Cognitive capital: investing in teacher quality
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York
Teachers College Press, Teachers College, Columbia University
[2014]
|
| Schlagworte: | |
| Beschreibung: | Print version record |
| Beschreibung: | 1 online resource (xviii, 122 pages) illustrations |
| ISBN: | 9780807772508 080777250X |
Internformat
MARC
| LEADER | 00000nmm a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV044358762 | ||
| 003 | DE-604 | ||
| 005 | 00000000000000.0 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 170620s2014 |||| o||u| ||||||eng d | ||
| 020 | |a 9780807772508 |9 978-0-8077-7250-8 | ||
| 020 | |a 080777250X |9 0-8077-7250-X | ||
| 020 | |a 080777250X |9 0-8077-7250-X | ||
| 035 | |a (ZDB-4-NLEBK)ocn895048938 | ||
| 035 | |a (OCoLC)895048938 | ||
| 035 | |a (DE-599)BVBBV044358762 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 082 | 0 | |a 370.15/2 |2 23 | |
| 100 | 1 | |a Costa, Arthur L. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Cognitive capital |b investing in teacher quality |c Arthur L. Costa, Robert J. Garmston, Diane P. Zimmerman ; foreword by Michael Fullan |
| 264 | 1 | |a New York |b Teachers College Press, Teachers College, Columbia University |c [2014] | |
| 264 | 4 | |c © 2014 | |
| 300 | |a 1 online resource (xviii, 122 pages) |b illustrations | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 500 | |a Print version record | ||
| 505 | 8 | |a A 1. Investing in teacher quality; Current trends; Moving toward questions of practice; Defining cognitive capital -- 2. Assessing the complexities of teaching; The clarion call: the public demand for school accountability; Assessing professional competencies; Prescriptions versus accountable dialogue; Toward a more complete model of teaching and learning; Conflicting views of teaching territories; Cognitive capital: honoring the complexity of the profession; Growing our investment: a declaration; In summary -- 3. Toward a new conception of value; A new conception of quality; Positive human capacities increase cognitive capital; States of mind as qualities of teacher excellence; The value of the 5 states of mind: high-yield investments; Elaborating the complexity and elegance of the states of mind; Profound knowledge: the transfer of states of mind; Goal-focused coaching; Value added: self-organizing systems; In summary -- | |
| 505 | 8 | |a 4. Balancing the leadership portfolio: the mediative functions of coaching and facilitating; Four distinct leadership roles; Informative and mediative roles; Defining facilitator and coach; Coaching enhances instructional thought; Facilitation: developing collective states of mind; Calibrating, facilitating, and implementing the common core state standards; Reconceptualizing teaching as coaching and facilitating; In summary -- 5. Mediating: conversations that liberate states of mind; Defining mediated learning; Mediating holonomy; The neuroscience of mediated learning; Mediating states of mind through structured professional conversations; Coaching tools that build trust and rapport; In summary -- | |
| 505 | 8 | |a 6. Balancing the leadership portfolio: presenting and consulting; Defining a presenter and a consultant; How presenters manage relationships; How consultants manage relationships; Shifting locus of control to the client; Building cognitive capital: the presenter can also mediate; Building cognitive capital: the consultant can also mediate; Building cognitive capital: how leaders enhance cognitive development; In summary -- 7. Accumulating the dividends of collective thinking; The power of collective thinking; Defining collective efficacy; States of mind create collective capital; Operationalizing collective efficacy; Affective states; Holonomy: the soul of effective schools; States of mind: creating virtuous cycles of success; In summary -- 8. Auditing: promoting systems accountability; System responsibility; The system asset: cognitive capital; Talent optimization; The system promise: learning time is a priority; In summary | |
| 650 | 7 | |a EDUCATION / Essays |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Organizations & Institutions |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Reference |2 bisacsh | |
| 650 | 7 | |a Cognitive styles |2 fast | |
| 650 | 7 | |a Personal coaching |2 fast | |
| 650 | 7 | |a Teachers / In-service training |2 fast | |
| 650 | 7 | |a Teachers / Rating of |2 fast | |
| 650 | 7 | |a Team learning approach in education |2 fast | |
| 650 | 7 | |a Thought and thinking / Study and teaching |2 fast | |
| 650 | 7 | |a Lehren |2 gnd | |
| 650 | 7 | |a Qualität |2 gnd | |
| 650 | 7 | |a Führungseigenschaft |2 gnd | |
| 650 | 7 | |a Lehrer |2 gnd | |
| 650 | 4 | |a Lehrer | |
| 650 | 4 | |a Thought and thinking |x Study and teaching |a Cognitive styles |a Team learning approach in education |a Personal coaching |a Teachers |x In-service training |a Teachers |x Rating of | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |a Costa, Arthur L. |t Cognitive capital |z 9780807754979 |
| 912 | |a ZDB-4-NLEBK | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-029761393 | ||
Datensatz im Suchindex
| _version_ | 1804177604801986560 |
|---|---|
| any_adam_object | |
| author | Costa, Arthur L. |
| author_facet | Costa, Arthur L. |
| author_role | aut |
| author_sort | Costa, Arthur L. |
| author_variant | a l c al alc |
| building | Verbundindex |
| bvnumber | BV044358762 |
| collection | ZDB-4-NLEBK |
| contents | A 1. Investing in teacher quality; Current trends; Moving toward questions of practice; Defining cognitive capital -- 2. Assessing the complexities of teaching; The clarion call: the public demand for school accountability; Assessing professional competencies; Prescriptions versus accountable dialogue; Toward a more complete model of teaching and learning; Conflicting views of teaching territories; Cognitive capital: honoring the complexity of the profession; Growing our investment: a declaration; In summary -- 3. Toward a new conception of value; A new conception of quality; Positive human capacities increase cognitive capital; States of mind as qualities of teacher excellence; The value of the 5 states of mind: high-yield investments; Elaborating the complexity and elegance of the states of mind; Profound knowledge: the transfer of states of mind; Goal-focused coaching; Value added: self-organizing systems; In summary -- 4. Balancing the leadership portfolio: the mediative functions of coaching and facilitating; Four distinct leadership roles; Informative and mediative roles; Defining facilitator and coach; Coaching enhances instructional thought; Facilitation: developing collective states of mind; Calibrating, facilitating, and implementing the common core state standards; Reconceptualizing teaching as coaching and facilitating; In summary -- 5. Mediating: conversations that liberate states of mind; Defining mediated learning; Mediating holonomy; The neuroscience of mediated learning; Mediating states of mind through structured professional conversations; Coaching tools that build trust and rapport; In summary -- 6. Balancing the leadership portfolio: presenting and consulting; Defining a presenter and a consultant; How presenters manage relationships; How consultants manage relationships; Shifting locus of control to the client; Building cognitive capital: the presenter can also mediate; Building cognitive capital: the consultant can also mediate; Building cognitive capital: how leaders enhance cognitive development; In summary -- 7. Accumulating the dividends of collective thinking; The power of collective thinking; Defining collective efficacy; States of mind create collective capital; Operationalizing collective efficacy; Affective states; Holonomy: the soul of effective schools; States of mind: creating virtuous cycles of success; In summary -- 8. Auditing: promoting systems accountability; System responsibility; The system asset: cognitive capital; Talent optimization; The system promise: learning time is a priority; In summary |
| ctrlnum | (ZDB-4-NLEBK)ocn895048938 (OCoLC)895048938 (DE-599)BVBBV044358762 |
| dewey-full | 370.15/2 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.15/2 |
| dewey-search | 370.15/2 |
| dewey-sort | 3370.15 12 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>04627nmm a2200553zc 4500</leader><controlfield tag="001">BV044358762</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">00000000000000.0</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">170620s2014 |||| o||u| ||||||eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9780807772508</subfield><subfield code="9">978-0-8077-7250-8</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">080777250X</subfield><subfield code="9">0-8077-7250-X</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">080777250X</subfield><subfield code="9">0-8077-7250-X</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-4-NLEBK)ocn895048938</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)895048938</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV044358762</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">370.15/2</subfield><subfield code="2">23</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Costa, Arthur L.</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Cognitive capital</subfield><subfield code="b">investing in teacher quality</subfield><subfield code="c">Arthur L. Costa, Robert J. Garmston, Diane P. Zimmerman ; foreword by Michael Fullan</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">New York</subfield><subfield code="b">Teachers College Press, Teachers College, Columbia University</subfield><subfield code="c">[2014]</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">© 2014</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (xviii, 122 pages)</subfield><subfield code="b">illustrations</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Print version record</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">A 1. Investing in teacher quality; Current trends; Moving toward questions of practice; Defining cognitive capital -- 2. Assessing the complexities of teaching; The clarion call: the public demand for school accountability; Assessing professional competencies; Prescriptions versus accountable dialogue; Toward a more complete model of teaching and learning; Conflicting views of teaching territories; Cognitive capital: honoring the complexity of the profession; Growing our investment: a declaration; In summary -- 3. Toward a new conception of value; A new conception of quality; Positive human capacities increase cognitive capital; States of mind as qualities of teacher excellence; The value of the 5 states of mind: high-yield investments; Elaborating the complexity and elegance of the states of mind; Profound knowledge: the transfer of states of mind; Goal-focused coaching; Value added: self-organizing systems; In summary -- </subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">4. Balancing the leadership portfolio: the mediative functions of coaching and facilitating; Four distinct leadership roles; Informative and mediative roles; Defining facilitator and coach; Coaching enhances instructional thought; Facilitation: developing collective states of mind; Calibrating, facilitating, and implementing the common core state standards; Reconceptualizing teaching as coaching and facilitating; In summary -- 5. Mediating: conversations that liberate states of mind; Defining mediated learning; Mediating holonomy; The neuroscience of mediated learning; Mediating states of mind through structured professional conversations; Coaching tools that build trust and rapport; In summary -- </subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">6. Balancing the leadership portfolio: presenting and consulting; Defining a presenter and a consultant; How presenters manage relationships; How consultants manage relationships; Shifting locus of control to the client; Building cognitive capital: the presenter can also mediate; Building cognitive capital: the consultant can also mediate; Building cognitive capital: how leaders enhance cognitive development; In summary -- 7. Accumulating the dividends of collective thinking; The power of collective thinking; Defining collective efficacy; States of mind create collective capital; Operationalizing collective efficacy; Affective states; Holonomy: the soul of effective schools; States of mind: creating virtuous cycles of success; In summary -- 8. Auditing: promoting systems accountability; System responsibility; The system asset: cognitive capital; Talent optimization; The system promise: learning time is a priority; In summary</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION / Essays</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION / Organizations & Institutions</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION / Reference</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Cognitive styles</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Personal coaching</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Teachers / In-service training</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Teachers / Rating of</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Team learning approach in education</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Thought and thinking / Study and teaching</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Lehren</subfield><subfield code="2">gnd</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Qualität</subfield><subfield code="2">gnd</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Führungseigenschaft</subfield><subfield code="2">gnd</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Lehrer</subfield><subfield code="2">gnd</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Lehrer</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Thought and thinking</subfield><subfield code="x">Study and teaching</subfield><subfield code="a">Cognitive styles</subfield><subfield code="a">Team learning approach in education</subfield><subfield code="a">Personal coaching</subfield><subfield code="a">Teachers</subfield><subfield code="x">In-service training</subfield><subfield code="a">Teachers</subfield><subfield code="x">Rating of</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druck-Ausgabe</subfield><subfield code="a">Costa, Arthur L.</subfield><subfield code="t">Cognitive capital</subfield><subfield code="z">9780807754979</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-NLEBK</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-029761393</subfield></datafield></record></collection> |
| id | DE-604.BV044358762 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T07:50:43Z |
| institution | BVB |
| isbn | 9780807772508 080777250X |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029761393 |
| oclc_num | 895048938 |
| open_access_boolean | |
| physical | 1 online resource (xviii, 122 pages) illustrations |
| psigel | ZDB-4-NLEBK |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Teachers College Press, Teachers College, Columbia University |
| record_format | marc |
| spelling | Costa, Arthur L. Verfasser aut Cognitive capital investing in teacher quality Arthur L. Costa, Robert J. Garmston, Diane P. Zimmerman ; foreword by Michael Fullan New York Teachers College Press, Teachers College, Columbia University [2014] © 2014 1 online resource (xviii, 122 pages) illustrations txt rdacontent c rdamedia cr rdacarrier Print version record A 1. Investing in teacher quality; Current trends; Moving toward questions of practice; Defining cognitive capital -- 2. Assessing the complexities of teaching; The clarion call: the public demand for school accountability; Assessing professional competencies; Prescriptions versus accountable dialogue; Toward a more complete model of teaching and learning; Conflicting views of teaching territories; Cognitive capital: honoring the complexity of the profession; Growing our investment: a declaration; In summary -- 3. Toward a new conception of value; A new conception of quality; Positive human capacities increase cognitive capital; States of mind as qualities of teacher excellence; The value of the 5 states of mind: high-yield investments; Elaborating the complexity and elegance of the states of mind; Profound knowledge: the transfer of states of mind; Goal-focused coaching; Value added: self-organizing systems; In summary -- 4. Balancing the leadership portfolio: the mediative functions of coaching and facilitating; Four distinct leadership roles; Informative and mediative roles; Defining facilitator and coach; Coaching enhances instructional thought; Facilitation: developing collective states of mind; Calibrating, facilitating, and implementing the common core state standards; Reconceptualizing teaching as coaching and facilitating; In summary -- 5. Mediating: conversations that liberate states of mind; Defining mediated learning; Mediating holonomy; The neuroscience of mediated learning; Mediating states of mind through structured professional conversations; Coaching tools that build trust and rapport; In summary -- 6. Balancing the leadership portfolio: presenting and consulting; Defining a presenter and a consultant; How presenters manage relationships; How consultants manage relationships; Shifting locus of control to the client; Building cognitive capital: the presenter can also mediate; Building cognitive capital: the consultant can also mediate; Building cognitive capital: how leaders enhance cognitive development; In summary -- 7. Accumulating the dividends of collective thinking; The power of collective thinking; Defining collective efficacy; States of mind create collective capital; Operationalizing collective efficacy; Affective states; Holonomy: the soul of effective schools; States of mind: creating virtuous cycles of success; In summary -- 8. Auditing: promoting systems accountability; System responsibility; The system asset: cognitive capital; Talent optimization; The system promise: learning time is a priority; In summary EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Cognitive styles fast Personal coaching fast Teachers / In-service training fast Teachers / Rating of fast Team learning approach in education fast Thought and thinking / Study and teaching fast Lehren gnd Qualität gnd Führungseigenschaft gnd Lehrer gnd Lehrer Thought and thinking Study and teaching Cognitive styles Team learning approach in education Personal coaching Teachers In-service training Teachers Rating of Erscheint auch als Druck-Ausgabe Costa, Arthur L. Cognitive capital 9780807754979 |
| spellingShingle | Costa, Arthur L. Cognitive capital investing in teacher quality A 1. Investing in teacher quality; Current trends; Moving toward questions of practice; Defining cognitive capital -- 2. Assessing the complexities of teaching; The clarion call: the public demand for school accountability; Assessing professional competencies; Prescriptions versus accountable dialogue; Toward a more complete model of teaching and learning; Conflicting views of teaching territories; Cognitive capital: honoring the complexity of the profession; Growing our investment: a declaration; In summary -- 3. Toward a new conception of value; A new conception of quality; Positive human capacities increase cognitive capital; States of mind as qualities of teacher excellence; The value of the 5 states of mind: high-yield investments; Elaborating the complexity and elegance of the states of mind; Profound knowledge: the transfer of states of mind; Goal-focused coaching; Value added: self-organizing systems; In summary -- 4. Balancing the leadership portfolio: the mediative functions of coaching and facilitating; Four distinct leadership roles; Informative and mediative roles; Defining facilitator and coach; Coaching enhances instructional thought; Facilitation: developing collective states of mind; Calibrating, facilitating, and implementing the common core state standards; Reconceptualizing teaching as coaching and facilitating; In summary -- 5. Mediating: conversations that liberate states of mind; Defining mediated learning; Mediating holonomy; The neuroscience of mediated learning; Mediating states of mind through structured professional conversations; Coaching tools that build trust and rapport; In summary -- 6. Balancing the leadership portfolio: presenting and consulting; Defining a presenter and a consultant; How presenters manage relationships; How consultants manage relationships; Shifting locus of control to the client; Building cognitive capital: the presenter can also mediate; Building cognitive capital: the consultant can also mediate; Building cognitive capital: how leaders enhance cognitive development; In summary -- 7. Accumulating the dividends of collective thinking; The power of collective thinking; Defining collective efficacy; States of mind create collective capital; Operationalizing collective efficacy; Affective states; Holonomy: the soul of effective schools; States of mind: creating virtuous cycles of success; In summary -- 8. Auditing: promoting systems accountability; System responsibility; The system asset: cognitive capital; Talent optimization; The system promise: learning time is a priority; In summary EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Cognitive styles fast Personal coaching fast Teachers / In-service training fast Teachers / Rating of fast Team learning approach in education fast Thought and thinking / Study and teaching fast Lehren gnd Qualität gnd Führungseigenschaft gnd Lehrer gnd Lehrer Thought and thinking Study and teaching Cognitive styles Team learning approach in education Personal coaching Teachers In-service training Teachers Rating of |
| title | Cognitive capital investing in teacher quality |
| title_auth | Cognitive capital investing in teacher quality |
| title_exact_search | Cognitive capital investing in teacher quality |
| title_full | Cognitive capital investing in teacher quality Arthur L. Costa, Robert J. Garmston, Diane P. Zimmerman ; foreword by Michael Fullan |
| title_fullStr | Cognitive capital investing in teacher quality Arthur L. Costa, Robert J. Garmston, Diane P. Zimmerman ; foreword by Michael Fullan |
| title_full_unstemmed | Cognitive capital investing in teacher quality Arthur L. Costa, Robert J. Garmston, Diane P. Zimmerman ; foreword by Michael Fullan |
| title_short | Cognitive capital |
| title_sort | cognitive capital investing in teacher quality |
| title_sub | investing in teacher quality |
| topic | EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Cognitive styles fast Personal coaching fast Teachers / In-service training fast Teachers / Rating of fast Team learning approach in education fast Thought and thinking / Study and teaching fast Lehren gnd Qualität gnd Führungseigenschaft gnd Lehrer gnd Lehrer Thought and thinking Study and teaching Cognitive styles Team learning approach in education Personal coaching Teachers In-service training Teachers Rating of |
| topic_facet | EDUCATION / Essays EDUCATION / Organizations & Institutions EDUCATION / Reference Cognitive styles Personal coaching Teachers / In-service training Teachers / Rating of Team learning approach in education Thought and thinking / Study and teaching Lehren Qualität Führungseigenschaft Lehrer Thought and thinking Study and teaching Cognitive styles Team learning approach in education Personal coaching Teachers In-service training Teachers Rating of |
| work_keys_str_mv | AT costaarthurl cognitivecapitalinvestinginteacherquality |