000			03100cam a22002774a 4500
999			_c24885 _d24885
001			58485
010			_a 2011010351
020			_a9780521762519
020			_a9780521746328 (paperback)
040			_aDLC
082	0	0	_a371.102
245	0	0	_aStructure and improvisation in creative teaching / _cedited by R. Keith Sawyer
260			_aCambridge ; _aNew York : _bCambridge University Press, _c2011.
300			_axvi, 301 p. : _bill. ; _c24 cm.
504			_aIncludes bibliographical references and index.
505	8		_aMachine generated contents note: 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.
520			_a"With an increasing emphasis on creativity and innovation in the twenty-first century, teachers need to be creative professionals just as students must learn to be creative. And yet, schools are institutions with many important structures and guidelines that teachers must follow. Effective creative teaching strikes a delicate balance between structure and improvisation. The authors draw on studies of jazz, theater improvisation, and dance improvisation to demonstrate that the most creative performers work within similar structures and guidelines. By looking to these creative genres, the book provides practical advice for teachers who wish to become more creative professionals"--
650		0	_aStudent-centered learning _919703
650		0	_aActive learning _95338
650		0	_aCreative teaching _919671
650		0	_aMotivation in education _925773
650		7	_aPSYCHOLOGY / General _941164
700	1		_aSawyer, R. Keith, _eEditor _955628
856	4	2	_uhttps://uowd.box.com/s/phx3dczdq5u89k98m9rt2ewwlhj2q4ma _zLocation Map
942			_cREGULAR _2ddc