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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.
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.
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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- Christopher-Gordon New Editions
- Verlag: Rowman & Littlefield
- 3rd Edition
- Seitenzahl: 410
- Erscheinungstermin: 1. August 2015
- Englisch
- Abmessung: 260mm x 183mm x 27mm
- Gewicht: 950g
- ISBN-13: 9781442223653
- ISBN-10: 1442223650
- Artikelnr.: 42031232
- Christopher-Gordon New Editions
- Verlag: Rowman & Littlefield
- 3rd Edition
- Seitenzahl: 410
- Erscheinungstermin: 1. August 2015
- Englisch
- Abmessung: 260mm x 183mm x 27mm
- Gewicht: 950g
- ISBN-13: 9781442223653
- ISBN-10: 1442223650
- Artikelnr.: 42031232
Carolee is the Director of Business Operations for Thinking Collaborative, the home of the Adaptive Schools Seminars, the Cognitive Coaching Seminars®, and Kaleidoscope Associates. She is the former Co-Director of the Center for Cognitive Coaching. She provides international training in: Cognitive Coaching (SM), Adaptive Schools, presentation skills, building collaborative school cultures, organization development, transitions and change, and effective instruction. She is a co-author of Cognitive Coaching: Weaving the Threads of Learning and Change into the Culture of an Organization and Effective School Leadership: Developing Principals through Cognitive Coaching. She has been a presenter at many national conferences and is an author of a variety of educational journal articles. Carolee was the Director of Professional Development for Douglas County School District Re.1, in Colorado, from 1989 to 1998. She developed and directed the nationally recognized Building Resource Teacher program which places a staff developer in every school to support building level staff development, new teacher induction, implementation of innovation in curriculum, and instruction and assessment. It was one of the first building-based instructional coaching programs in the U.S. Prior to working for Douglas County, Carolee was a staff developer and middle school and high school teacher in Jefferson County, Colorado. She holds a B.A. in family studies from Colorado Women's College and an M.A. in curriculum and instruction from the University of Denver. She is licensed as a secondary teacher and administrator by the State of Colorado. Carolee has been married for many years to her husband John. They live in Denver and are the parents of a son and daughter and the grandparents of two boys and a girl.
Foreword Preface Acknowledgements Cognitive Coaching Resources PART I:
EXPLORING THE MEANINGS OF COGNITIVE COACHING Chapter 1: Discovering the
Meanings of Cognitive Coaching Chapter 2: Identity Chapter 3: The
Mediator's Skills Chapter 4: Mediating for Self-Directed Learning Chapter
5: Repertoire of Support Functions PART II: SOURCES OF EXCELLENCE Chapter
6: Developing and Maintaining Trust Chapter 7: States of Mind Chapter 8:
Teacher Cognition Chapter 9: Inquiring into the Knowledge Base of Teaching
PART III: ENGAGING IN COACHING Chapter 10: Human Diversity In
Meaning-Making Chapter 11: The Maps of the Planning and Reflecting
Conversations Chapter 12: Resolving Problems: The Third Coaching Map
Chapter 13: Calibrating Conversations PART IV: THE IMPACT OF COGNITIVE
COACHING Chapter 14: Cognitive Coaching: A Synthesis of the Research by
Jenny Edwards Chapter 15: How Leaders Support Learning in the Agile
Organization APPENDICES APPENDIX A: Suggestions for Teachers Own Standards
APPENDIX B: Inner Coaching APPENDIX C: Mediative Questioning APPENDIX D:
Calibrating Conversation Script APPENDIX E: Sources of Standards of teacher
& leader performance APPENDIX F: Other Resources About Self-Directedness
APPEDIX G: List Of Videos, Topics And Length of Time In Minutes. About the
Authors Glossary of Terms References Index
EXPLORING THE MEANINGS OF COGNITIVE COACHING Chapter 1: Discovering the
Meanings of Cognitive Coaching Chapter 2: Identity Chapter 3: The
Mediator's Skills Chapter 4: Mediating for Self-Directed Learning Chapter
5: Repertoire of Support Functions PART II: SOURCES OF EXCELLENCE Chapter
6: Developing and Maintaining Trust Chapter 7: States of Mind Chapter 8:
Teacher Cognition Chapter 9: Inquiring into the Knowledge Base of Teaching
PART III: ENGAGING IN COACHING Chapter 10: Human Diversity In
Meaning-Making Chapter 11: The Maps of the Planning and Reflecting
Conversations Chapter 12: Resolving Problems: The Third Coaching Map
Chapter 13: Calibrating Conversations PART IV: THE IMPACT OF COGNITIVE
COACHING Chapter 14: Cognitive Coaching: A Synthesis of the Research by
Jenny Edwards Chapter 15: How Leaders Support Learning in the Agile
Organization APPENDICES APPENDIX A: Suggestions for Teachers Own Standards
APPENDIX B: Inner Coaching APPENDIX C: Mediative Questioning APPENDIX D:
Calibrating Conversation Script APPENDIX E: Sources of Standards of teacher
& leader performance APPENDIX F: Other Resources About Self-Directedness
APPEDIX G: List Of Videos, Topics And Length of Time In Minutes. About the
Authors Glossary of Terms References Index
Foreword Preface Acknowledgements Cognitive Coaching Resources PART I:
EXPLORING THE MEANINGS OF COGNITIVE COACHING Chapter 1: Discovering the
Meanings of Cognitive Coaching Chapter 2: Identity Chapter 3: The
Mediator's Skills Chapter 4: Mediating for Self-Directed Learning Chapter
5: Repertoire of Support Functions PART II: SOURCES OF EXCELLENCE Chapter
6: Developing and Maintaining Trust Chapter 7: States of Mind Chapter 8:
Teacher Cognition Chapter 9: Inquiring into the Knowledge Base of Teaching
PART III: ENGAGING IN COACHING Chapter 10: Human Diversity In
Meaning-Making Chapter 11: The Maps of the Planning and Reflecting
Conversations Chapter 12: Resolving Problems: The Third Coaching Map
Chapter 13: Calibrating Conversations PART IV: THE IMPACT OF COGNITIVE
COACHING Chapter 14: Cognitive Coaching: A Synthesis of the Research by
Jenny Edwards Chapter 15: How Leaders Support Learning in the Agile
Organization APPENDICES APPENDIX A: Suggestions for Teachers Own Standards
APPENDIX B: Inner Coaching APPENDIX C: Mediative Questioning APPENDIX D:
Calibrating Conversation Script APPENDIX E: Sources of Standards of teacher
& leader performance APPENDIX F: Other Resources About Self-Directedness
APPEDIX G: List Of Videos, Topics And Length of Time In Minutes. About the
Authors Glossary of Terms References Index
EXPLORING THE MEANINGS OF COGNITIVE COACHING Chapter 1: Discovering the
Meanings of Cognitive Coaching Chapter 2: Identity Chapter 3: The
Mediator's Skills Chapter 4: Mediating for Self-Directed Learning Chapter
5: Repertoire of Support Functions PART II: SOURCES OF EXCELLENCE Chapter
6: Developing and Maintaining Trust Chapter 7: States of Mind Chapter 8:
Teacher Cognition Chapter 9: Inquiring into the Knowledge Base of Teaching
PART III: ENGAGING IN COACHING Chapter 10: Human Diversity In
Meaning-Making Chapter 11: The Maps of the Planning and Reflecting
Conversations Chapter 12: Resolving Problems: The Third Coaching Map
Chapter 13: Calibrating Conversations PART IV: THE IMPACT OF COGNITIVE
COACHING Chapter 14: Cognitive Coaching: A Synthesis of the Research by
Jenny Edwards Chapter 15: How Leaders Support Learning in the Agile
Organization APPENDICES APPENDIX A: Suggestions for Teachers Own Standards
APPENDIX B: Inner Coaching APPENDIX C: Mediative Questioning APPENDIX D:
Calibrating Conversation Script APPENDIX E: Sources of Standards of teacher
& leader performance APPENDIX F: Other Resources About Self-Directedness
APPEDIX G: List Of Videos, Topics And Length of Time In Minutes. About the
Authors Glossary of Terms References Index