Below is a list of resources I have relied upon when investigating improvisation and improvisation pedagogy, as well as research in other domains pertaining to achievement, self-efficacy, and motivation.  It is not an exhaustive list.  For example, I have generally only included one article per author, although many authors represented here have multiple publications on this topic and related topics.

Aebersold, J. (1992). A new approach to jazz improvisation (6th revised ed.). New Albany, IN: Jamey Aebersold Jazz, Inc.

Alexander, M. L. (2012). Fearless improvisation: A pilot study to analyze string students’ confidence, anxiety, and attitude toward learning improvisation. Update: Applications of Research in Music Education, 31(1), 33.

Anderman, E.M. & Maehr, M.L. (1994). Motivation and schooling in the middle grades. Review of Education Research, 64(2), 287-309.

Asmus, E.P. (1994). Motivation in music teaching and learning. The Quarterly Journal of Music Teaching and Learning, 5(4), 5-32.

Azzara, C. D. (1999). An aural approach to improvisation. Music Educators Journal, 86(3), 21-25.

Azzara, C. D. (2002). Improvisation. In R. Colwell, & C. P. Richardson (Eds.), The new handbook of research on music teaching and learning: A project of the Music Educators National Conference (pp. 171-187). Oxford; New York: Oxford University Press.

Baker, D. (1988). David Baker's jazz improvisation: A comprehensive method of study for all players. (2nd ed.) Van Nuys, CA: Alfred.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

Bash, L. (1983). The effectiveness of three instructional methods on the acquisition of jazz improvisation skills. Dissertation Abstracts International, 44(7), 2079. 

Belland, B. R., Kim, C. M., & Hannafin, M. J. (2013). A framework for designing scaffolds that improve motivation and cognition. Educational Psychologist, 48(4), 243-70.

Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485-499

Burnsed, C. V. (1978). The development and evaluation of an introductory jazz improvisation sequence for intermediate band students. Dissertation Abstracts International, 39(08), 4578A. 

Ciorba, C. R. (2009). Predicting jazz improvisation achievement through the creation of a path-analytical model. Bulletin of the Council for Research in Music Education, (180), 57. 

Ciorba, C. R., & Russell, B. E. (2014). A proposed model of jazz theory knowledge acquisition. Journal of Research in Music Education, 62(3), 301.

Coker, J. (1964). Improvising jazz. Englewood Cliffs, NJ: Prentice-Hall.

Collins, A. (2006). Cognitive apprenticeship. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 47–60). New York, NY: Cambridge University Press. 

Davison, P. D. (2006). The role of self-efficacy and modeling in improvisation: The effects of aural and aural/notated modeling conditions on intermediate instrumental music students' improvisation achievement. Dissertation Abstracts International, 68(02).

Dyas, J. B. (2006). A description, comparison, and interpretation of two exemplary performing arts high school jazz programs. Dissertation Abstracts International, 68(01).

Gee, J. P. (2005). Learning by design: Good video games as learning machines. E-Learning, 2(1), 5–16.

Hallam, S. (2002). Musical motivation: Towards a model synthesizing the research. Music Education Research, 4(2), 225-244.

Hores, R. G. (1978). A comparative study of visual and aural oriented approaches to jazz improvisation with implications for instruction. Dissertation Abstracts International, 39(04), 2121A.

Kratus, J. (1995). A developmental approach to teaching music improvisation. International Journal of Music Education, 26, 27-38. 

Lepper, M.R., Corpus, J.H., & Iyengar, S.S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184-196.

Levine, M. (1995). The jazz theory book. Petaluma, CA: Sher Music.

Linnenbrink-Garcia, L., Maehr, M.L., & Pintrich, P.R. (2011). Motivation and achievement. In R. Colwell, & P.R. Webster (Eds.), MENC Handbook of Research on Music Learning, Volume 1: Strategies (pp. 216-264). Oxford; New York: Oxford University Press.

Madura, P. (1995). An exploratory investigation of the assessment of vocal jazz improvisation. Psychology of Music, 23(1), 48-62. 

Maehr, M.L. & Anderman, E.M. (1993). Reinventing schools for early adolescents: Emphasizing task goals. Elementary School Journal, 93(5), 593-610.

Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184.

May, L. F. (2003). Factors and abilities influencing achievement in instrumental jazz improvisation. Journal of Research in Music Education, 51(3), 258.

McCormick, J. & McPherson, G. (2003). The role of self-efficacy in a musical performance examination: An exploratory structural equation analysis. Psychology of Music, 31(1), 37-51.

McPherson, G.E. & McCormick, J. (2006). Self-efficacy and music performance. Psychology of Music, 34(3), 322-336.

McPherson, G.E. & Zimmerman, B.J. (2002). Self-regulation of musical learning: A social cognitive perspective. In R. Colwell, & C. P. Richardson (Eds.), The new handbook of research on music teaching and learning: A project of the Music Educators National Conference (pp. 327-347). Oxford; New York: Oxford University Press.

National Coalition for Core Arts Standards. (2014). National Core Arts Standards. Reston, VA: National Association for Music Education. 

Pajares, F. & Schunk, D.H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding, & S. Rayner (Eds.), Perception (pp. 239-266). London: Abex Publishing.

Partchey, K.C. (1973). The effects of feedback, models and repetition on the ability to improvise melodies. Dissertation Abstracts International, 35(01), 240A.

Paulson, J. C. (1985). The development of an imitative instructional approach to improvising effective melodic statements in jazz solos. Dissertation Abstracts International, 46(10), 2957. 

Pressing, J. (1987). Improvisation: Methods and models. In J. Sloboda (Ed.), Generative processes in music. Oxford; New York: Oxford University Press.

Prouty, K. E. (2005). The history of jazz education: A critical reassessment. Journal of Historical Research in Music Education, 26(2), 100.

Riley, J. (1994). The art of bop drumming.  New York, NY: Manhattan Music, Inc.

Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460.

Sadler, P. M., Coyle, H. P., & Schwartz, M. (2000). Engineering competitions in the middle school classroom: Key elements in developing effective design challenges. The Journal of the Learning Sciences, 9(3), 299-327.

Sandoval, W. A. (2014). Conjecture mapping: An approach to systematic educational design research. Journal of the Learning Sciences, 23(1), 18–36.

Sawyer, R. K. (2006). Group creativity: Musical performance and collaboration. Psychology of Music, 34(2), 148-165.

Smith, B.P. (2011). Motivation to learn music: A discussion of some key elements. In R. Colwell, & P.R. Webster (Eds.), MENC handbook of research on music learning: Volume 1: Strategies (pp. 265-300). New York: Oxford University Press.

Usher, E.L. & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796.

Watson, K. E. (2010). The effects of aural versus notated instructional materials on achievement and self-efficacy in jazz improvisation. Journal of Research in Music Education, 58(3), 259.

Watson, K. E. (2014). The jazz combo: A model of collaborative learning. Canadian Music Educator, 56(1), 44-46.

West, C. (2015). What research reveals about school jazz education. UPDATE: Applications of Research in Music Education, 33(2), 40.

Zimmerman, B.J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.

Zisman, M. (2003). The real easy book. Petaluma, CA: Sher Music Co.