This groundbreaking book provides teachers with an accessible, research-based blueprint for developing student meta-cognitive skills and ensuring that students take responsibility for their own learning. Walsh and Sattes use the findings of cognitive scientists to highlight quality questioning behaviors and explain how to connect these to discrete student meta-cognitive outcomes.

This book shows how questions, not answers, help drive school improvement by applying the principles of quality questioning to four critical leadership functions: maximizing, mobilizing, mediating, and monitoring