Connecting With Their Inner Beings: An International Survey of Drama/ Theatre Teachers' Perceptions of Creative Teaching and Teaching for Creative Achievement
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
As the first phase of a multinational exploration of the nature of creativity and its relationship to drama/theatre education, a mixed methods survey was given to 100 classroom teachers in four countries: Canada (Ontario), the United States (Arizona), Jamaica and Norway. Teachers were both elementary generalist and secondary specialists; most had some drama education. This article documents the following: a brief review of the related literature; survey results with an emphasis on the qualitative data; and a brief overview of the next phases of the research. Survey results suggest that teachers of drama/theatre believe in the importance of teaching for both creative achievement in their students and in themselves as creative teachers—especially when solving teaching problems. Examples of their practice indicate that teachers implement a variety of student-centered drama/theatre approaches in their classrooms. However, teachers do not perceive support for their creative work from their schools or the school system, nor do they have confidence in their capacity to assess student achievement in creativity.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it