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Professor Teresa Cremin

Professor Teresa Cremin

Professor (Literacy)

The Open University Faculty of Education and Language Studies Department of Education

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Profile

Professor Teresa Cremin (previously known as Grainger) is a Professor of Education (Literacy) at The Open University.

Professor Cremin is a past President of the United Kingdom Literacy Association (UKLA), the leading English Subject Association in the UK dedicated to advancing education in literacy and was previously President of  the United Kingdom Reading Association (UKRA) and editor of the peer reviewed journal Reading Literacy and Language. Teresa is a member of the ESRC Peer Review College and Chair of the International Reading Association's (IRA) Outstanding Dissertation Award Committee. She is also joint coordinator of the British Educational Research Association (BERA) Special Interest Group on creativity and a Trustee of UKLA. Additionally Teresa is on the Board of Directors at Booktrust and the Poetry Archive and is currently a a member of the government's English Board. 

Professor Cremin gained a Psychology degree at Bristol University, a PGCE at Homerton College, Cambridge, a Masters Degree at the Institute of Education, London and her PhD through the University of Kent.
 

Qualifications

Professor Cremin gained a Psychology Degree at Bristol University (2:1), a PGCE at Homerton College, Cambridge,(merit)  a Masters Degree at the Institute of Education,(distinction) London and her PhD through the University of Kent.

Teaching Interests

Professor Cremin is engaged in teaching on masters courses at the OU, related to research (D891) and literacy issues (D801). In addition, she undertakes consultancy working with various organisations, both in the UK and internationally and with schools and Local Authorities in order to share her own research and experience and to support teachers' development as learners, researchers and effective professionals. 

Research Interests

Professor Cremin’s research interests are focused on the concept of voice; the voice of the child as a creative thinker, writer and meaning maker and the creative voice of the teacher, artistically engaged in the literacy classroom. Creative teaching and learning are common themes in her work. In relation to young learners, she has investigated factors which facilitate the growth of voice, verve and creativity in children’s writing and the factors which motivate children to read for pleasure in the primary phase, both within and beyond school.

Professor Cremin is also interested in understanding the aesthetic and artistic nature of teaching and learning and the relationship between teachers and pupils’ literate identities. Recent projects have sought to examine teachers’ identities as writers and as readers and the creative nature of teaching literacy.

In addition, she has explored children’s imaginative development and the characteristics of ‘possibility thinking’ as manifest in the learning engagement of children and the pedagogical strategies of their teachers. Professor Cremin has also researched the relationship between drama and writing, and the influence of other forms of oral engagement and literature upon children’s writing as well as teachers’ knowledge and use of children’s literature in the classroom, in particular the concept of Reading Teachers - teachers who read and readers who teach (Commeyras et al., 2004). Her recent reserach Building Communities: Researching Literacy Lives sought to support teachers as researchers and to investigate the everyday literacy lives and practices of primary aged learners.

Her current research explores the characteristics of Creative Primary Schools in the policy vacuum in the UK, seeking to understand the leadership, curriculum and pedagogical practices of those working in schools known to be 'creative'.

She has also been involved in  2011 in research exploring Group Reading in the context of the Carnegie and Kate Greenaway shadowing scheme and funded by the Carnegie Foundation UK. This has been developed with Joan Swann and is examining the learning potential and relationship between  literacy lessons and these more informal reading for pleasure group contexts.

She is also about to commence an EU project entitiled Creative Little Scientists, which is a nine country study exploring the opportunities for creative learning in maths and science in the early and primary years.

 

Current Research Projects

Currnt and recent research projects include:


1.  Creative Primary Schools (2011-12)

In the light of impending policy changes at the primary phase, this work seeks to provide case studies of the strategies used by creative schools to manage and incorporate policy reform and their pedagogy and practice. The new work will result in user-focused case studies of the three creative schools with which the OU is working , documenting how they respond to policy reform while maintaining and developing their beliefs in the importance of creative teaching and learning and the nature of their pedagogic practice. The team which comprises Teresa Cremin, Anna Craft and Bob Jeffrey with two reserachers aims to  publish the case studies in a form accessible to schools and policy advisors .

2. Group Reading in the CKG Shadowing Scheme (2011)

This research project involves exploring Group Reading in the context of the Carnegie and Kate Greenaway shadowing scheme and funded by the Carnegie Foundation UK. It  has been developed with Joan Swann and is examining the learning potential and relationship between  literacy lessons and these moe informal reading for pleasure  group contexts

3. Building Communities: Researching Literacy Lives (2009-2010).

This project is investigating children’s 21st century literacy identities, habits and cultures through supporting teachers as researchers as they explore children’s ‘funds of knowledge’(Gonzalez et al, 2002) and effective and sustainable ways of building on children’s out-of-school literacy experiences in order to create new communities. The project seeks to create innovative classroom approaches and new parental and inter-agency partnerships that engage with the diversity of children’s contemporary lives and literacies. It connects to the unfolding primary agenda, the scope for schools to develop localised curricula and the continued need to widen family and community involvement. The year long project is funded mainly by the Esme?e Fairbairn Foundation, and also by contributions from the UKLA and the five Local Authorities involved: Birmingham, Barking and Dagenham, Lambeth, Kent and Medway. It encompasses 10 schools and 20 teachers who are being case studied by the research team, it also involves several multi-agency partners and LA coordinators.

4. Exploring Teachers’ Identities as Writers (2009-2011)

This project was undertaken with an OU PhD student Sally Baker, and explored the arguably under-researched area of writing identity in primary education, with a specific focus on teachers’ perceptions of themselves as ‘writers’ in school. It sought to examine the ways in which teachers’ position themselves and are positioned as ‘writers’ and considered possible pedagogical consequences. The project comprised case studies of two primary professionals, teaching 7-8 and 10-11 year olds. The data includes videos of classroom practice, video-stimulated review and interviews with the teachers, children and TAs. By framing the process of modelling teachers’ engagement as ‘writers’ (through demonstration writing, scaffolding writing and writing alongside) as situated practice, and enabling the teachers to reflect upon their own positioning, the approach fosters an emic perspective on how teachers perceive themselves as teacher-writers and writer-teachers in the literacy classroom.

5. Possibility Thinking at Key Stage 2  (2009-2011)

This project being led by Prof. Anna Craft (OU/Exeter) and in collaboration with Pam Burnard (Cambridge) and additional research colleagues, Dawn Burns and Melanie Ting seeks to investigate what characterises ‘possibility thinking’ as manifest in the learning engagement of children aged 7-11 and what characterises ‘possibility thinking’ as manifest in pedagogical strategies in 7-11 classrooms? It is a small-scale qualitative study, building on extensive previous work in this area with the same team, including Kerry Chappell. The earlier and current work involved co-participation with teachers, and naturalistic episode analysis of video data featuring children in this case in Key Stage Two in two schools. It focuses on the ‘possibility thinking’ evidenced by the learners engaged in a range of classroom activities and examines the teachers’ pedagogical framing of such activities, which foster the generation and exploration of ideas and options.

6. Exploring conceptions of ‘independence’ in writing (2009-2010)

This project is being undertaken in collaboration with Emma Parker and Julie Kendrick from Newham Local Authority. It involves case studies of 6 co-participant teachers, who are themselves engaged in action research, introducing independent writing time, writing alongside children and documenting the responses of three focus children to the pedagogic shifts and increased choice in ‘journals’ and other ‘free writing contexts’ and in the context of the mainstream curriculum. The case study data includes: teachers’ and children’s questionnaires, teachers’ writing histories, writing logs, commentaries on demonstrating and writing alongside children, as well as teacher and child interviews and in-class observations.

Publications

Authored Book
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.
Cremin, Teresa (2009). Teaching English Creatively. Learning to Teach in the Primary School Series. London: Routledge.
Cremin, Teresa; Barnes, Jonathan and Scoffham, Stephen (2009). Creative Teaching for Tomorrow: Fostering a Creative State of Mind Deal. Kent, UK: Future Creative.
Cremin, Teresa; Mottram, Marilyn; Collins, Fiona and Powell, Sacha (2008). Building Communities of Readers. Leicester, UK: PNS/United Kingdom Literacy Association.
Craft, Anna; Cremin, Teresa and Burnard, Pamela (2007). Creative learning 3-11: and how we document it. UK: Trentham.
Cremin, Teresa and Dombey, Henrietta (2007). Handbook of Primary English in Initial Teacher Education. Cambridge: NATE and UKLA.
Goouch, Kathy; Grainger, Teresa and Lambirth, Andrew (2005). Creativity and writing: developing voice and verve in the classroom. Oxfordshire,UK: Routledge.
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.
Bearne, Eve; Dombey, Henrietta and Grainger, Teresa (2003). Classroom Interactions in Literacy. Buckingham, UK: Open University Press.
Book Chapter
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.
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.
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.
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.
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 (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 (2006). Planning with short stories. In: Lambirth, Andrew ed. Planning Creative Literacy Lessons. London, UK: David Fulton, pp. 46–64.
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.
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 (2004). Drama and writing: enlivening their prose. In: Goodwin, Prue ed. Literacy through Creativity. London, UK: David Fulton, pp. 91–104.
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.
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 (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.
Conference Item
Grainger, Teresa; Craft, Anna and Burnard, Pamela (2007). Examining possibility thinking in action in early years settings. In: Imaginative Education Research Symposium, 12 - 15 July 2006, Vancouver, BC, Canada.
Journal Article
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.
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.
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.
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.
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.
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, 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; Bearne, Eve; Mottram, Marilyn and Goodwin, Prue (2008). Primary teachers as readers. English in Education, 42(1), pp. 8–23.
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; 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.
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 (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.
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.
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.
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; 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.
Other
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.
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, T.; Mottram, M.; Collins, F.; Powell, S. and Safford, K. (2009). Teachers as readers: Building communities of readers. UKLA, UK.

last updated 21-Nov-2012