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| About the Author | |
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| Foreword | |
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| From Status Quo to True Reform | |
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| Challenges of the 21st Century | |
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| No Child Left Behind | |
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| The Dawn of a New Day: High Anxiety | |
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| School Culture Research | |
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| Closing the Gap | |
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| Technical Change Versus Cultural Change | |
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| The Framework of Modern School Culture | |
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| Schools in the Era of Accountability | |
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| Who Is to Blame? | |
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| Student Outcomes | |
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| Predetermination | |
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| Perceptual Predetermination | |
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| Intrinsic Predetermination | |
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| Institutional Predetermination | |
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| A War of Paradigms | |
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| The Believers | |
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| Intrinsic Motivation | |
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| Connection to the School and Community | |
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| Flexibility | |
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| Positive Pressure | |
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| Willingness to Confront | |
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| Pedagogical Skill | |
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| A Unifying Force | |
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| The Tweeners | |
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| A Loose Connection | |
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| An Enthusiastic Nature | |
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| The "Honeymoon Period" and Compliance | |
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| Why Are Tweeners So Important? | |
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| Leaving Nothing to Chance | |
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| The Survivors | |
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| Flight Response | |
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| Student Bargaining | |
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| Pedagogical Characteristics | |
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| Organizational Response | |
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| Dealing With Stress and Pressure | |
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| The Fundamentalists | |
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| Opposition to Change | |
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| The Old Contract Versus the New Contract | |
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| Belief in the Normal Distribution | |
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| Skill Levels | |
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| Warring Paradigms | |
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| Emotional Versus Rational | |
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| Formal Versus Informal Culture | |
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| The Three Ds | |
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| Defamation | |
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| Disruption | |
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| Distraction | |
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| A Necessary Evolution | |
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| "Drop Your Tools": A Lesson in Change and Our Best Chance at Eliminating Fundamentalism | |
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| "Drop Your Tools" | |
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| Implications for Drop Your Tools | |
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| Fundamentalists | |
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| Fundamentalists | |
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| Fundamentalists | |
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| Fundamentalists | |
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| Ending Division | |
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| Implications for Practice | |
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| A Systematic and Schoolwide Focus on Learning | |
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| A Collective Focus on Purpose | |
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| Effect on School Culture | |
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| Celebrating the Success of All Stakeholders | |
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| Institutionalized Celebration | |
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| Impromptu Celebration | |
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| Celebration and Positive School Culture | |
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| A System of Support for Tweeners | |
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| A Multifaceted Approach to Mentoring | |
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| Removing the Walls of Isolation | |
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| Intensive Professional Development | |
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| Effect on School Culture | |
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| Skillful Leadership and Focus | |
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| Epilogue: A Significant Impact | |
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| Appendix: Study Design | |
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| Sample | |
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| Data Collection | |
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| Variables | |
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| References | |