Along with Pat Thomson and Naranee Ruthra-Rajan, I have working as a  general editor for a series of books for teachers called Creative Teaching/Creative Schools. The publisher’s site is carrying a full description of the volumes and they will be available later in the year.

From the series introduction:

We live in creative times. As political aspiration, as economic driver, as a manifesto for school reform and curriculum change, the desire for creativity can be found across the developed world in policy pronouncements and academic research. But creativity in schools can mean many things: turning classrooms into more exciting experiences, curriculum into more thoughtful challenges, teachers into different kinds of instructors, assessment into more authentic processes and putting young people‘s voice at the heart of learning. In general, these aspirations are motivated by two key concerns – to make experience at school more exciting, relevant, challenging and dynamic; and ensuring that young people are able to contribute to the creative economy which will underpin growth in the twenty first century.

Transforming these common aspirations into informed practice is not easy. Yet there are programs, projects and initiatives which have consistently attempted to offer change and transformation. There are significant creativity programmes in many parts of the world, including France, Norway, Canada, South Korea, Australia and the United States of America. The English program, Creative Partnerships is the largest of these and this series of books draws on its experience and expertise.