WorldCat Identities

Costa, Arthur L.

Overview
Works: 134 works in 367 publications in 3 languages and 12,396 library holdings
Genres: Educational films  Internet videos  Abstracts 
Roles: Author, Editor, Other, Author of introduction, wst
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 1,421 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 726 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 642 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 537 WorldCat member libraries worldwide

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

17 editions published between 1993 and 2006 in English and held by 517 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 )

4 editions published in 2000 in English and held by 458 WorldCat member libraries worldwide

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

8 editions published in 1995 in English and held by 388 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 342 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 328 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 301 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 285 WorldCat member libraries worldwide

The Process-Centered School details the changes that must take place in order to shift from a traditional school system to a true learning organization. With process-centered education you will create efficient, lifelong learners by placing the focus on the learning process instead of content. This is the third book of a trilogy by the editors on process-centered learning. The first, Envisioning Process as Content, shows what learning is like when the learning process instead of content is the focus of curriculum. The second, Supporting the Spirit of Learning, examines how the role of the teacher changes in a process-centered school. This third volume offers suggestions and strategies for schools ready for a process-oriented learning environment. The focus of learning expands from within the school out into the community and institutions that support the classroom, including teacher preparation programs and the central office. Written for school administrators, teachers, staff developers, curriculum staff, and students and faculty of teacher preparation programs, The Process-Centered School will show you how to address the curriculum needs of the 21st century
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 280 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 236 WorldCat member libraries worldwide

Distinguished educators Arthur L. Costa and Bena Kallick present this collection of stories by educators around the world who have successfully implemented the habits in their day-to-day teaching in K-12 classrooms. The collective wisdom and experience of these thoughtful practitioners provide readers with insight into the transdisciplinary nature of the 16 Habits of Mind-intelligent behaviors that lead to success in school and the larger world-as well as model lessons and suggestions for weaving the habits into daily instruction in language arts, music, physical education, social studies, math, foreign language, and other content areas
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 219 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 190 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 177 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 165 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 )

7 editions published between 2013 and 2014 in English and held by 155 WorldCat member libraries worldwide

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

7 editions published in 1992 in English and held by 146 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 93 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 (199)

Spanish (1)

German (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