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Garrido, Jose

Cojocaru, Ionica

Zhou, Xiaowen

On the finite-time Gerber-Shiu function

This document contains a table outlining the studies used in the manuscript Creative teachers along with the reference list for these data sources. The original manuscript in Roeper Review is a synthesis of 13 case studies and two quantitative studies of teachers who demonstrated everyday or local creativity in their work

Bramwell, Gillian

Reilly, Rosemary C.

Lilly, Frank R.

Kronish, Neomi

Chennabathni, Revathi

Creative Teachers Appendices  1 
Appendix 1. 
Studies used in the synthesis for the manuscript: 
Bramwell, G., Reilly, R. C., Lilly, F., Kronish, N., & Chennabathni, R. Creative teachers. To be 
published in Roeper Review. 
Documents Participants Methods 
Bamford et al. (1999, 
April) 
Everyday creativity; an action-
research group at a secondary 
school. Participants included 
males and females, and 
beginning and experienced 
teachers in an ethnically diverse 
city near Montreal. 
Single-case (action-research group) 
with embedded cases (teachers, 
teachers’ aids, a technician, a 
university professor, and two 
doctoral students). This group met 
weekly to support each other in their 
ongoing attempts to systematically 
improve their teaching. The study 
documents their activities in their 
own words 
Bramwell-Rejskind, 
Halliday, & McBride 
(2008) 
Everyday creativity; nine 
teachers experimenting with 
inquiry methods of teaching.  
A multiple-case study; teachers were 
interviewed about their experiences 
experimenting with inquiry 
approaches to teaching. 
Creative Teachers Appendix  2 
Chennabathni 
(2005); 
Chennabathni & 
Rejskind (2002, 
May) 
Local creativity; Alice, an 
innovative and award-winning 
secondary science teacher in an 
ethnically diverse school in a 
small city near Montreal. Her 
work was well known in two 
school boards and at a 
university. 
A single-case study. The primary 
data source was multiple interviews 
with the teacher, supplemented by 
interviews with a colleague and an 
administrator, and classroom 
observations. 
Dagenais (2003)  Everyday creativity; Morgain, a 
sessional lecturer known for her 
innovative teaching. 
Single-case study. Interviews with 
and observations of the instructor 
throughout a semester-long course 
were supplemented by a personality 
questionnaire. 
Kronish (1999)  Local creativity; Esfir, an 
experienced and renowned 
female piano teacher originally 
from eastern Europe.  
An embedded single-case study. The 
teacher and four promising students 
were videotaped during lessons, 
interviewed over a four-month 
period, and extensive observational 
reports were made. 
Kronish (2004) See Kronish (1999) Follow-up study to Kronish (1999). 
Creative Teachers Appendices  3 
Lilly (2002); Lilly & 
Bramwell-Rejskind 
(2004) 
Local creativity; Grace, an 
award-winning sessional 
lecturer, teaching inclusive 
education methods to a large 
class of pre-service teachers; 
highly regarded by students for 
her innovative teaching. 
A single-case study. Grace was 
interviewed and observed as she 
planned and taught the course, and at 
the end of the course. Lilly attended 
all classes, collected handouts, and 
interviewed students and the 
informant’s husband. 
McBride & Dagenais 
(2002, May) 
Everyday and local creativity; 
McBride (local), a secondary-
school teacher teaching a 
university course for the first 
time; known internationally for 
her action research; Dagenais 
(everyday), a teacher in 
McBride's course.  
An embedded case study. Self-
studies by the instructor and a teacher 
who was a student in her class, on 
whom she had an impact. 
Mitchell (2001; 
2002) 
Local creativity; McBride, an 
award-winning female special 
education teacher and her 
students in an ethnically diverse 
school near Montreal.  
An embedded semester-long single-
case study based one-day-a-week 
observations in a Special-Needs 
secondary-school classroom, 
attendance at Knowledge Fairs, and 
interviews with students and teacher.  
Creative Teachers Appendix  4 
Reilly (2005) Everyday creativity; Four 
Teaching Assistants and their 
instructor. All female. 
An embedded-case study using 
participant-observation by the 
university teacher of herself and four 
teaching assistants as they co-taught 
a process-oriented course on group 
dynamics. 
Rejskind (1967); 
Rejskind & Sydiaha 
(2002, May)  
Everyday creativity of 32 grade-
seven teachers and their 
students.  
Quantitative study. Teachers' 
creativity and personality measures 
were based on paper and pencil tests. 
Students were given divergent 
thinking tests on two occasions four 
months apart, from which change 
scores computed.  
Rejskind (1998, 
Jan.); Rejskind, 
Chennabathni, 
McBride, & Halliday 
(1998); Rejskind & 
Halliday (1997, 
May) 
Everyday creativity; initial 
sample of six teachers used in 
Bramwell-Rejskind et al. 
(2008). 
A multiple-case study; teachers were 
interviewed about their experiences 
experimenting with inquiry methods 
of teaching. Each report explores a 
different theme. 
Creative Teachers Appendices  5 
Rejskind, Reilly, 
Mitchell, & French 
(2002, May) 
Students from the secondary 
school in Bamford et al. (1999).  
Quantitative study. Students 
completed a questionnaire on their 
use of, and attitudes towards, skills 
learned in inquiry-oriented activities.  
Riccardi (2001) Local creativity. Luisa, a retired 
elementary teacher, pioneered 
whole-language teaching in her 
school board and was a leader in 
developing programs for gifted 
students. At the time of the 
study she was introducing a new 
approach to guiding at a local 
museum. 
A single-case study. Data included 
transcripts of interviews, a video of 
the informant leading a tour at a fine 
arts museum, a video made by her 
school board in which she 
demonstrated whole language 
teaching, and a follow-up interview 
conducted by Bramwell in 2007. 
Creative Teachers Appendix  6 
Ricci (2002) Everyday creativity; a team of 
teachers developed and 
implemented a revised ESL 
curriculum for a private 
elementary school in Hong 
Kong.  
A single-case study using participant 
observation to document the 
development and implementation of 
an ESL curriculum. Evaluation of the 
ESL writing skills of a class of 
primary-grade students who were 
taught using it was based on citywide 
achievement tests and creative 
writing samples.  
 
Creative Teachers Appendices  7 
Appendix 2. 
Reference list for data sources 
Bamford, C., Boursier, J., Bresnen, K., Shank-Farah, D., Slonosky, A., DiZazzo, A. M., Pupo, 
M., Rhoads, J., McBride, J., Rejskind, G., Mitchell, S., and Reilly, R. C. (1999, April). You 
may call it research - I call it coping: Collaborative action research. Paper presented at the 
4th International Conference on Teacher Research, Bishop’s University, Lennoxville, QC. 
Bramwell-Rejskind, G., Halliday, F., & McBride, J. (2008). Creating change: Teachers’ 
reflections on changing their teaching. In B. Shore, M. Aulls, & M. 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, ON. 
Dagenais, J. (2003). Teaching’s a stage: Personality plays a role. One semester, one class, one 
teacher. Unpublished M.Ed. Project, Dept. of Educational & Counselling Psychology, 
Faculty of Education, McGill University, Montreal, QC. 
Kronish, N. (1999). The making of a star: Unraveling the mystery of a musician’s success. 
Unpublished M.Ed. Project, Dept. of Educational & Counselling Psychology, Faculty of 
Education, McGill University, Montreal, QC. 
Creative Teachers Appendix  8 
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). 
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. 
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, ON. 
Mitchell, S. N. (2001). Describing the possible effects of an inquiry curriculum on low-achieving 
students' causal attributions. Ph.D. dissertation, McGill University (Canada), Canada. 
Retrieved December 10, 2009, from Dissertations & Theses @ McGill University. 
(Publication No. AAT NQ78735).  
Mitchell S. N. (2002, May). Creativity of sameness. In G. Rejskind (Chair), Creative teachers: 
Portraits, products, and challenges. Symposium conducted at the meeting of the Canadian 
Association of Educational Psychologists, Toronto, ON. 
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). 
Creative Teachers Appendices  9 
Rejskind, F. G. (1967). Some factors in the creativity of grade seven teachers and pupils. 
Unpublished M.A. Thesis, Dept. of Psychology, University of Saskatchewan, Saskatoon, 
SK. 
Rejskind, F. G. (1998, January). Teachers motivations to use inquiry approaches: A feminist 
perspective. Presentation to the Research Associates, Simone de Beauvoir Institute, 
Concordia University, Montreal, QC. 
Rejskind, G., Chennabathni, R., McBride, J., & Halliday, F. (1998). Issues of control in an 
inquiry teaching method. In J. Ross Epp, (Ed.), Centring on . . . the margins: The evaded 
curriculum (pp. 33-40). Proceedings of the Second bi-annual Canadian Association for the 
Study of Women and Education International Institute, Ottawa, ON. 
Rejskind, F. G., & Halliday, F. (1997, May). Motivation in inquiry teaching and learning. Paper 
presented at the annual convention of the QASA & QABA, Quebec City, QC. 
Rejskind, G., Reilly, R. C., 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, ON. 
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, ON. 
Riccardi, M. (2001). Down memory lane: Creativity in a retired teacher. Unpublished M.Ed. 
Project, Dept. of Educational & Counselling Psychology, Faculty of Education, McGill 
University, Montreal, QC.  
Creative Teachers Appendix  10 
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 M.Ed. Project, 
Department of Educational and Counselling Psychology, Faculty of Education, McGill 
University, Montreal, QC. 
 
 


Appendices and data sources for the manuscript Creative teachers to be published in Roeper Review.

At the macrostructure level of language milestones, language acquisition follows a nearly identical course whether children grow up with one or with two languages. However, at the microstructure level, experimental research is revealing that the same proclivities and learning mechanisms that support language acquisition unfold somewhat differently in bilingual versus monolingual environments. This paper synthesizes recent findings in the area of early bilingualism by focusing on the question of how bilingual infants come to apply their phonetic sensitivities to word learning, as they must to learn minimal pair words (e.g. ‘cat’ and ‘mat’). To this end, the paper reviews antecedent achievements by bilinguals throughout infancy and early childhood in the following areas: language discrimination and separation, speech perception, phonetic and phonotactic development, word recognition, word learning and aspects of conceptual development that underlie word learning. Special consideration is given to the role of language dominance, and to the unique challenges to language acquisition posed by a bilingual environment

Werker, Janet F.

Byers-Heinlein, Krista

Fennell, Christopher

Bilingual  beginnings  to  learning words

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On the finite-time Gerber-Shiu function

Appendices and data sources for the manuscript Creative teachers to be published in Roeper Review.

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