This book shows how questions, not answers, help drive school improvement by applying the principles of quality questioning to four critical leadership functions: maximizing, mobilizing, mediating, and monitoring
This book shows how questions, not answers, help drive school improvement by applying the principles of quality questioning to four critical leadership functions: maximizing, mobilizing, mediating, and monitoringHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Jackie Acree Walsh is a co-developer with Beth Dankert Sattes of Questioning and Understanding to Improve Learning and Thinking (QUILT), a nationally validated professional development program on effective questioning. They are also co-authors of Inside School Improvement (2000) and co-presenters of the Video Journal in Education series Questioning to Stimulate Thinking (1999). These two former classroom teachers have trained hundreds of administrators and teachers across the nation in effective questioning. Their other joint ventures have focused on creating effective professional development for educators, sharing leadership for continuous school improvement, and creating a culture for high-performance learning communities. A recent example of their work is the design and delivery of professional development for school improvement specialists-consultants or staff who work to develop the capacity of schools to improve achievement for all students. They have also developed professional development modules on improving school culture (for the Southern Regional Education Board) and leading learning communities (for the Alabama Leadership Academy). Walsh holds a bachelor's degree in political science from Duke University, a master's degree in teaching (MAT) from the University of North Carolina at Chapel Hill, and a PhD in education administration and supervision from the University of Alabama. Both Walsh and Sattes have served as faculty for the National Staff Development Council's Academy.
Inhaltsangabe
List of Tables and Figures Preface: What Have We Learned From Our Work? Quality Questioning is Not Just for the Classroom Anymore Acknowledgments About the Authors 1. Quality Questioning: Why Is This an Important Practice for Leaders of Learning Communities? 2. Questioning as a Process: What Are the Essential Elements? 3. Maximizing: How Can Leaders Increase Individual and Collective Capacity? 4. Mobilizing: How Do Leaders Build Constituent Commitment to Act? 5. Mediating: How Does Quality Questioning Help Create Common Ground? 6. Monitoring: How Do Leaders Use Quality Questioning to Facilitate Reflection on Progress Toward Identified Goals? 7. Promoting Adult Learning and Growth in Schools: How Can Leaders Nurture Communities of Quality Questioners? Resource A: Examples of Closed and Open-Ended Questions Resource B: Structured Group Processes That Engage Members of the School Community in Thinking and Dialogue Resource C: The Quality Questioning Quotient (QQQ): A Self-Assessment References Index
List of Tables and Figures Preface: What Have We Learned From Our Work? Quality Questioning is Not Just for the Classroom Anymore Acknowledgments About the Authors 1. Quality Questioning: Why Is This an Important Practice for Leaders of Learning Communities? 2. Questioning as a Process: What Are the Essential Elements? 3. Maximizing: How Can Leaders Increase Individual and Collective Capacity? 4. Mobilizing: How Do Leaders Build Constituent Commitment to Act? 5. Mediating: How Does Quality Questioning Help Create Common Ground? 6. Monitoring: How Do Leaders Use Quality Questioning to Facilitate Reflection on Progress Toward Identified Goals? 7. Promoting Adult Learning and Growth in Schools: How Can Leaders Nurture Communities of Quality Questioners? Resource A: Examples of Closed and Open-Ended Questions Resource B: Structured Group Processes That Engage Members of the School Community in Thinking and Dialogue Resource C: The Quality Questioning Quotient (QQQ): A Self-Assessment References Index
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