LEADER 02907nam 2200649 a 450 001 9910458824203321 005 20200520144314.0 010 $a1-282-56114-6 010 $a9786612561146 010 $a1-60709-561-0 035 $a(CKB)2560000000016528 035 $a(EBL)616370 035 $a(OCoLC)700699543 035 $a(SSID)ssj0000412432 035 $a(PQKBManifestationID)12156790 035 $a(PQKBTitleCode)TC0000412432 035 $a(PQKBWorkID)10368973 035 $a(PQKB)11238372 035 $a(MiAaPQ)EBC616370 035 $a(Au-PeEL)EBL616370 035 $a(CaPaEBR)ebr10391907 035 $a(CaONFJC)MIL256114 035 $a(EXLCZ)992560000000016528 100 $a20100204d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBack to common sense$b[electronic resource] $erethinking school change /$fJoe Dawidziak 210 $aLanham $cRowman & Littlefield$d2010 215 $a1 online resource (137 p.) 300 $aDescription based upon print version of record. 311 $a1-60709-560-2 311 $a1-60709-559-9 320 $aIncludes bibliographical references (p. 129). 327 $aContents; Introduction; Chapter 01. The Trap of Success; Chapter 02. It's Not Fair; Chapter 03. Getting the Right Fit; Chapter 04. The Train Is Leaving the Station; Chapter 05. Well, Well, Well; Chapter 06. Money Is the Answer-To Nothing; Chaper 07. Perception vs. Reality; Chapter 08. What Questions Do You Have?; Chapter 09. The One-Hundred-Yard Rule; Chapter 10. Long Division; Chapter 11. Let the Problem Ripen; Chapter 12. If It's Broke, Fix It with Duct Tape; If It's Not Broke, Break It, Then Fix It with Duct Tape; Chapter 13. Remembering Where You Came From; Chapter 14. The Final Story 327 $aConclusion: You've Got to Keep Them SeparatedReferences; About the Author 330 $aSchool change can be rough around the edges and extremely difficult and contentious in the beginning, especially if it is not initiated in the correct manner. Whether the transition to change is very rough or very smooth, if you can survive the initial implementation and the actual process that follows, the end can be a hugely successful and beautiful thing. 606 $aSchool improvement programs 606 $aSchool management and organization 606 $aEducational change 606 $aStrategic planning 608 $aElectronic books. 615 0$aSchool improvement programs. 615 0$aSchool management and organization. 615 0$aEducational change. 615 0$aStrategic planning. 676 $a371.2/07 700 $aDawidziak$b Joe$f1972-$0905356 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910458824203321 996 $aBack to common sense$92024982 997 $aUNINA LEADER 01696nam 22003973 450 001 9910160819603321 005 20240412084506.0 010 $a3-95676-121-9 035 $a(CKB)3710000001026904 035 $a(BIP)051875375 035 $a(MiAaPQ)EBC7381799 035 $a(Au-PeEL)EBL7381799 035 $a(EXLCZ)993710000001026904 100 $a20240412d2015 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Adventures of Oliver Twist 205 $a1st ed. 210 1$aChicago :$cOtbebookpublishing,$d2015. 210 4$dİ2015. 215 $a1 online resource (528 p.) 225 1 $aClassics To Go 330 8 $aOliver Twist is born into a life of poverty and misfortune in a workhouse in an unnamed town. Orphaned almost from his first breath by his mother's death in childbirth and his father's unexplained absence, Oliver is meagrely provided for under the terms of the 'Poor Law', and spends the first nine years of his life at a baby farm in the 'care' of a woman named Mrs. Mann. Oliver is brought up with little food and few comforts. Around the time of Oliver's ninth birthday, Mr. Bumble, a parish beadle, removes Oliver from the baby farm and puts him to work picking oakum at the main workhouse. Oliver, who toils with very little food, remains in the workhouse for six months... 410 0$aClassics To Go 676 $a823/.8 700 $aDickens$b Charles$0154882 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910160819603321 996 $aAdventures of Oliver Twist$9533035 997 $aUNINA