Essay structure: Evaluate an educational reform initiative (innovation) in an area of professional interest. What were the forces or reasons for the innovation? Describe the key characteristics of the innovation. Based on change theory, analyse and describe barriers to change; facilitators (Leaders) and the dynamics of the change strategies employed. To what extent was there evidence of adaptation or re-invention and re-culturing to ensure continuance of the change? Please follow the instructions: I need these heeding in my essay. • Introduction (overview) • Forces or reasons for the innovation • Key characteristics of the innovation • Barriers and facilitators • Evidence of adaptation and re-culturing • Conclusion (summary) Criterion Mark Comment if necessary Academic writing • Structure: overview, exposition and summary /5 • Grammar, sentence and paragraph construction /5 • APA style in-text and in reference list /5 Forces or reasons for the innovation /5 Key characteristics of the innovation /10 Barriers and facilitators /10 The dynamics of the strategies /10 Evidence of adaptation and re-culturing /10 Total /60 ? Important information: ? The paper is to be a maximum of 3000 words ? Assignment must have a Title page and a Contents page. ? The word count DOES NOT include the Title page, Contents page, Reference page. ? The referencing style is APA 6th Ed., I attached the guide of the referencing style. ? Use simple language, put linking word between the sentences and be sure to be easy to understand. Resources: (could help you) Fullan, M. (2007). The New Meaning of Educational Change. (Ed 4th) Routledge. Bascia, N. & Hargreaves, A. (2000). The sharp edge of educational change: teaching, leading’ and the realities of reform. London: Routlledge. Beyer, L.E. & Liston, D.P. (1996). Curriculum in conflict: social visions, educational agendas, and progressive school reform. New York: Teachers College Press, 1996. Caldwell, B.J. & Hayward. D.K. (1998). The future of schools: lessons from the reform of public education. London: Falmer Press. Chapman, J.D., Froumin, I.D. & Aspin, D.N. (Eds). (1995). Creating and managing the democratic school. London: Falmer Press. Crowther, F. & Ogilvie, D. (1992). The new political world of educational administration. Hawthorn, Vic.: Australian Council for Educational Administration. Davies, B. & West-Burnham, J. (Eds). (1997). Reengineering and total quality in schools: how to reform and restructure your school to meet the challenge of the future. London: Pitman Publishing. Evans, R. (1996). The human side of school change: reform, resistance, and the real-life problems of innovation. San Francisco: Jossey-Bass. Evers, C.W. & Chapman, J.D. (Eds). (1995). Educational administration: an Australian perspective. St Leonards, NSW: Allen and Unwin, 1995. Fullan, M. (1999). Change forces: the sequel. London: The Falmer press. Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass. Fullan, M.G. (1993). Change forces probing the depths of educational reform. London: The Falmer Press. Fullan, M.G. and Hargreaves, A. (1992). What’s worth fighting for in your school? Buckingham: Open University Press. Goodlad, J. (1994). Educational renewal: better teachers, better schools. San Francisco: Jossey Bass Publishers. Levin, B. (2001). Reforming education: from origins to outcomes. London: Routledge. Lieberman, A. & Miller, L. (1999). Teachers - transforming their world and their work. New York: Teachers College Press. Lieberman, A. (Ed). (1995). The work of restructuring schools: building from the ground up. New York: Teachers College Press. Limerick, D.C., Cunnington, B. & Crowther, F. (1998). Managing the new organisation: collaboration and sustainability in the postcorporate world. Chatwood, N.S.W.: Business & Professional Publishing. Masden, J. (1994). Educational reform at the state level: the politics and problems of implementation. Washington, DC :Falmer Press. Riley, K.A. & Seashore Louis, K. (Eds). (2000). Leadership for change and school reform: international perspectives. London: Routledge. Sarason, S.B. (1996). Revisiting "The culture of the school and the problem of change". New York: Teachers College Press. Savery, L.K. & Luks, J.A. (2000). Organisational change: the Australian experience. Perth: School of Management, Curtin University of Technology. Sergiovanni, T.J. (2000). The lifeworld of leadership: creating culture, community and personal meaning in our schools. San Francisco: Jossey-Bass. Yogev, A. (1994). Educational reform in international perspective. Greenwich, Conn.: JAI Press.
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The Great Gatsby Questions Assignment These are questions meant to check up on your comprehension and interpretation of the book so far, as we are now pretty darn deep into it, and things are going to change quite a bit in the remaining chapters. These questions are meant to be comprehensive, so discuss anything that has been in Chapters 1-6 as part of your response. Your answers should be relatively brief, but need to have some real content and thought to them as well...a few lines each is probably adequate. 1. From Chapter 6 and previous material as well, what are as many of the rumors and gossip about Gatsby as you can find? That is, what do people at his parties think of who and what he is? Tom has a few words to say about this, too, and will have more in the remaining chapters! 2, What character do you admire/like the most so far in this book? Why? If possible as part of your response, give a quote or two to illustrate your thoughts. 3. What character do you dislike the most so far and why? Again, if possible, give a quote or two to illustrate your thoughts. 4. What is your opinion of the people who come to Gatsby's many parties, and why (excluding Nick and Jordan, please)? What do you think Fitzgerald is saying about these rich people who attend Gatsby's gatherings, and, by extrapolation, the real life rich people of his day? 5. What do you think the truth of Gatsby's past and present is by the time you are done with Chapter 6? That is, in brief terms, who was he as a youth, what was the truth of his and Daisy's past, and how/why did Gatsby become who he is now in the present time of the action of the book, to your best interpretation/knowledge?
29 October, 2015