|
|
|
|
| LEADER |
00000cam a2200000 i 4500 |
| 001 |
b7686366 |
| 003 |
CoU |
| 005 |
20140404232720.0 |
| 008 |
130920s2014 nyua b 001 0 eng |
| 010 |
|
|
|a 2013034035
|
| 020 |
|
|
|a 9780807754979 (pbk. : alk. paper)
|
| 020 |
|
|
|a 0807754978 (pbk. : alk. paper)
|
| 020 |
|
|
|z 9780807772508 (e-book)
|
| 020 |
|
|
|z 080777250X (e-book)
|
| 035 |
|
|
|a (OCoLC)ocn858730193
|
| 035 |
|
|
|a (OCoLC)858730193
|
| 040 |
|
|
|a DLC
|b eng
|e rda
|c DLC
|d YDX
|d YDXCP
|d BTCTA
|d OCLCO
|d IAD
|d UKMGB
|d SZR
|d CHVBK
|d GZI
|d STF
|
| 042 |
|
|
|a pcc
|
| 043 |
|
|
|a n-us---
|
| 049 |
|
|
|a CODA
|
| 050 |
0 |
0 |
|a LB1590.3
|b .C66 2014
|
| 100 |
1 |
|
|a Costa, Arthur L.,
|e author.
|0 http://id.loc.gov/authorities/names/n85346184
|1 http://isni.org/isni/0000000025387812.
|
| 245 |
1 |
0 |
|a Cognitive capital :
|b investing in teacher quality /
|c Arthur L. Costa, Robert J. Garmston, Diane P. Zimmerman ; foreword by Michael Fullan.
|
| 264 |
|
1 |
|a New York, NY :
|b Teachers College Press,
|c [2014]
|
| 300 |
|
|
|a xviii, 122 pages ;
|c 23 cm.
|
| 336 |
|
|
|a text
|b txt
|2 rdacontent.
|
| 337 |
|
|
|a unmediated
|b n
|2 rdamedia.
|
| 338 |
|
|
|a volume
|b nc
|2 rdacarrier.
|
| 504 |
|
|
|a Includes bibliographical references and index.
|
| 505 |
0 |
|
|a 1. Investing in teacher quality; Current trends; Moving toward questions of practice; Defining cognitive capital -- 2. Assessing the complexities of teaching; The clarion call: the public demand for school accountability; Assessing professional competencies; Prescriptions versus accountable dialogue; Toward a more complete model of teaching and learning; Conflicting views of teaching territories; Cognitive capital: honoring the complexity of the profession; Growing our investment: a declaration; In summary -- 3. Toward a new conception of value; A new conception of quality; Positive human capacities increase cognitive capital; States of mind as qualities of teacher excellence; The value of the 5 states of mind: high-yield investments; Elaborating the complexity and elegance of the states of mind; Profound knowledge: the transfer of states of mind; Goal-focused coaching; Value added: self-organizing systems; In summary -- 4. Balancing the leadership portfolio: the mediative functions of coaching and facilitating; Four distinct leadership roles; Informative and mediative roles; Defining facilitator and coach; Coaching enhances instructional thought; Facilitation: developing collective states of mind; Calibrating, facilitating, and implementing the common core state standards; Reconceptualizing teaching as coaching and facilitating; In summary -- 5. Mediating: conversations that liberate states of mind; Defining mediated learning; Mediating holonomy; The neuroscience of mediated learning; Mediating states of mind through structured professional conversations; Coaching tools that build trust and rapport; In summary -- 6. Balancing the leadership portfolio: presenting and consulting; Defining a presenter and a consultant; How presenters manage relationships; How consultants manage relationships; Shifting locus of control to the client; Building cognitive capital: the presenter can also mediate; Building cognitive capital: the consultant can also mediate; Building cognitive capital: how leaders enhance cognitive development; In summary -- 7. Accumulating the dividends of collective thinking; The power of collective thinking; Defining collective efficacy; States of mind create collective capital; Operationalizing collective efficacy; Affective states; Holonomy: the soul of effective schools; States of mind: creating virtuous cycles of success; In summary -- 8. Auditing: promoting systems accountability; System responsibility; The system asset: cognitive capital; Talent optimization; The system promise: learning time is a priority; In summary.
|
| 650 |
|
0 |
|a Thought and thinking
|x Study and teaching.
|0 http://id.loc.gov/authorities/subjects/sh2010116511.
|
| 650 |
|
0 |
|a Cognitive styles.
|0 http://id.loc.gov/authorities/subjects/sh85027755.
|
| 650 |
|
0 |
|a Team learning approach in education.
|0 http://id.loc.gov/authorities/subjects/sh85133071.
|
| 650 |
|
0 |
|a Personal coaching.
|0 http://id.loc.gov/authorities/subjects/sh2003005186.
|
| 650 |
|
0 |
|a Teachers
|x In-service training.
|0 http://id.loc.gov/authorities/subjects/sh85132968.
|
| 650 |
|
0 |
|a Teachers
|x Rating of.
|0 http://id.loc.gov/authorities/subjects/sh85132980.
|
| 650 |
|
7 |
|a Lehren.
|2 gnd.
|
| 650 |
|
7 |
|a Qualität.
|2 gnd.
|
| 650 |
|
7 |
|a Führungseigenschaft.
|2 gnd.
|
| 650 |
|
7 |
|a Lehrer.
|2 gnd.
|
| 700 |
1 |
|
|a Garmston, Robert J.,
|e author.
|0 http://id.loc.gov/authorities/names/n92102230
|1 http://isni.org/isni/0000000031687694.
|
| 700 |
1 |
|
|a Zimmerman, Diane P.,
|e author.
|0 http://id.loc.gov/authorities/names/no2013076996
|1 http://isni.org/isni/0000000416930130.
|
| 700 |
1 |
|
|a Fullan, Michael,
|e author of foreword.
|0 http://id.loc.gov/authorities/names/n81140058
|1 http://isni.org/isni/0000000081162386.
|
| 907 |
|
|
|a .b76863669
|b 03-19-20
|c 04-14-14
|
| 998 |
|
|
|a nor
|b 04-22-14
|c x
|d m
|e -
|f eng
|g nyu
|h 0
|i 1
|
| 907 |
|
|
|a .b76863669
|b 11-27-14
|c 04-14-14
|
| 944 |
|
|
|a MARS - RDA ENRICHED
|
| 907 |
|
|
|a .b76863669
|b 05-01-14
|c 04-14-14
|
| 907 |
|
|
|a .b76863669
|b 04-22-14
|c 04-14-14
|
| 999 |
f |
f |
|i 809edf15-2c67-5403-8d40-cec1b5065d48
|s 742e0236-ac03-5148-9d7b-d87dc6551bfb
|
| 952 |
f |
f |
|p Can circulate
|a University of Colorado Boulder
|b Boulder Campus
|c Norlin
|d Norlin Library - Stacks
|e LB1590.3 .C66 2014
|h Library of Congress classification
|i book
|m U183052402240
|n 1
|
