factors influence whether creativity is promoted or impeded?\",\"answer\":\"Teacher behaviours, teaching environments, and school leadership approaches are identified as key influences on enhancing or blocking creative, critical, and innovative thinking as well as curriculum structures.\"}]","Fostering Creative Ecologies in Australasian Secondary Schools - Issue 2 | PDF",1792077873,55]