WorldCat Identities

Costa, Arthur L.

Overview
Works: 133 works in 363 publications in 5 languages and 12,350 library holdings
Genres: Educational films  Internet videos  Abstracts 
Roles: Author, Editor, Other, Author of introduction, wst
Classifications: LB1590.3, 370.152
Publication Timeline
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Most widely held works about Arthur L Costa
 
Most widely held works by Arthur L Costa
Developing minds : a resource book for teaching thinking by Arthur L Costa( Book )

41 editions published between 1985 and 2012 in English and held by 1,435 WorldCat member libraries worldwide

Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, p, e, i, s, t
Discovering & exploring habits of mind( Book )

6 editions published in 2000 in English and held by 725 WorldCat member libraries worldwide

Describes the "habits of mind" that can aid both students and adults in school and in everyday life as they encounter problems, dilemmas, and enigmas, the resolutions of which are not immediately apparent
Activating & engaging habits of mind( Book )

6 editions published in 2000 in English and held by 646 WorldCat member libraries worldwide

Presents practical advice for using the "habits of mind"--Sixteen types of intelligent behavior--in the classroom, including discussion of their application to mathematics, art, foreign language, reading comprehension, and character instruction
Assessing & reporting on habits of mind( Book )

6 editions published in 2000 in English and held by 536 WorldCat member libraries worldwide

Cognitive coaching : a foundation for renaissance schools by Arthur L Costa( Book )

18 editions published between 1993 and 2006 in English and Arabic and held by 522 WorldCat member libraries worldwide

Describes the sources and benefits of Cognitive Coaching, a model for the enhancement of professional performance and school renewal, looks at three key sources of teaching excellence, examines the coaching map of pacing and leading, and provides examples of how the ideals of Cognitive Coaching can be embedded in school curriculum, culture, policies, and practices
Integrating & sustaining habits of mind( Book )

6 editions published between 2000 and 2001 in English and Chinese and held by 492 WorldCat member libraries worldwide

Assessment in the learning organization : shifting the paradigm by Arthur L Costa( Book )

7 editions published in 1995 in English and held by 387 WorldCat member libraries worldwide

Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, k, p, e, i, s, t
Assessment strategies for self-directed learning by Arthur L Costa( Book )

13 editions published between 2003 and 2005 in English and German and held by 343 WorldCat member libraries worldwide

This volume focuses on assessing students' abilities as self-directed learners. The authors use 'triangulation' to ensure that the assessment system is balanced and complete
Envisioning process as content : toward a renaissance curriculum by Arthur L Costa( Book )

7 editions published between 1990 and 2005 in English and held by 326 WorldCat member libraries worldwide

Explores in detail the dynamics of shifting the primary focus so that the content becomes the vehicle for teaching the process, resulting in a greater mastery of the discipline
Techniques for teaching thinking by Arthur L Costa( Book )

9 editions published between 1989 and 2017 in English and Undetermined and held by 298 WorldCat member libraries worldwide

This US resource addresses some of the issues in teaching thinking skills. It is aimed at staff developers, teacher educators, teachers and curriculum developers. It is intended that the resource be used by teaching staff for reflecting on their own knowledge and professional practice. This is 1 in a series of resources on the practical aspects of integrating thinking skills into teaching. Table of contents: * Introduction (What's basic, thinking is for all students, the teacher is the crucial variable in growing intelligence, the teacher as mediator of learning, discussion not recitation, creating a classroom environment for learning to think) * Structuring the classroom for thinking (instructional clarity, structuring time and energy, organising the classroom for thinking) * Teacher-initiated questions and directions that elicit thinking and learning (a model of thinking, inviting student thinking) * Teacher response behaviours that support and extend thinking and learning (what are teacher response behaviours, terminal or closed responses, open or extending responses) * Using thought-full language in the classroom (the linguistic nature of instruction, thinking words, discipline, providing data not solutions, classroom management, probing for specificity, metacognition, analysing the logic of language) * Metacognition - thinking about thinking (strategies for enhancing metacognition) * Teaching a thinking skills or strategy directly (why teach thinking directly, process a content, when to teach a thinking skill directly, a lesson-planning strategy for teaching a thinking skill directly, sample lesson, ways teachers can add to their teaching of thinking skills directly) * How we know students are getting better at thinking (persistence, decreasing impulsivity, listening to others, flexibility in thinking, metacognition, checking for accuracy and precision, questioning and problem posing, drawing on past knowledge and experiences, transference beyond the learning situation, precision of language and thought, using all senses, a sense of humour, curiosity and inquisitiveness, enjoyment of problem solving, cooperative thinking - social intelligence) * Epilogue: Behaving consistently with our cognitive goals and objectives (two ways of modelling)
The process-centered school : sustaining a renaissance community by Arthur L Costa( Book )

7 editions published between 1996 and 2005 in English and held by 286 WorldCat member libraries worldwide

The time has come to shift the focus from the "what" of knowledge (content) to the "how" of learning (processes). This book is the third in a series of three books in the Process as Content trilogy. The book offers suggestions and strategies for educators beginning the journey of transferring education into a process-oriented paradigm. The book views redesign of the curriculum as the main component of re-visioning the school. Following the foreword by Peter M. Senge, and the preface to the trilogy and the preface to the process-centered school both by Arthur L. Costa and Rosemarie M. Liebman, the essays include: (1) "Constructing the Metaphors for Process" (Diane P. Zimmerman); (2) "Spreading the Good Word: Communicating with the School Community To Support Change" (Alison Preece); (3) "Organizational Learning: The Essential Journey" (Laura Lipton and Robert Melamede); (4) "Designing Learning for a New Work Environment: Key Values and Skills" (Michael A. Pennella); (5) "Staff Development: a Process Approach" (Fred H. Wood); (6) "Preparing New Teachers: Process as Curriculum" (Gloria Appelt Slick); (7) "Developing Adaptive Schools in a Quantum Universe" (Robert J. Garmston and Bruce Wellman); (8) "The Norms of Collaboration: Attaining Communicative Competence" (William Baker, Arthur L. Costa, and Stanley Shalit); (9) "The Process of Coaching: Mediating Growth toward Holonomy" (Arthur L. Costa and Robert J. Garmston); (10) "Developing a Scoring Rubric for a Process School" (Charles Lavaroni); (11) "Capturing the Spirit: Process Pervades the Organization" (Joseph M. Saban); (12) "Searching for Evidence: Toward a Renaissance Community" (Arthur L. Costa and Rosemarie M. Liebman); and (13) "Change: The Journey Begins" (Arthur L. Costa and Rosemarie M. Liebman). The prologue by Louis Rubin is titled "The Essence: Process as Content." Contains 13 figures, 9 tables, an index, and individual chapter references. (Lmi)
Supporting the spirit of learning : when process is content by Arthur L Costa( Book )

11 editions published between 1997 and 2005 in English and held by 278 WorldCat member libraries worldwide

This book addresses the revision of the curriculum to meet the needs of the 21st century. After a foreword by Peter M. Senge and prefaces by the editors, the following chapters are included: (1) Process as Content in Education of Exceptional Children (Reuven Feuerstein, Rafi Feuerstein, and Yaron Schur); (2) Generative Topics for Process Curriculum (Vito Perrone and Bena Kallick); (3) Teaching as Process (Arthur L. Costa and Robert J. Garmston); (4) Instruction for Process Learning (Marian Leibowitz); (5) a Process-Oriented Paradigm: Implications for Professional Development (Marilyn Tabor); (6) Enhancing Transfer (Robin Fogarty); (7) New Technologies: New Learning? (Timothy Melchior, Gwen Gawith, John Edwards, and Michael Keany); (8) Using Technology To Combine Process and Content (Stanley Pogrow); (9) Teaching Science Literacy and Critical Thinking Skills through Problem-Based Literacy (Robert J. Swartz); (10) Tools To Enhance Thinking and Learning (Sandra Parks); (11) Processes for Diverse Voices (Rosemarie M. Liebmann and Anthony Colella); (12) Inviting the Feminine Voice (Rosemarie M. Liebmann and Barbara D. Wright); and (13) Measuring from in the Middle of Learning (Bena Kallick). The volume concludes with an essay, "The Essence: Process as Content" by Louis Rubin. Chapters include references. (Jls)
Habits of mind across the curriculum : practical and creative strategies for teachers by Arthur L Costa( Book )

11 editions published in 2009 in English and Undetermined and held by 233 WorldCat member libraries worldwide

Teaching students the intelligent behaviors they need to succeed in school and later in life is much easier when you have this collection of stories and observations from teachers who have used the principles of ASCD's book "Learning and Leading with Habits of Mind" in their classrooms. Through these first-hand accounts, learn how the habits of mind help students at all grade levels successfully deal with the challenges they face in school and beyond. Explore how teachers make thinking skills a foundation of curriculum, not an add-on. And discover lots of model lessons and teaching strategies that weave the habits of mind into daily instruction in language arts, math, social studies, and other subjects. Here's your chance to benefit from the many schools that have adopted the habits of mind and infused them into their curriculum, instruction, assessments, and school culture
Learning and leading with habits of mind : 16 essential characteristics for success by Arthur L Costa( Book )

10 editions published between 2008 and 2009 in English and held by 213 WorldCat member libraries worldwide

Bringing together all four books in the ground-breaking Habits of Mind series, this volume presents a compelling case for why it's more relevant than ever to align the missions of schools and classrooms to teaching students how to think and behave intelligently when they encounter problems and challenges in learning and in life. Drawing on their research and experience in applying the habits of mind in all kinds of schools, the authors guide you through every step of making intelligent behavior a practical outcome in any school: (1) Explore 16 habits of mind and the significance of developing these habits as part of everyday success and lifelong learning; (2) Discover classroom-tested strategies, units, lessons, and tasks that help students learn good habits of mind and apply them in learning academic content; (3) Help your school cultivate a more thoughtful culture that encourages students to reflect on their thinking and assess how well they're using the habits of mind; and (4) Make the 16 habits of mind part of the everyday life in your school or district through your curriculum development, school leadership, and staff development
The school as a home for the mind : creating mindful curriculum, instruction, and dialogue by Arthur L Costa( Book )

7 editions published between 2007 and 2008 in English and held by 191 WorldCat member libraries worldwide

Compiled to celebrate Arthur L. Costa's distinguished career, The School As a Home for the Mind, Second Edition assembles under one cover the author's best thinking about the teaching of thinking. Costa explains why educators need to integrate explicit thinking instruction into daily lessons, how such instruction can take place, and what thinking and the teaching of thinking looks like and sounds like. He also discusses the curricular changes that accompany the introduction of teaching for, of, and about thinking. This expanded edition includes Costa's recent articles incorporating the latest theory, research, and practice about the teaching of thinking
The school as a home for the mind : a collection of articles by Arthur L Costa( Book )

8 editions published between 1990 and 1992 in English and held by 182 WorldCat member libraries worldwide

For years many educators have advocated school conditions that maximize human intellectual and creative potential, yet today's schools can be intellectually depressing. After identifying and describing factors that influence teachers' attitudes and experiences in education, this document explores three school climate conditions that facilitate the intellectual growth of both teachers and students: (1) a common vision of the school as a home for the mind; (2) a view of process as content; and (3) a view of the school as a community. The first condition is examined in light of faith in human intellectual potential; the development of philosophies, policies, and practices; saying "No" to distractions; communications; and tangible support. Aspects of the second condition examined include problem solving, decision making, open communication, expanding the knowledge base, and modeling. Elements of the third condition explored are collegiality; an environment of trust, appreciation and recognition; and sharing, caring, and celebrating. Last, the overall purpose of schools to enhance student thinking is reviewed. (29 references) (cla)
The power of the social brain : teaching, learning, and interdependent thinking by Arthur L Costa( Book )

5 editions published between 2013 and 2015 in English and held by 163 WorldCat member libraries worldwide

Cooperative learning has been demonstrated by research to be one of the most highly effective teaching strategies, but simply putting students in a group is not enough. The authors of The Power of the Social Brain see interdependent thinking as the missing piece of the collaborative puzzle. This authoritative book provides research from the neurosciences and education along with practical strategies to help groups function more effectively and thoughtfully. By adding the cognitive dimension to cooperative learning, this book will help readers apply strategies of successful group work in classrooms and professional educational learning communities
Cognitive capital : investing in teacher quality by Arthur L Costa( Book )

6 editions published between 2013 and 2014 in English and held by 151 WorldCat member libraries worldwide

If minds matter : a foreword to the future( Book )

7 editions published in 1992 in English and held by 148 WorldCat member libraries worldwide

Dispositions : reframing teaching and learning by Arthur L Costa( Book )

7 editions published between 2013 and 2014 in English and held by 91 WorldCat member libraries worldwide

"A costly gap exists between what we claim to value as educational essentials and how we evaluate results. In Dispositions, Arthur L. Costa and Bena Kallick present a game-changing look at why and how to 'mind the gap'".- Cover
 
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Discovering & exploring habits of mind
Alternative Names
Costa, Art

Costa, Art (Arthur L.)

Costa, Arthur

Languages
English (197)

Chinese (2)

German (1)

Arabic (1)

Spanish (1)

Covers
Discovering & exploring habits of mindActivating & engaging habits of mindAssessing & reporting on habits of mindCognitive coaching : a foundation for renaissance schoolsIntegrating & sustaining habits of mindAssessment in the learning organization : shifting the paradigmAssessment strategies for self-directed learningEnvisioning process as content : toward a renaissance curriculum