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