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R. Keith Sawyer
University of North Carolina at Chapel Hill
CreativityGrounded theoryPsychologyEthnographyPedagogy
11Publications
3H-index
30Citations
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Publications 11
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#1R. Keith Sawyer (UNC: University of North Carolina at Chapel Hill)H-Index: 3
In this article, I study role enactment and status relationships in university design studio classrooms. I analyze conversations that take place during discussions of student creative work, and I i...
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#1R. Keith Sawyer (UNC: University of North Carolina at Chapel Hill)H-Index: 3
Abstract There is evidence that failure can contribute to creativity, but there has been no research on whether failure plays a role in teaching and learning how to create. In this paper, I examine the role of failure in teaching and learning in professional schools of art and design, where creative practice is an important learning outcome. In the course of ethnographies at two professional schools of art and design, I interviewed professors and observed their classes to explore their pedagogic...
2 CitationsSource
#1Jeffrey A. Greene (UNC: University of North Carolina at Chapel Hill)H-Index: 26
#2Rebekah Freed (UNC: University of North Carolina at Chapel Hill)
Last. R. Keith Sawyer (UNC: University of North Carolina at Chapel Hill)H-Index: 3
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There is a lack of research and practice focused on how to foster higher-order processing, such as creative performance, within higher education settings. To address this gap in research, we chose to study pedagogical practices in schools of art and design, where one of the intended learning outcomes is creativity. Based upon data gathered as part of a larger study (Sawyer in Thinking Skills and Creativity, http://doi.org/10.1016/J.TSC.2018.08.002, 2018), we found that among a large number of cr...
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#1R. Keith Sawyer (UNC: University of North Carolina at Chapel Hill)H-Index: 3
3 CitationsSource
#1R. Keith Sawyer (UNC: University of North Carolina at Chapel Hill)H-Index: 3
This article describes the studio model—a cultural model of teaching and learning found in U.S. professional schools of art and design. The studio model includes the pedagogical beliefs held by professors and the pedagogical practices they use to guide students in learning how to create. This cultural model emerged from an ethnographic study of two professional schools of art and design. A total of 38 professors from a total of 15 art disciplines and design disciplines were interviewed and their...
4 CitationsSource
#1Glory Emmanuel Aviña (SNL: Sandia National Laboratories)H-Index: 1
#2Christian D. Schunn (University of Pittsburgh)H-Index: 39
Last. Jeffrey Y. Tsao (SNL: Sandia National Laboratories)H-Index: 32
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Applying science to the current art of producing engineering and research knowledge has proven difficult, in large part because of its seeming complexity. We posit that the microscopic processes underlying research are not so complex, but instead are iterative and interacting cycles of divergent (generation of ideas) and convergent (testing and selecting of ideas) thinking processes. This reductionist framework coherently organizes a wide range of previously disparate microscopic mechanisms whic...
1 CitationsSource
#1R. Keith Sawyer (UNC: University of North Carolina at Chapel Hill)H-Index: 3
1 CitationsSource
#1R. Keith Sawyer (UNC: University of North Carolina at Chapel Hill)H-Index: 3
Abstract It is increasingly important for educators to help students develop as creative individuals, and to prepare graduates to think creatively at work, in personal life, and in society. Many countries are working to transform schooling to lead to creative learning outcomes. And yet, very little is known about how to teach for creativity. This review was motivated by the belief that effective models of creative teaching and learning would be found in art and design educational practice. The g...
13 CitationsSource
#1R. Keith Sawyer (UNC: University of North Carolina at Chapel Hill)H-Index: 3
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#1Michelle D. Repice (WashU: Washington University in St. Louis)H-Index: 2
#2R. Keith Sawyer (UNC: University of North Carolina at Chapel Hill)H-Index: 3
Last. Regina F. Frey (WashU: Washington University in St. Louis)H-Index: 18
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Increasingly, studies are investigating the factors that influence student discourse in science courses, and specifically the mechanisms and discourse processes within small groups, to better understand the learning that takes place as students work together. This paper contributes to a growing body of research by analyzing how students engage in conversation and work together to solve problems in a peer-led small-group setting. This qualitative study evaluates video of Peer-Led Team Learning (P...
6 CitationsSource
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