In this greatly expanded and extensively updated edition of a widely popular resource you see how teachers' individual and collective capacities for continuing self-improvement are strengthened over time through Cognitive Coaching. You gain essential skills, protocols, guidance, research and resourc
Cognitive Coaching: Developing Self-Directed Leaders and Learners (Christopher-Gordon New Editions): Developing Self-Directed Leaders and Learners, 3rd Edition
โ Scribed by Arthur L. Costa, Robert J. Garmston
- Publisher
- Rowman & Littlefield Publishers
- Year
- 2015
- Tongue
- English
- Leaves
- 410
- Edition
- 3
- Category
- Library
No coin nor oath required. For personal study only.
โฆ Synopsis
In this greatly expanded and extensively updated edition of a widely popular resource you see how teachers' individual and collective capacities for continuing self-improvement are strengthened over time through Cognitive Coaching. You gain essential skills, protocols, guidance, research and resources to use when implementing Cognitive Coaching principles and values in your own school setting. Working toward the goals of making school better places where more students succeed and satisfaction in learning and teaching prevail, Costa and Garmston let you know about their own learning, and how new research and practice can support individuals and schools in reaching higher, more satisfying, and more holistic performance. Organized into four sections, the book clearly and effectively presents these concepts: the meanings of cognitive coaching; the basics of teaching excellence; strategies and tactics for engaging in coaching; and how to integrate Cognitive Coaching throughout the system.
๐ SIMILAR VOLUMES
<p><span>This book offers teaching/training professionals an evidence-based pedagogic guide to teaching effectively, efficiently and creatively โ also known as </span><span>Creative Teaching Competence</span><span>. Firstly it summarizes the extensive research on human psychological functioning rela
<p>Self-directed learning is perhaps the Holy Grail of adult learning and for good reason. Within this seemingly simple phrase lies the battleground for the frustrations of both educator and learner as they work through the difficulties of an unequal and sometimes intense partnership</p>