The DOI matches its Crossref record; 66 of the 66 references it cites were found in a registry or an index.
Creative Teaching: Collaborative Discussion as Disciplined Improvisation
Abstract
Teaching has often been thought of as a creative performance. Although comparisons with performance were originally intended to emphasize teacher creativity, they have become associated instead with contemporary reform efforts toward scripted instruction that deny the creativity of teachers. Scripted instruction is opposed to constructivist, inquiry-based, and dialogic teaching methods that emphasize classroom collaboration. To provide insight into these methods, the “teaching as performance” metaphor must be modified: Teaching is improvisational performance. Conceiving of teaching as improvisation highlights the collaborative and emergent nature of effective classroom practice, helps us to understand how curriculum materials relate to classroom practice, and shows why teaching is a creative art.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
The Reflective Practitioner: How Professionals Think in Action
Checkoway, B., & Schon, D. A. (1985) · Journal of Policy Analysis and Management · doi:10.2307/3324262 · Cited by 21,268
The reflective practitioner: How professionals think in action
Stewart, C. J. (1984) · Patient Education and Counseling · doi:10.1016/0738-3991(84)90022-3 · Cited by 19,752
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
Hutchins, E. (1995) · doi:10.7551/mitpress/1881.001.0001 · Cited by 10,801
National Science Education Standards
Shea, J. H. (1995) · Journal of Geological Education · doi:10.5408/0022-1368-43.2.102 · Cited by 7,888
Review of research in education
Shulman, L. S., Mowry, S., & Berliner, D. C. (1973) · F.E. Peacock eBooks · Cited by 7,754
The rise of the creative class: and how it's transforming work, leisure, community and everyday life
(2002) · Choice Reviews Online · doi:10.5860/choice.40-2276 · Cited by 6,488
Handbook of educational psychology
(1997) · Choice Reviews Online · doi:10.5860/choice.34-3084 · Cited by 4,825
The Moral Judgment Of The Child
Piaget, J. (2013) · Routledge eBooks · doi:10.4324/9781315009681 · Cited by 4,372
(2020) · Journal of Medical Education · doi:10.5812/jme · Cited by 3,490
Cited by
Sawyer, R. K. (2006) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2005.08.001 · Cited by 364
Self-citationDESIGNING FORMATIVE ASSESSMENT SOFTWARE WITH TEACHERS: AN ANALYSIS OF THE CO-DESIGN PROCESS
PENUEL, W. R., ROSCHELLE, J., & SHECHTMAN, N. (2007) · Research and Practice in Technology Enhanced Learning · doi:10.1142/s1793206807000300 · Cited by 300
Efficiency and Innovation in Transfer
Schwartz, D. L., Bransford, J. D., & Sears, D. (2000) · Transfer of Learning from a Modern Multidisciplinary Perspective · doi:10.1108/978-1-60752-673-520251002 · Cited by 285
Literature review: the role of the teacher in inquiry-based education
Dobber, M., Zwart, R., Tanis, M., & van Oers, B. (2017) · Educational Research Review · doi:10.1016/j.edurev.2017.09.002 · Cited by 222
Teachers as participatory designers: two case studies with technology-enhanced learning environments
Cober, R., Tan, E., Slotta, J., So, H.-J., & Könings, K. D. (2015) · Instructional Science · doi:10.1007/s11251-014-9339-0 · Cited by 136
Metadata
- Authors
- Sawyer, R. K.
- Venue
- Educational Researcher
- Published
- 2004-03
- Volume
- 33
- Issue
- 2
- Pages
- 12-20
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2149106267
- Cited by
- 674
- References
- 66
- FWCI
- 60.09
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Creative Teaching: Collaborative Discussion as Disciplined Improvisation. https://app.cochat.ai/papers/10.3102/0013189x033002012
- The paper
- Sawyer, R. K. (2004). Creative Teaching: Collaborative Discussion as Disciplined Improvisation. Educational Researcher. https://doi.org/10.3102/0013189x033002012
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
