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Creative teachers

Title:

Creative teachers

Bramwell, Gillian and Reilly, Rosemary C. and Lilly, Frank R. and Kronish, Neomi and Chennabathni, Revathi (2011) Creative teachers. Roeper Review, 33 (4). pp. 228-238. ISSN 0278-3193

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Official URL: http://www.tandfonline.com/loi/uror20

Abstract

Good teaching is creative teaching, yet there is little research focusing on creative teachers themselves. In this article we report a synthesis of 13 qualitative case studies and two quantitative studies of teachers who demonstrated everyday or local creativity in their work. Themes and categories were identified through constant comparison and inter-relationships among themes were explored. Four themes are described: personal characteristics, community, process, and outcomes. Teachers' creative process emerged from the interaction between their personal characteristics, including personal intelligences, motivation, and values, and the communities in which they worked and lived. This process resulted in a wide variety of outcomes. The findings suggest that cooperation between teachers and administrators is essential for teachers to succeed in creating positive change.

Divisions:Concordia University > Faculty of Arts and Science > Applied Human Sciences
Item Type:Article
Refereed:Yes
Authors:Bramwell, Gillian and Reilly, Rosemary C. and Lilly, Frank R. and Kronish, Neomi and Chennabathni, Revathi
Journal or Publication:Roeper Review
Date:01 December 2011
Keywords:creative teachers, creative outcomes, creative processes, community, everyday creativity, personal characteristics, teaching practice, case study research, constructivism
ID Code:974917
Deposited By:ROSEMARY REILLY
Deposited On:02 Nov 2012 15:53
Last Modified:01 Jun 2013 01:38
Additional Information:The studies on which this synthesis is based are briefly described in an Appendix which can be found at http://spectrum.library.concordia.ca/6747/
References:
References marked with an asterisk indicate studies included in the synthesis.

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*Bramwell-Rejskind, G., Halliday, F., & McBride, J. (2008). Creating change: Teachers’ reflections on changing their teaching. In B. M. Shore, M. W. Aulls, & M. A. B. Delcourt (Eds.), Inquiry in education Vol. 2: Overcoming barriers to successful implementation (pp. 207-234). New York: Lawrence Erlbaum.

*Chennabathni, R. (2005). Case-study of a creative teacher. Ph.D. dissertation, McGill University, Canada. Retrieved December 10, 2009, from Dissertations & Theses @ McGill University. (Publication No. AAT NR25115).

*Chennabathni, R., & Rejskind, G. (2002, May). Portrait of a creative science teacher. In G. Rejskind (Chair), Creative teachers: Portraits, products, and challenges. Symposium conducted at the meeting of the Canadian Association of Educational Psychologists, Toronto, Ontario, Canada.

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*Kronish, N. (1999). The making of a star: Unraveling the mystery of a musician’s success. Unpublished MEd. Project, McGill University, Montreal, Quebec, Canada.

*Kronish, N. B. (2004). Social, cultural, and psychological influences on three promising piano students' decisions to continue taking piano lessons. Ph.D. dissertation, McGill University, Canada. Retrieved December 10, 2009, from Dissertations & Theses @ McGill University. (Publication No. AAT NR12876).

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*Lilly, F. R. (2002). Teaching outside of the box: Studying a creative teacher. Ph.D. dissertation, McGill University, Canada. Retrieved December 10, 2009, from Dissertations & Theses @ McGill University. (Publication No. AAT NQ78717).

*Lilly, F. R., & Bramwell-Rejskind, G. (2004). The dynamics of creativity. Journal of Creative Behavior, 38, 102-124.
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*McBride, J., & Dagenais, J. (2002, May). Portraits of practice. In G. Rejskind (Chair), Creative teachers: Portraits, products, and challenges. Symposium conducted at the meeting of the Canadian Association of Educational Psychologists, Toronto, Ontario, Canada.

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*Mitchell, S. N. (2001). Describing the possible effects of an inquiry curriculum on low-achieving students' causal attributions. Ph.D. dissertation, McGill University, Canada. Retrieved December 10, 2009, from Dissertations & Theses @ McGill University. (Publication No. AAT NQ78735).

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Montuori, A., & Purser, R. E. (1999). Social creativity: An introduction. In A. Montuori & R.E. Purser (Eds.), Social creativity (Vol. 1), (pp. 1-45). Cresskill, NJ: Hampton Press.

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*Reilly, R. C. (2005). The synergistic confluence of social creativity, values and the development of shared expertise. Ph.D. dissertation, McGill University, Canada. Retrieved December 10, 2009, from Dissertations & Theses @ McGill University.(Publication No. AAT NR12935).

*Rejskind, F. G. (1967). Some factors in the creativity of grade seven teachers and pupils. Unpublished M.A. Thesis, University of Saskatchewan, Saskatoon, Saskatchewan, Canada.

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*Rejskind, G., Reilly, R., Mitchell, S., & French, L. (2002, May). Inquiry outcomes. In G. Rejskind (Chair), Creative teachers: Portraits, products, and challenges. Symposium conducted at the meeting of the Canadian Association of Educational Psychologists, Toronto, Ontario, Canada.

*Rejskind, G., & Sydiaha, D. (2002, May). Creative teachers, creative students? In G. Rejskind (Chair), Creative teachers: Portraits, products, and challenges. Symposium conducted at the meeting of the Canadian Association of Educational Psychologists, Toronto, Ontario, Canada.

*Riccardi, M. (2001). Down memory lane: "I don't think in word but in ideas" The life of a creative teacher. Unpublished MEd. Project, McGill University, Montreal, Quebec, Canada.

*Ricci, J. O. (2002) The implementation of a school-based language document and curriculum in a private Hong Kong primary school: A case study. Unpublished MEd. Project, McGill University, Montreal, Quebec, Canada.

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