Developing Minds: A Resource Book for Teaching Thinking

by Arthur L. Costa

Book Overview

What does research tell us about the effects of school leadership on student achievement? What specific leadership practices make a real difference in school effectiveness? How should school leaders... This description may be from another edition of this product.

• Format: Paperback
• Language: English
• ISBN: 0871203790
• ISBN13: 9780871203793
• Release Date: December 2001
• Publisher: Association for Supervision & Curriculum Deve
• Length: 592 Pages
• Weight: 3.10 lbs.
• Dimensions: 1.3" x 8.4" x 10.9"

Customer Reviews

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Required reading for any educator.

This book, like all of Costa's work, should be required reading for anyone that considers themselves an educator. Of course, it isn't necessary--or advisable--to read this "book" in sequence, as it functions much better as reference material, but it can be approached by any educator at any level, from intern to superintendent. (In fact, if state and national policy makers considered these ideas, and other similar "re-approaches" to education, such as Silver and Strong's "Teaching What Matters Most," standards and assessment of standard mastery would all look much, much different, but that's a discussion for another day.) The very thorough "Reference" portion at the end of every chapter is worth the price of the book on its own.

Insightful and worth reading

Teaching, in many ways, has become a tightrope walk between creativity and standards. Do we teach students to memorize and study for tests or do we teach them to think? The essays presented in this book should be an essential part of any teacher education program, not to mention on any department bookshelf. What will serve students better - the ability to pass a test or the ability to think themselves through a given situation? In the era of testing, isn't it time to re-consider what we are doing to the next generation of students? Costa gathers insightful essays by various experts in a way that invites discussion and investigation. The book should not be read all at once, but taken piece by piece and used to enhance classroom inquiry for new and old teachers alike.