LEADER 03033nam 2200577 a 450 001 9910781134203321 005 20230725051643.0 010 $a1-58729-941-0 035 $a(CKB)2550000000019504 035 $a(EBL)843258 035 $a(OCoLC)671835093 035 $a(SSID)ssj0000424489 035 $a(PQKBManifestationID)11250120 035 $a(PQKBTitleCode)TC0000424489 035 $a(PQKBWorkID)10474336 035 $a(PQKB)11085215 035 $a(MiAaPQ)EBC843258 035 $a(MdBmJHUP)muse3016 035 $a(Au-PeEL)EBL843258 035 $a(CaPaEBR)ebr10405249 035 $a(EXLCZ)992550000000019504 100 $a20100216d2010 uy p 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aOn tact, & the made up world$b[electronic resource] /$fMichele Glazer 205 $a1st ed. 210 $aIowa City, Iowa $cUniversity of Iowa Press$d2010 215 $a1 online resource (81 p.) 225 1 $aKuhl House poets 300 $aDescription based upon print version of record. 311 $a1-58729-908-9 327 $aContents; Acknowledgments; One; I didn't think much about what it was; Trace; Every hole in the bird blind says; In the lava tube; Flu?chtling; Not where you found me but where you looked,; Cup; Worm, (to a rumor of lilies); Untitled; On religion, war, nature, and the horse; Two; That Would Be Whidbey; Distances at Sea; Mattress; The rabbi is pressed into service; The least amount of stirred air a figure needed; Beds of Clandestine; To the better view; The least part best; Say the Unseen; What so ever you; bright things; Three; Fungus, with Daguerreotype; aperture with wings 327 $aYour drawing of a horsemanifesto; She would have to do what she could do with it; Green Animals; Metonymic Sonnet; To the ru?ckenfigur; Two Descending a Staircase; Child and Woman; Cradle; Notes on tact & the made up world; Part of which is remembered and the other part is not forgotten; Elegy; Notes; Kuhl House Poets 330 $a Michele Glazer's poems take on questions of being and value, exploring not just what is, but how it is. The poems trouble borders-between self and other, old and young, sick and well, stranger and intimate; between physical states in processes of decay; and between line and phrase, sentence and interruption, prose and poem, resisting the desire for something irrefutable with an abiding skepticism. The poems are drawn to missteps in perception and in language, those fractures that promise to crack open a surface to yield some other, grea 410 0$aKuhl House poets. 606 $aAmerican poetry$y21st century 615 0$aAmerican poetry 676 $a811.54 676 $a811/.54 676 $a821.92 700 $aGlazer$b Miche?le$f1958-$01464092 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910781134203321 996 $aOn tact, & the made up world$93673651 997 $aUNINA LEADER 04008nam 2200529 450 001 9910798185403321 005 20230808191626.0 010 $a1-4758-2098-4 035 $a(CKB)3710000000595937 035 $a(EBL)4405661 035 $a(SSID)ssj0001614227 035 $a(PQKBManifestationID)16342059 035 $a(PQKBTitleCode)TC0001614227 035 $a(PQKBWorkID)13295309 035 $a(PQKB)11243861 035 $a(MiAaPQ)EBC4405661 035 $a(EXLCZ)993710000000595937 100 $a20160318h20162016 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aFrom risk to resiliency $ea resource for strengthening education's stepchild /$fWilliam H. Warring, Jr 210 1$aLanham, Maryland :$cRowman & Littlefield,$d2016. 210 4$dİ2016 215 $a1 online resource (130 p.) 300 $aDescription based upon print version of record. 311 $a1-4758-2097-6 311 $a1-4758-2096-8 320 $aIncludes bibliographical references and index. 327 $aCover-Page; Halftitle; Title; Copyright; Dedication; Contents; Foreword; Preface; Acknowledgment; Introduction; Part I: The Problem; 1 Dropouts; Who's Dropping Out?; What Do Dropouts Say?; What Have We Learned?; 2 A Condition of Benign Neglect; Decoupling; School Design Descriptions; Curriculum & Instruction; Continuation School History; Student Performance Expectations; Institutional Train Wreck; Lack of Research; Part II: Adopting Change; 3 Pathways to Change; Cultural Mind-sets: Central to School Change; Changing School Culture: A Principal's Role; Addressing Teacher Adversity 327 $aA Teacher's Explanatory StyleTeacher Concerns; Creating Key Relationships; Changing Staff Relationships; Creating Community Relationships; 4 Adapting Change Components and Innovations; Synthesizing Practitioners with Innovations; External Change Interventions; School Aims: Happiness in Schools and Classrooms; Evaluating Change; 5 Diffusing Teacher Change Resistance; Change Agents; Teacher Resistance Themes; Teacher Resistance: External Barriers; Distributive Leadership; Diffusing Resistance Through Communication; Beyond Resistance: What if Change Succeeds?; Part III: Acquiring Resiliency 327 $a6 Building a Resiliency-based ParadigmEducational Resiliency Defined; Four Theories; Resiliency Theory; School Connectedness; Beginning a Trust-Building Process: Listening; A Sense of Autonomy; Altruism; Building High Internal Expectations; Choice, Trust, and Accountability; Consequences of Choice; Believing in Student Resilience; Effective Teacher Preparation Constructs; Protective Factor Descriptors; Limitations of Resiliency Theory; Self-Efficacy Theory; Life Satisfaction Findings; Home Life Satisfaction Factors; 7 School-wide Corrective Factors; Effects of Supportive Relationships 327 $aGratitudeSocial-Cognitive Theory; Bonding: An Essential Change Agent; Hope Theory; Measuring Hope; 8 Q & A: Resiliency-Based Change Concerns; Appendix A; Appendix B; Appendix C; References; Index; About the Author 330 $aFrom 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. 606 $aEvening and continuation schools$zUnited States 615 0$aEvening and continuation schools 676 $a374/.8 700 $aWarring$b William H.$01536249 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910798185403321 996 $aFrom risk to resiliency$93784885 997 $aUNINA