Structure and Improvisation in Creative Teaching
Herausgeber: Sawyer, R. Keith
Structure and Improvisation in Creative Teaching
Herausgeber: Sawyer, R. Keith
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Draws on studies of creative, improvised performance to identify practical advice for teachers who wish to become more creative professionals.
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Draws on studies of creative, improvised performance to identify practical advice for teachers who wish to become more creative professionals.
Produktdetails
- Produktdetails
- Verlag: Cambridge University Press
- Seitenzahl: 318
- Erscheinungstermin: 14. Oktober 2016
- Englisch
- Abmessung: 235mm x 157mm x 22mm
- Gewicht: 615g
- ISBN-13: 9780521762519
- ISBN-10: 0521762510
- Artikelnr.: 33352694
- Verlag: Cambridge University Press
- Seitenzahl: 318
- Erscheinungstermin: 14. Oktober 2016
- Englisch
- Abmessung: 235mm x 157mm x 22mm
- Gewicht: 615g
- ISBN-13: 9780521762519
- ISBN-10: 0521762510
- Artikelnr.: 33352694
Foreword David Berliner; 1. What makes good teachers great? The artful
balance of structure and improvisation R. Keith Sawyer; Part I. The Teacher
Paradox: 2. Professional improvisation and teacher education: opening the
conversation Stacy DeZutter; 3. Creativity, pedagogic partnerships, and the
improvisatory space of teaching Pamela Burnard; 4. Improvising within the
system: creating new teacher performances in inner city schools Carrie
Lobman; 5. Teaching for creativity with disciplined improvisation Ronald A.
Beghetto and James C. Kaufman; Part II. The Learning Paradox: 6. Taking
advantage of structure to improvise in instruction: examples from
elementary school classrooms Frederick Erickson; 7. Breaking through the
communicative cocoon: improvisation in secondary school foreign language
classrooms Jürgen Kurtz; 8. Improvising with adult English language
learners Anthony Perone; 9. Productive improvisation and collective
creativity: lessons from the dance studio Janice E. Fournier; Part III. The
Curriculum Paradox: 10. How 'scripted' materials might support
improvisational teaching: insights from the implementation of a reading
comprehension curriculum Annette Sassi; 11. Disciplined improvisation to
extend young children's scientific thinking A. Susan Jurow and Laura
Creighton; 12. Improvisational understanding in the mathematics classroom
Lyndon C. Martin and Jo Towers; 13. Conclusion: presence and the art of
improvisational teaching Lisa Barker and Hilda Borko.
balance of structure and improvisation R. Keith Sawyer; Part I. The Teacher
Paradox: 2. Professional improvisation and teacher education: opening the
conversation Stacy DeZutter; 3. Creativity, pedagogic partnerships, and the
improvisatory space of teaching Pamela Burnard; 4. Improvising within the
system: creating new teacher performances in inner city schools Carrie
Lobman; 5. Teaching for creativity with disciplined improvisation Ronald A.
Beghetto and James C. Kaufman; Part II. The Learning Paradox: 6. Taking
advantage of structure to improvise in instruction: examples from
elementary school classrooms Frederick Erickson; 7. Breaking through the
communicative cocoon: improvisation in secondary school foreign language
classrooms Jürgen Kurtz; 8. Improvising with adult English language
learners Anthony Perone; 9. Productive improvisation and collective
creativity: lessons from the dance studio Janice E. Fournier; Part III. The
Curriculum Paradox: 10. How 'scripted' materials might support
improvisational teaching: insights from the implementation of a reading
comprehension curriculum Annette Sassi; 11. Disciplined improvisation to
extend young children's scientific thinking A. Susan Jurow and Laura
Creighton; 12. Improvisational understanding in the mathematics classroom
Lyndon C. Martin and Jo Towers; 13. Conclusion: presence and the art of
improvisational teaching Lisa Barker and Hilda Borko.
Foreword David Berliner; 1. What makes good teachers great? The artful
balance of structure and improvisation R. Keith Sawyer; Part I. The Teacher
Paradox: 2. Professional improvisation and teacher education: opening the
conversation Stacy DeZutter; 3. Creativity, pedagogic partnerships, and the
improvisatory space of teaching Pamela Burnard; 4. Improvising within the
system: creating new teacher performances in inner city schools Carrie
Lobman; 5. Teaching for creativity with disciplined improvisation Ronald A.
Beghetto and James C. Kaufman; Part II. The Learning Paradox: 6. Taking
advantage of structure to improvise in instruction: examples from
elementary school classrooms Frederick Erickson; 7. Breaking through the
communicative cocoon: improvisation in secondary school foreign language
classrooms Jürgen Kurtz; 8. Improvising with adult English language
learners Anthony Perone; 9. Productive improvisation and collective
creativity: lessons from the dance studio Janice E. Fournier; Part III. The
Curriculum Paradox: 10. How 'scripted' materials might support
improvisational teaching: insights from the implementation of a reading
comprehension curriculum Annette Sassi; 11. Disciplined improvisation to
extend young children's scientific thinking A. Susan Jurow and Laura
Creighton; 12. Improvisational understanding in the mathematics classroom
Lyndon C. Martin and Jo Towers; 13. Conclusion: presence and the art of
improvisational teaching Lisa Barker and Hilda Borko.
balance of structure and improvisation R. Keith Sawyer; Part I. The Teacher
Paradox: 2. Professional improvisation and teacher education: opening the
conversation Stacy DeZutter; 3. Creativity, pedagogic partnerships, and the
improvisatory space of teaching Pamela Burnard; 4. Improvising within the
system: creating new teacher performances in inner city schools Carrie
Lobman; 5. Teaching for creativity with disciplined improvisation Ronald A.
Beghetto and James C. Kaufman; Part II. The Learning Paradox: 6. Taking
advantage of structure to improvise in instruction: examples from
elementary school classrooms Frederick Erickson; 7. Breaking through the
communicative cocoon: improvisation in secondary school foreign language
classrooms Jürgen Kurtz; 8. Improvising with adult English language
learners Anthony Perone; 9. Productive improvisation and collective
creativity: lessons from the dance studio Janice E. Fournier; Part III. The
Curriculum Paradox: 10. How 'scripted' materials might support
improvisational teaching: insights from the implementation of a reading
comprehension curriculum Annette Sassi; 11. Disciplined improvisation to
extend young children's scientific thinking A. Susan Jurow and Laura
Creighton; 12. Improvisational understanding in the mathematics classroom
Lyndon C. Martin and Jo Towers; 13. Conclusion: presence and the art of
improvisational teaching Lisa Barker and Hilda Borko.