03116cam a2200445 i 450000100090000000300050000900500170001400800410003101000170007201500190008901600180010802000180012603500130014403500220015704000600017904200140023905000240025308200230027710000400030024501650034026400480050530000570055333600210061033700250063133800230065650400510067950503730073052011120110365000280221565000290224365000350227265000240230770000330233170000370236477600350240190600450243694200460248195201260252799900170265322667389CSPC20260112163308.0220625s20232023caua     b    001 0 eng d  a  2022941686  aGBC2F80132bnb7 a0207372042Uk  a9781071894163  a22667389  a(OCoLC)1346506093  aCSPCbengerdacCSPCdBDXdOCLCFdFTUdCANPUdDLCdCSPC  alccopycat00aLB2806b.R3648 202304a371.207bR259c2231 aReeves, Douglas B.,d1953-eauthor.10aConfronting the crisis of engagement :bcreating focus and resilience for students, staff, and communities /cDouglas B. Reeves, Nancy Frey, and Douglas Fisher. 1aThousand Oaks, California :bCorwin,c2023.  a169 pages :billustrations (chiefly color) ;c23 cm.  atext2rdacontent  aunmediated2rdamedia  avolume2rdacarrier  aIncludes bibliographical references and index.0 aIntroduction -- Connections: relations are essential for engagement -- Conditions: High expectations, attendance, and participation are necessary engagement -- Challenge: Dealing with struggle and failure -- Control: Increase students' ownership of their own engagement and learning -- Collaboration: consolidating understanding with others -- Leading for engagement.   a"This book presents practices that most powerfully reflect the C's of Engagement: Connections, Conditions, Challenge, Control, and Collaboration. From faculty meetings to student conferences, casual greetings to grading, you can learn to use practices that most powerfully reflect the Five C’s of Engagement: 1.Connections — feeling known, valued, and tethered to others; 2. Conditions — being able to learn in a stable environment in which expectations are high; 3. Challenge — engaging in an endeavor knowing your “high jumps” in terms of intellectual and creative risks will be supported; 4. Control — the privilege of learning with a balance between ownership and support; 5. Collaboration — deepening one’s knowledge and identity as a learner by being skillful at relationship-building. Our students are looking to us as the grownups in the room to model what it looks like to belong, believe, and balance high expectations with compassionate support. With Confronting the Crisis of Engagement in hand, you have the guide to make that happen." -- adapted from the publisher's website. 0aEducational leadership. 0aMotivation in education. 0aTeacher-student relationships. 0aSchool environment.1 aFrey, Nancy,d1959-eauthor.1 aFisher, Douglas,d1965-eauthor.08iebook version :z9781071897454  a7bcbcccopycatd2encipf20gy-gencatlg  2ddccBKh371.207iR259ckCIRm2023n0e23  00102ddc4070aCSPCbCSPCcCIRd2026-01-09l0oCIR 371.207 R259c 2023p030928r2026-01-09 14:44:14t1-1w2026-01-09yBK  c31416d31416