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This study explored the development of students' knowledge of the meanings of 10 common English suffixes. A test was constructed to assess students' knowledge of the contribution of suffixes to the meanings of derivatives. Students were asked to choose which of several sentences correctly used a suffixed word. The suffixed words consisted of novel combinations of familiar stems and suffixes (e.g., butterless). Students were also tested on parallel items using familiar nonsuffixed words. The test was administered to 630 fourth-grade, seventh-grade, and high school students. Knowledge of the meanings of common English suffixes was found to undergo significant development between fourth grade and high school. Even in high school, however, there were some students who showed little knowledge of the meanings of these suffixes. The test identified students who have particular difficulties with English suffixes, and thus it has potential as a diagnostic tool.

The purpose of the present study was to examine student teachers' beliefs about creativity, creative outcomes, and factors related to creativity. Even though the importance of facilitating creativity in educational settings has been recognised, little attention has been paid to teachers' beliefs about creativity. In this study, a questionnaire, designed to explore conceptualisations of creativity and issues related to it, was administered to 49 student teachers. The results indicated that student teachers tend to perceive creativity as a general ability primarily manifested in the context of artistic endeavours. Moreover, creative outcomes were thought to be novel but not necessarily appropriate or correct. These findings are discussed with respect to their educational implications.

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