In Learning and Leading with Habits of Mind, noted educators Arthur L. Costa and Bena Kallick present a comprehensive guide to shaping schools around Habits of Mind. The habits are a repertoire of behaviors that help both students and teachers successfully navigate the various challenges and problems they encounter in the classroom and in everyday life. The Habits of Mind include: Persisting. Managing impulsivity. Listening with understanding and empathy. Thinking flexibly. Thinking about thinking (metacognition). Striving for accuracy. Questioning and posing problems. Applying past knowledge to new situations. Thinking and communicating with clarity and precision. Gathering data through all senses. Creating, imagining, innovating. Responding with wonderment and awe. Taking responsible risks. Finding humor. Thinking interdependently. Remaining open to continuous learning. This volume brings together-in a revised and expanded format-concepts from the four books in Costa and Kallick's earlier work Habits of Mind: A Developmental Series. Along with other highly respected scholars and practitioners, the authors explain how the 16 Habits of Mind dovetail with up-to-date concepts of what constitutes intelligence; present instructional strategies for activating the habits and creating a ""thought-full"" classroom environment; offer assessment and reporting strategies that incorporate the habits; and provide real-life examples of how communities, school districts, building administrators, and teachers can integrate the habits into their school culture. Drawing upon their research and work over many years, in many countries, Costa and Kallick present a compelling rationale for using the Habits of Mind as a foundation for leading, teaching, learning, and living well in a complex world.

In the first years of life, as children observe, imitate, and interact with people and their environment, the brain is structuring a foundation for vocabulary, values, cognitive processes, and social skills. Educators, you can help influence that development by teaching the skills and dispositions of intelligent, creative, effective decision makers and problem solvers. Within these pages, Arthur L. Costa and Bena Kallick share the authentic stories and experiences of teachers who have taught these Habits of Mind (HOM) to young children: Persisting. Managing impulsivity Listening with understanding and empathy. Thinking flexibly. Thinking about thinking. Striving for accuracy. Questioning and posing problem. Applying past knowledge to new situations. Thinking and communicating with clarity and precision. Gathering data through all senses. Creating, imagining, and innovating. Responding with wonderment and awe. Taking responsible risks. Finding humor. Thinking interdependently. Remaining open to continuous learning. The practical examples in this book show how anybody who works with young children can introduce the Habits of Mind in entertaining and concrete ways that are developmentally appropriate. By designing learning experiences that reflect the situations and challenges children face in their lives, educators can help our youngest citizens begin to develop the habits of mind that feed a lifetime of learning.

This work on microeconomics offers interpretations of both its strengths and its weaknesses. It shows how the general equilibrium ideas of Walras and Marshall were gradually transformed after 1930 into formalized accounts of imaginary economies where trading never occurs.

Are your students poised for success?

Need a clear roadmap for achieving the college and career readiness goals of the Common Core and 21st century learning? Grounded in Costa and Kallick's groundbreaking habits of mind work, and informed by current research, this book helps educators: Build consensus around what attributes and abilities all students should possess by the time they graduate Develop a common language around these dispositions so that students will encounter them daily Integrate these dispositions into curriculum design, instruction, and assessment Create school cultures that value dispositional learning

Academic conferences increase collaboration and support collegial dialogue between teachers, principals, and district administrators, while providing a forum for education professionals to consider school practices old and new, and plan ways to best utilize them all in the future. This book, by experienced educators Eli Johnson and Arthur L. Costa, is about encouraging and enhancing these necessary, but often neglected, conversations as a means of helping educators identify the ways that innovative teaching strategies can best connect positive classroom outcomes to the long-term plans, learning goals, and academic purposes of a school and district. Academic Conferences for School and Teacher Leaders proves an invaluable tool for educators and educational administrators who are tasked with the toughest decisions facing our struggling school system today, and is an ideal fit for courses in educational leadership and supervision of instruction. When structured effectively, academic conferences can transform schools and help educational leaders mine the excellence of every student in their classrooms, and this book is a necessary guide for any leader whose goal is to do just that.

Dispositions of Leadership: The Effects on Student Learning and School Culture stands alone as an approach for developing leaders who are adaptive and can thrive in unpredictable settings. Educational leadership is a domain of its own, apart from business and industry, combining an effective learning environment for students and adults. Dispositions are acquired in the interactions between skillful thinking and circumstances that defy simplistic solutions. The five dispositions, as illustrated in the book, provide educational leaders with maps of the territory and examples of habits for intelligent responses to complex problems. Educational leaders must develop adaptive competence, the capability of applying prior leaning to a novel setting, while assessing the impact of potential solutions. This book challenges the utility of traditional command-and-control models that are no longer capable of supporting school leaders. Grounded in extensive research and review of leadership literature. Dispositions of Leadership: The Effects on Student Learning and School Culture describes how an effective educational leader in the Information Age applies dispositional thinking in order to be adaptive, self-aware and responsive to others.

Dispositions of Leadership: The Effects on Student Learning and School Culture stands alone as an approach for developing leaders who are adaptive and can thrive in unpredictable settings. Educational leadership is a domain of its own, apart from business and industry, combining an effective learning environment for students and adults. Dispositions are acquired in the interactions between skillful thinking and circumstances that defy simplistic solutions. The five dispositions, as illustrated in the book, provide educational leaders with maps of the territory and examples of habits for intelligent responses to complex problems. Educational leaders must develop adaptive competence, the capability of applying prior leaning to a novel setting, while assessing the impact of potential solutions. This book challenges the utility of traditional command-and-control models that are no longer capable of supporting school leaders. Grounded in extensive research and review of leadership literature. Dispositions of Leadership: The Effects on Student Learning and School Culture describes how an effective educational leader in the Information Age applies dispositional thinking in order to be adaptive, self-aware and responsive to others.

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.

Academic conferences increase collaboration and support collegial dialogue between teachers, principals, and district administrators, while providing a forum for education professionals to consider school practices old and new, and plan ways to best utilize them all in the future. This book, by expereinced educators Eli Johnson and Arthur L. Costa, is about encouraging and enhancing these necessary, but often neglected, conversations as a means of helping educators identify the ways that innovative teaching strategies can best connect positive classroom outcomes to the long-term plans, learning goals, and academic purposes of a school and district. Academic Conferences for School and Teacher Leaders proves an invaluable tool for educators and educational administrators who are tasked with the toughest decisions facing our struggling school system today, and is an ideal fit for courses in educational leadership and supervision of instruction. When structured effectively, academic conferences can transform schools and help educational leaders mine the excellence of every student in their classrooms, and this book is a necessary guide for any leader whose goal is to do just that.

Emphasizing the impact of air toxins and contaminants on human health, this Second Edition examines the latest research from the epidemiology to the cellular mechanisms underlying cardiopulmonary responses to air pollution. This guide offers chapters that address the basic biology, techniques, and clinical practices used to monitor and assess acute and chronic pollutant responses; the effects of specific air toxins and contaminants on various populations chronically exposed to these compounds; and the complex issues associated with translating science to public health policy. This Second Edition offers a current and timely review of the effects of ambient air pollution on the human cardiopulmonary system provides new chapters on particulate matter (PM) air pollution, including particulate dosimetry of the respiratory system, genetic factors in the cardiopulmonary response to PM, PM-induced airway remodeling, and combustion emissions and their relation to cancer furnishes sections by chapter contributors with in-depth expertise in various areas of indoor and outdoor air pollution research maintains a balance between traditional topics and the review of current information showcasing the growing interest in the neuronal and cardiovascular effects that result from the exposure of human populations to PM air pollution crosses several scientific disciplines including epidemiology, toxicology, physiology, and public health presents the evolution of federal legislation and standards for air pollution emissions including the scientific rationale for these regulations

This innovative book on school reform addresses directly the curriculum needs for the twenty-first century. The contributors share a new vision for schools that fosters a desire to learn about self, others and the world and to view life as an intellectual and personal quest for knowledge and meaning. The book presents a strong case for teaching process - including critical thinking, problem-solving, information-processing and life-long learning skills - which evidence shows can be more effective than the teaching of specific disciplines.

For at least 40 years there has been a great interest in the problems created by infectious airborne agents and other toxic sub stances transported through the air. During the Second World War, this problem grew out of the very high incidence of upper respira tory infections appearing in new military recruits who were brought together in very large, open quarters. As a result, very interest ing methods were developed to measure these airborne agents, espe cially bacteria, and some important methods were refined for their control. These methods primarily concentrated on ultraviolet radia tion, propylene glycol and other means to reduce the dust in an en vironment. Because of the specialized circumstances at that time the whole consideration of airborne particles became prominent. Now, with the new strides in the recognition of mutagenic and carcinogenic effects attributed to exposure to airborne chemicals from today's technology, the problem has again become quite promi nent. The development of experimental chambers has made it possible to conduct studies under carefully controlled conditions."

Emphasizing the impact of air toxins and contaminants on human health, this Second Edition examines the latest research from the epidemiology to the cellular mechanisms underlying cardiopulmonary responses to air pollution. This guide offers chapters that address the basic biology, techniques, and clinical practices used to monitor and assess acute and chronic pollutant responses; the effects of specific air toxins and contaminants on various populations chronically exposed to these compounds; and the complex issues associated with translating science to public health policy.

School reform efforts in the United States during the last decade have tended to concentrate on issues including professionalizing teaching, site-based decision-making, increasing the school day and academic year, and national assessments. The curriculum has been only peripherally addressed. This book focuses on the curriculum, detailing steps that need to be taken to move from a traditional school system to a true learning organization.

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. You gain essential skills, protocols, guidance, research and resources to use when implementing Cognitive Coaching principles and values in your own school setting. Working toward the goals of making school better places where more students succeed and satisfaction in learning and teaching prevail, Costa and Garmston let you know about their own learning, and how new research and practice can support individuals and schools in reaching higher, more satisfying, and more holistic performance. Organized into four sections, the book clearly and effectively presents these concepts: the meanings of cognitive coaching; the basics of teaching excellence; strategies and tactics for engaging in coaching; and how to integrate Cognitive Coaching throughout the system.

This book provides accessible educational practices that teachers can use to infuse skillful thinking into standards-based content instruction in any subject area or grade level. With rich examples from practice, readers will learn to teach students how, for example, to find and use evidence to support conclusions, to develop and articulate creative ideas, to listen to others seriously and with understanding, and to communicate their thinking with clarity and precision. The authors demonstrate how taking time to frontload deliberate, selective thinking practices can propel students to higher levels of achievement. Specific chapters look at the role of metacognition in the classroom, translating good thinking into good writing, and assessment of progress in thinking. Featuring the collaborative work of renowned authors and professional development leaders, this resource shows teachers how to help their students develop habits of effective thinking and dispositions for learning like persistence and self-regulation that will ultimately improve their work in other courses and grades and in their lives overall.

"This impressive study, based on a random sample of forty thousand Civil War soldiers both black and white, reaches important conclusions about their motivation and behavior. Its most significant findings emphasize the role of close social networks within companies and regiments in promoting combat performance, preventing desertion, and increasing survival rates in POW camps. Readable and accessible to nonspecialists, this book should find a wide audience among those interested in the Civil War as well as group behavior more generally."--James McPherson, author of the Pulitzer Prize-winning "Battle Cry of Freedom"

"This remarkable book is destined to become a classic in social science. It addresses issues of supreme importance and timeliness--loyalty, betrayal, heroism, cowardice, survival, the challenges of diversity, and the benefits of social bonds. It rests on rigorous statistical analysis of an extraordinary historical archive, and yet it is so readable as to be unputdownable. It deals with a single epochal event in one nation's history--the U.S. Civil War--and yet its lessons are highly relevant in many other eras and societies, including our own."--Robert Putnam, author of "Bowling Alone: The Collapse and Revival of American Community"

"Dora Costa and Matthew Kahn built a social science laboratory from the enlistment and pension records of men who fought in the Union Army during the American Civil War. In that remarkable laboratory they have discovered how friendship, community ties, and social status alter our choices. Read "Heroes and Cowards" for its reliable science; savor it for how it honors the harrowing circumstances that made the science possible."--Michael Hout, coauthor of "Century of Difference: How America Changed in the Last One Hundred Years"

"Dora Costa and Matthew Kahn have written a superb book on bravery in the Civil War. Their work informs us not only about courage under fire, but about the many settings where people are called upon to act for a common good. This is a pioneering piece of social science."--Edward L. Glaeser, Harvard University

"In the remarkable "Heroes and Cowards," Costa and Kahn demonstrate how social bonds helped determine which soldiers would fight to the death and which would flee for their lives, which soldiers would survive the deadly prison camps and which would succumb. The authors utilize the tools of social science to serve, rather than obscure, the riveting accounts by Union soldiers--the heroes, the cowards, and those in between."--Claude S. Fischer, University of California, Berkeley

"With its excellent blending of qualitative and quantitative data, this is a significant contribution to Civil War history and, more generally, to military history. It will be of great interest to economists, historians and general readers, especially the large number still fascinated by the Civil War."--Stanley L. Engerman, coauthor of "Time on the Cross"

"Dora Costa and Matthew Kahn are two accomplished scholars whose work offers substantially new insights, on why men desert and how this affects them; on the experience of black soldiers during and after the war; and on the migration patterns of war veterans. The research behind this book is based on data that has not previously been used by scholars, and their use of that data is imaginative and revealing. "Heroes and Cowards" is a significant contribution to ourknowledge of how Civil War veterans coped with the stresses of war and their lives after 1865."--Roger Ransom, author of "The Confederate States of America: What Might Have Been"

""Heroes and Cowards" is a remarkable and impressive piece of economic history, a unique book that will interest a large readership."--Louis P. Cain, Loyola University Chicago

Academic conferences for teachers and school leaders identifies the key conferral processes that develop collaboration among teachers, school principals, and district administrators. Reflecting on instructional practice, analyzing student data, setting plans and goals, creating solutions, and making commitments help school leaders focus on student learning and quality instruction.

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.