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The failure of continuation schools to educate our most vulnerable adolescent populations is slowly removing them from our educational landscapes. Millions of struggling teens, lacking alternatives, are being set adrift without capacity or hope. Yet their failures frankly, are unnecessary. Research-based study offering school-wide direction and practice is strongly evidenced throughout educational theory and practices, extending opportunities for significant continuation growth. A successful continuation setting, supported by study and introduced through From Risk to Resiliency, offers…mehr
The failure of continuation schools to educate our most vulnerable adolescent populations is slowly removing them from our educational landscapes. Millions of struggling teens, lacking alternatives, are being set adrift without capacity or hope. Yet their failures frankly, are unnecessary. Research-based study offering school-wide direction and practice is strongly evidenced throughout educational theory and practices, extending opportunities for significant continuation growth. A successful continuation setting, supported by study and introduced through From Risk to Resiliency, offers opportunities for program developers to bring together personal, closely held stakeholder values with program and classroom practices, opportunities only now being realized.
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Autorenporträt
Dr. William H. Warring has spent 45 award-winning years injecting productive relevancy into both business and educational settings. His efforts in both professions have received local, county, and state-wide recognitions. Along with his wife, ten children...and so far, 15 grandchildren, he lives in the San Francisco Bay Area where he writes and conducts educational research.
Inhaltsangabe
Preface Acknowledgements Chapter 1: Dropouts Who's Dropping Out? What Do Dropouts Say? What Have We Learned? Chapter 2: A Condition of Benign Neglect Decoupling School Design Descriptions Curriculum & Instruction Continuation School History Student Performance Expectations Institutional Train Wreck Lack of Research Chapter 3: Pathways to Change Effective Educational Change Constructs Cultural Mindsets: Central to School Change Addressing Teacher Adversity A Teacher's Explanatory Style Teacher Concerns Creating Key Relationships Changing Staff Relationships Creating Community Relationship Adapting Change Components and Innovations Synthesizing Practitioners with Innovations External Change Interventions: Mushrooms School Aims: Happiness in Schools and Classrooms Evaluating Change Chapter 4: 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? Chapter 5: Building a Resiliency-Based Paradigm Educational Resiliency Defined Four Theories Resiliency Theory School Connectedness Beginning a Trust-Building Process: Listening A Sense of Autonomy Altruism Building High Internal Expectations 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 School-Wide Corrective Factors Effects of Supportive Relationships Gratitude Social-Cognitive Theory Bonding: An Essential Change Agent Hope Theory Measuring Hope Q & A: Resiliency-Based Change Concerns Author's Note References Appendices
Preface Acknowledgements Chapter 1: Dropouts Who's Dropping Out? What Do Dropouts Say? What Have We Learned? Chapter 2: A Condition of Benign Neglect Decoupling School Design Descriptions Curriculum & Instruction Continuation School History Student Performance Expectations Institutional Train Wreck Lack of Research Chapter 3: Pathways to Change Effective Educational Change Constructs Cultural Mindsets: Central to School Change Addressing Teacher Adversity A Teacher's Explanatory Style Teacher Concerns Creating Key Relationships Changing Staff Relationships Creating Community Relationship Adapting Change Components and Innovations Synthesizing Practitioners with Innovations External Change Interventions: Mushrooms School Aims: Happiness in Schools and Classrooms Evaluating Change Chapter 4: 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? Chapter 5: Building a Resiliency-Based Paradigm Educational Resiliency Defined Four Theories Resiliency Theory School Connectedness Beginning a Trust-Building Process: Listening A Sense of Autonomy Altruism Building High Internal Expectations 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 School-Wide Corrective Factors Effects of Supportive Relationships Gratitude Social-Cognitive Theory Bonding: An Essential Change Agent Hope Theory Measuring Hope Q & A: Resiliency-Based Change Concerns Author's Note References Appendices
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