000			03454nam a22003614a 4500
005			20250918171954.0
008			121120s2011 enka b 001 0 eng
020			_a9780521762519 (hardback) _cRM307.89
020			_a9780521746328 (paperback)
039		9	_a201308011555 _bbaiti _c201307291204 _dbaiti _c201307231032 _drasyilla _y11-20-2012 _zrasyilla
040			_aDLC _cDLC _dDLC _dUKM
090			_aLB1027.23.S757
090			_aLB1027.23 _b.S757
245	0	0	_aStructure and improvisation in creative teaching / _c[edited by] R. Keith Sawyer.
260			_aCambridge ; _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 J✹gen 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'-- _cProvided by publisher.
650		0	_aStudent-centered learning.
650		0	_aActive learning.
650		0	_aCreative teaching.
650		0	_aMotivation in education.
650		7	_aPSYCHOLOGY / General _2bisacsh.
700	1		_aSawyer, R. Keith _q(Robert Keith)
907			_a.b15525521 _b2019-11-12 _c2019-11-12
942			_c01 _n0 _kLB1027.23.S757
914			_avtls003518229
990			_abaiti
991			_aFakulti Pendidikan
998			_at _b2012-07-11 _cm _da _feng _genk _y0 _z.b15525521
999			_c535578 _d535578