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The purpose of this paper is to identify the opinions of first-year Emirati students in a writing-intensive English program regarding the extent to which they found themselves creative and the ways in which they expressed creativity in general. The other aim was to identify the ways in which they tended to make their writing creative. The study also sought to see if there were differences between male and female students’ responses.

Data were collected from 54 first-year Emirati students using a survey with closed and open-ended questions.

Results revealed that only three quarters of the students considered themselves creative. The most common ways in which they perceived themselves creative were through originality, problem-solving and design. With regards to creativity in writing, amongst several factors, they believed that the incorporation of experience, skillful use of lexis and grammar and understanding of their audience in particular make their writing creative. There were no statistically significant differences between male and female students’ responses.

People’s cultural backgrounds play a significant role in their perception of creativity and beliefs in their own creative writing powers. Creative writing skills are, therefore, often among key learning outcomes, and many universities offer their students writing-focused courses. For these courses to be successful, students’ perceptions of creativity skills ought to be taken into consideration. The current study achieved this.

This study sought to identify teachers' overall experiences in teaching social studies, the considerations they make in planning and implementing social studies lessons in the absence of mandated curriculum, approaches to social studies instruction and the role of legislation on social studies instruction.

Two practicing teachers at different grade levels participated in this study to allow for comparative case study analysis. Teachers were observed teaching social studies lessons and then were interviewed to gain an understanding of their perspectives on teaching social studies at the elementary level and the role that administrative and legislative messaging played in their decision-making.

The lack of a scripted and formal program for social studies created opportunities for teacher autonomy and content integration in lessons. This is especially true for teachers that place a high value on social studies content and skills. Persistent issues, such as limited time and mandated testing pressures, continue to create barriers that teachers must work to overcome.

Since teachers play a critical role in the enactment of policy and curriculum, when a formal curriculum program is absent, opportunities arise. Control of the classroom and inherent messaging therein continues to create a high value battleground. When teachers are given the autonomy to set lesson outcomes, opportunities for quality instruction, such as project based learning and content integration, are possible.

Book review by Peter Maresco. Ricardo Semler, Maverick: The Success Story Behind the Worldʼs Most Unusual Workplace, New York: Warner Books, 1993. ISBN 9780446516969