Expanded and updated, this edition of one of the most popular resources for school change now comes with ancillary materials containing 150 facilitation strategies. Placing inquiry at the center of effective change, The Adaptive School gives readers the tools they need to bring about genuine school improvement and to learn to use and incorporate them into practice. The book also includes a useful problem locater that helps define problems and identify strategies to deal with them. New to this edition: the ancillary materials, the strategies, the problem locater, the expanded material on facilitation, and expanded self teaching tools.
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.
This book provides a framework of what California students should know about the arts and is organized around the vision of providing opportunities for all students to become responsible, creative, reasoning, understanding and thoughtful citizens. This guide clearly defines a balanced, comprehensive arts program for all those in grades K-12 in California schools. The book is divided into the following sections: (1) "The Essential Ideas in Arts Education"; (2) "A Comprehensive Arts Program for All Students"; (3) "Dance"; (4) "Music"; (5) "Theatre"; (6) "Visual Arts"; and (7) "What This Framwork Requires of Teachers." Appendixes include: an article by Elliot W. Eisner, "A Vision for the Arts in California Schools: Doing Right by Our Children"; criteria for evaluating instructional resources for visual and performing arts; examples of careers in the visual and performing arts; religion in the public school curriculum; questions and answers; and facilities and resources for a comprehensive arts education program. Contains a selected references section. (EH)
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