10 mindframes for leaders : the visible learning approach to school success
著者
書誌事項
10 mindframes for leaders : the visible learning approach to school success
Corwin press, c2021 , [Prduced by Amazon]
- : pbk
- タイトル別名
-
10 mindframes for leaders
大学図書館所蔵 全2件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Printed in Japan
内容説明・目次
内容説明
It's not what you do, it's how you think about what you do.
Mindframes-your internal set of beliefs about your role as school leader-determine the high-impact leadership practices you choose to implement. In other words, how you think about the impact of the actions you take has more effect on student achievement than your leadership practices themselves.
Building on over twenty-five years of Visible Learning research and girded by a theory of action that ensures school leaders have the expertise to select, implement, and evaluate high impact interventions, 10 Mindframes for Leaders: The VISIBLE LEARNING (R) Approach to School Success brings the mindframes of ten world-renowned educators to life. Ten chapters, each written by a different thought leader, detail a mindframe at the heart of successful school leadership, along with the high probability influences that make each mindframe visible. A must-have resource for any educator working toward student achievement at ever-higher levels, each chapter includes:
* The most current, up-to-date findings from the Visible Learning research, including the factors from Visible Learning that support each mindframe
* Practical ideas for leaders to implement high-impact strategies in classrooms and schools
* Vignettes, questions, insights, and exercises to help educators clarify and refine their own mindframes
Lead your school to reform from the inside out. Cultivate these ways of thinking, and you're more likely to have major impacts on the learning lives of those students entrusted to your care.
Includes Contributions From...John Hattie, Peter DeWitt, Raymond L. Smith, Doug Fisher, Janet Clinton, Nancy Frey, Dylan Wiliam, Dominique Smith, Jenni Donohoo, Laura Link, Michael Fullan, Sugata Mitra, Zaretta Hammond, Jim Knight
目次
About the Editors
About the Contributors
Introduction-John Hattie and Raymond Smith
Chapter 1. "I am an evaluator of my impact on teacher/student learning"-Janet Clinton
Chapter 2. "I see assessment as informing my impact and next steps"-Dylan Wiliam
Chapter 3. "I collaborate with my peers and my teachers about my conceptions of progress and my impact"-Jenni Donohoo
Chapter 4. "I am a change agent and believe all teachers/students can improve"-Michael Fullan
Chapter 5. "I strive for challenge rather than merely 'doing my best'"-Zaretta Hammond
Chapter 6. "I give and help students/teachers understand feedback and I interpret and act on feedback given to me"-Peter M. DeWitt
Chapter 7. "I engage as much in dialogue as in monologue"-Douglas Fisher, Nancy Frey, and Dominique Smith
Chapter 8. "I explicitly inform teachers/students what successful impact looks like from the outset"-Laura Link
Chapter 9. "I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others"-Sugata Mitra
Chapter 10. "I focus on learning and the language of learning"-Jim Knight
Conclusion-John Hattie and Raymond Smith
References
Index
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