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From risk to resiliency : a resource for strengthening continuation schools /
From Risk to Resiliency offers continuation school developers and classroom teachers a wide range of in-depth choices in which to create resilient, school-wide change. It offers educational leaders research-based evidence in which to overcome common, closely-held beliefs as to the incapacities of co...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Lanham :
Rowman & Littlefield,
[2016]
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
| 001 | EBSCO_ocn938898530 | ||
| 003 | OCoLC | ||
| 005 | 20231017213018.0 | ||
| 006 | m o d | ||
| 007 | cr cnu---unuuu | ||
| 008 | 160212s2016 mdu ob 001 0 eng d | ||
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| 019 | |a 940438227 | ||
| 020 | |a 9781475820980 |q (electronic bk.) | ||
| 020 | |a 1475820984 |q (electronic bk.) | ||
| 020 | |z 9781475820966 | ||
| 020 | |z 1475820968 | ||
| 020 | |z 9781475820973 | ||
| 020 | |z 1475820976 | ||
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| 049 | |a UAMI | ||
| 100 | 1 | |a Warring, William H., |e author. | |
| 245 | 1 | 0 | |a From risk to resiliency : |b a resource for strengthening continuation schools / |c William H. Warring, Jr. |
| 264 | 1 | |a Lanham : |b Rowman & Littlefield, |c [2016] | |
| 264 | 4 | |c ©2016 | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | 0 | |t Introduction -- |g Part I. |t The Problem : -- -- |g 1. |t Dropouts -- |t Who's Dropping Out? -- |t What Do Dropouts Say? -- |t What Have We Learned? -- -- |g 2. |t A Condition of Benign Neglect -- |t Decoupling -- |t School Design Descriptions -- |t Curriculum & Instruction -- |t Continuation School History -- |t Student Performance Expectations -- |t Institutional Train Wreck -- |t Lack of Research -- |g Part II. |t Adopting Change : -- -- |g 3. |t Pathways to Change -- |t Cultural Mind-sets: Central to School Change -- |t Changing School Culture: A Principal's Role -- |t Addressing Teacher Adversity -- |t A Teacher's Explanatory Style -- |t Teacher Concerns -- |t Creating Key Relationships -- |t Changing Staff Relationships -- |t Creating Community Relationships -- -- |g 4. |t Adapting Change Components and Innovations -- |t Synthesizing Practitioners with Innovations -- |t External Change Interventions -- |t School Aims: Happiness in Schools and Classrooms -- |t Evaluating Change -- -- |g 5. |t Diffusing Teacher Change Resistance -- |t Change Agents -- |t Teacher Resistance Themes -- |t Teacher Resistance: External Barriers -- |t Distributive Leadership -- |t Diffusing Resistance Through Communication -- |t Beyond Resistance: What if Change Succeeds? -- |g Part III. |t Acquiring Resiliency : -- -- |g 6. |t Building a Resiliency-based Paradigm -- |t Educational Resiliency Defined -- |t Four Theories -- |t Resiliency Theory -- |t School Connectedness -- |t Beginning a Trust-Building Process: Listening -- |t A Sense of Autonomy -- |t Altruism -- |t Building High Internal Expectations -- |t Choice, Trust, and Accountability -- |t Consequences of Choice -- |t Believing in Student Resilience -- |t Effective Teacher Preparation Constructs -- |t Protective Factor Descriptors -- |t Limitations of Resiliency Theory -- |t Self-Efficacy Theory -- |t Life Satisfaction Findings -- |t Home Life Satisfaction Factors -- -- |g 7. |t School-wide Corrective Factors -- |t Effects of Supportive Relationships -- |t Gratitude -- |t Social-Cognitive Theory -- |t Bonding: An Essential Change Agent -- |t Hope Theory -- |t Measuring Hope -- -- |g 8. |t Q & A: Resiliency-Based Change Concerns. |
| 520 | |a From Risk to Resiliency offers continuation school developers and classroom teachers a wide range of in-depth choices in which to create resilient, school-wide change. It offers educational leaders research-based evidence in which to overcome common, closely-held beliefs as to the incapacities of continuation school stakeholders and students. Finally, it provides theoretical foundations in which to identify, construct, and measure data-based, educational criteria, necessary for growing program effectiveness. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Evening and continuation schools |z United States. | |
| 650 | 6 | |a Cours du soir |z États-Unis. | |
| 650 | 7 | |a EDUCATION |x Adult & Continuing Education. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Non-Formal Education. |2 bisacsh | |
| 650 | 7 | |a Evening and continuation schools |2 fast | |
| 651 | 7 | |a United States |2 fast | |
| 776 | 0 | 8 | |i Print version: |a Warring, William H. |t From risk to resiliency |z 9781475820966 |w (DLC) 2015024463 |w (OCoLC)910856276 |
| 856 | 4 | 0 | |u https://ebsco.uam.elogim.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1168269 |z Texto completo |
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| 938 | |a ProQuest MyiLibrary Digital eBook Collection |b IDEB |n cis32667123 | ||
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