Relevant bibliographies by topics / Educational innovations

Academic literature on the topic 'Educational innovations'

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Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Educational innovations"

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Mykhailyshyn, Halyna, Oksana Kondur, and Lesia Serman. "Innovation of Education and Educational Innovations in Conditions of Modern Higher Education Institution." Journal of Vasyl Stefanyk Precarpathian National University 5, no. 1 (April 25, 2019): 9–16. http://dx.doi.org/10.15330/jpnu.5.1.9-16.

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The article describes the different approaches to the interpretation of educational innovations and innovations in education. The modern labor market requires graduates ability to operate such technologies and knowledge that meet the needs of the information society, prepare young people for new roles in this society. It is necessary to distinguish between the concepts “educational innovations” and “innovations in education”. Innovation in education is a broader concept than educational innovation. They include educational, scientific and technological, infrastructural, economic, social, legal, administrative and other innovations. Educational innovations are understood as a procedure or method of educational activity that differs significantly from established practice and is used to increase the level of efficiency in a competitive environment. Educational innovations include pedagogical innovation, scientific and methodological innovation, educational and technological innovation. It is substantiated that the education market is one of the most important elements of the national innovation system. Higher education institutions that have chosen an innovation-based development, become competitive leaders on the education market. The formation of new forms of education and the use of perfect controlling mechanisms at each educational institution will give the opportunity to create single educational space, which is able to meet the needs of society in quality education with specific opportunities of customers in the educational market. The main components of the innovation development of higher education institutions are determined
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Murashchenko, Olena. "EDUCATIONAL INNOVATIONS, THEIR CHARACTERISTICS AND STAGES OF IMPLEMENTATION IN PRIMARY SCHOOL." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 29, 2022): 69–75. http://dx.doi.org/10.31499/2307-4906.2.2022.262920.

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The article reveals and characterizes the essence and content of innovations in education, distinguishes between the concepts of “novelty”, “newness” and “innovation”, which have semantic differences in the result obtained in the process of their practical implementation. Priority educational innovations in primary school, innovative methods, technologies, and organizational forms of education of junior schoolchildren are given. Based on the analysis, the classification of educational innovations according to the degree of novelty was performed: retro-innovation, modified, combinatorial and author’s innovations were identified, which are illustrated schematically. It is emphasized that only the last two types of it provide for the formation of new essential features both for the subjects of the innovation process and for its results, but the absolute innovation is only the author’s innovation.The author pays special attention to determining the features of the development of the innovation process in the educational space of primary school, reveals five stages of its implementation, namely: identifying innovations and deciding on the need for its implementation; substantiation and elaboration of innovations, forecasting of the process of their realization and consequences; creation of experimental groups for the introduction of innovations; development of the author’s model of introduction of innovation in the educational process of junior schoolchildren and pedagogical conditions that ensure its effectiveness; implementation. Keywords: educational innovations; retro-innovation; modified innovation; combinatorial innovation; author’s innovation; primary school; junior schoolchildren; primary school teacher.
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Kravchuk, Oksana. "MANAGERIAL ACTIVITY TO OVERCOME ANTI-INNOVATION BARRIERS IN EDUCATIONAL INSTITUTIONS." Problems of Modern Teacher Training, no. 2(24) (October 29, 2021): 36–43. http://dx.doi.org/10.31499/2307-4914.2(24).2021.244177.

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The implementation of pedagogical innovations becomes a required condition to enhance the quality of the education and competitive potential of an educational institution at the market of educational service, and it requires qualified management of its innovation activity. However, pedagogical employees stand against innovations, and in scientific literature it is called an anti-innovation barrier.The purpose of the paper is to consider the issue of overcoming anti-innovation barriers as a component of managerial activity in educational institutions.The work is aimed at coping with psychological barriers in educational institutions that can be made in the following directions: the change of value orientation of educators; the correction of motivation of the members of the teachers’ staff; the creation of new exemplars of individual behavior of educators; the formation of readiness of the members of the teachers’ staff for innovation activity.Systematic monitoring of educators’ readiness to accept innovations, its step-by-step studying should precede the implementation of all the mentioned directions. The administration of an educational institution is to organize explanatory and educational work on a regular basis, to provide pedagogical employees with comprehensive information about the performance of the educational institutions where successful implementation of innovations has taken place. A keystone of a successful introduction of innovations is the creation of “an innovation climate” – an external environment that forms educators’ attitude to innovations, to attract those educators who do not accept innovations to the planning of the stages of their introduction. The organization of the measures directed towards the increase of the professional competence of those educators who are involved in the implementation of innovation activity is a vitally important component in the management that is aimed at overcoming anti-innovation barriers. The task of the administration of an educational institution is to create the conditions, which will motivate teachers to improve their professional skills and to study an advanced experience. Keywords: management of an educational institution; management of an innovation activity; innovation activity; anti-innovation barriers; innovation climate; implementation of innovations; value orientations; pedagogical activity.
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Shinkevich, A. I., E. Sh Shaimieva, and G. I. Gumerova. "Digitalization of educational organizations as a product- and process-innovation in the data economy: managerial and methodological aspects." Russian Journal of Economics and Law 18, no. 2 (June 12, 2024): 387–421. http://dx.doi.org/10.21202/2782-2923.2024.2.387-421.

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Objective: to reveal the essence of educational organizations’ digitalization as the implementation of product- and processinnovations in their innovation activity from the managerial viewpoint, including (here) innovation statistics in the data economy. The research tasks were: to formulate the essence of educational organizations’ digitalization as product- and process-innovations in their innovation activity in the digital economy based on the analysis of scientific works; to identify product- and process-innovations as a result of educational organizations’ digitalization; to form tools of educational organizations’ digitalization in the context of product- and process-innovations in the form of methodological material.Methods: analysis, synthesis, classification. The study object is the processes of educational organizations’ digitalization as an integral part of their innovative activity under the fourth industrial revolution. The study subject matter is product- and process-innovations implemented in the process of educational organizations’ digitalization.Results: the paper identifies product- and process-innovations as a result of educational organizations’ digitalization, compiles a list of them, while taking into account the processes of virtualization of assets, management and platformization in the internal and external environments of an educational organization. The concept of “digitalization of educational organizations” was clarified: it is a set of processes of virtualization and platformization, considered as an integral part of the innovative activity of educational organizations, which results in product- and process-innovations. Recommendations for experts in the field of educational organizations’ digitalization were developed, in terms of normative and legal regulation of the process under study, its organization, methodological support and achievement of the educational system’s technological sovereignty based on the introduction of product- and process-innovations.Scientific novelty: consists in revealing the essence of an educational organization’s digitalization as part of its innovative activity, while distinguishing the product- and process-innovations in theoretical and practical virtualization and platformization of the issue.Practical significance: the study results can be used to form strategies for managing product- and process-innovations arising during digitalization of educational organizations and to collect statistical information on the innovation activity of educational organizations in the digital economy.
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O.M., Slushnyi. "EDUCATIONAL INNOVATION AS A RELATIONSHIP BETWEEN THEORY AND PRACTICE OF EDUCATIONAL ACTIVITY." Collection of Research Papers Pedagogical sciences, no. 96 (November 15, 2021): 7–12. http://dx.doi.org/10.32999/ksu2413-1865/2021-96-1.

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The article considers innovation in the field of education through the synthesis of theory and practice as a branch of scientific knowledge. It is noted that educational innovation is aimed at finding the most effective methods of transmitting information from teacher to student, in the field of education, it is based primarily on pedagogy and psychology; innovation in education is perceived as a branch of scientific knowledge that explores the educational process and methods of its implementation. Pedagogical innovation includes the doctrine of the inseparable relationship of the following components of the innovation process: the development of educational innovations, their testing and implementation, application in practice and dissemination; the subject of pedagogical innovation is considered to be a set of tools and patterns in the field of development and implementation of pedagogical innovations in educational institutions. The article analyzes a number of concepts, in particular: “innovation”, “innovative person”, “educational innovation”. Thus, the concept of “innovative person” is interpreted as a person of such socio-cultural development, who is able to work creatively, to be competitive in today’s conditions. Attention is paid to the problems of forming innovative models of education in higher education. The model of innovative learning in higher education proposed by scientists is taken into account, which provides for: active participation of the student in the learning process; opportunities for applied use of knowledge in real conditions; bringing concepts and knowledge in a variety of forms, not just in text; approach to learning as a collective rather than individual activity; shifting the focus to the learning process rather than memorizing information. The article draws attention to the interpretation of the definition of “pedagogical innovation”. Pedagogical innovation is a purposeful change that introduces innovations into the educational environment that improve the characteristics of individual parts, components and the educational system as a whole; the process of mastering innovation; search for ideal methods and programs, their implementation in the educational process and their creative rethinking. It is noted that innovative processes in the education system are perceived as controlled processes of creation, perception, evaluation, development and application of pedagogical innovations. The classification of pedagogical innovations is given, in particular: by types of activity; by the nature of the changes; on the scale of changes; by scale of use; by source.Key words: innovation, innovative models, pedagogical innovation, educational environment, pedagogical innovations. У статті розглянуто інноватику у сфері освіти через синтез теорії та практики як галузь наукового знання. Зауважується, що освітня інноватиканацілена на пошук найбільш дієвих методів передачі інформації від вчителя до учня, у сфері освіти вона спирається в першу чергу на педагогіку і психологію; інноватика у сфері освіти сприймається як галузь наукового знання, що досліджує освітній процес і методи його втілення в життя. Педагогічна інноватика включає в себе вчення про нерозривний взаємозв’язок таких компонентів інноваційного процесу, як: розробка освітніх нововведень, їх тестування та впровадження, застосування на практиці і поширення; предметом педагогічної інноватики вважають сукупність засобів і закономірностей в області розробки і впровадження педагогічних нововведень в освітніх установах. У статті проаналізовано ряд понять, зокрема: «інноватика», «інноваційна людина», «освітня інноватика». Так, поняття «інноваційна людина» тлумачиться як особа такого соціально-культурного розвитку, яка здатна творчо працювати, бути конкурентноспроможною в умовах сьогодення. Звертається увага на проблеми формування інноваційних моделей навчання у вищій школі. Взято до уваги запропоновану науковцями модель інноваційного навчання у вищій школі, яка передбачає: активну участь студента у про-цесі навчання; можливості прикладного використання знань у реальних умовах; наведення концепцій і знань у найрізноманітніших формах, а не тільки у текстовій; підхід до навчання як до колективної, а не індивідуальної діяльності; зміщення акценту на процес навчання, а не на запам’ятовування інформації. У статті звертається увага на потрактування дефініції «інновація педагогічна». Інновація педагогічна – це цілеспрямована зміна, що вносить в освітнє середовище нововведення, які поліпшують характеристики окремих частин, компонентів і самої освітньої системи в цілому; процес освоєння нововведення; пошук ідеальних методик і програм, їх впровадження в освітній процес і їх творче переосмислення. Зауважуєть-ся, що інноваційні процеси в системі освіти сприймаються як керовані процеси створення, сприйняття, оцінки, освоєння і застосування педагогічних нововведень. Наводиться класифікація педагогічних інновацій, зокрема: за видами діяльності; за характером внесених змін; за масштабом внесених змін; за масштабом використання; за джерелом виникнення.Ключові слова: інноватика, інноваційні моделі, педагогічна інноватика, освітнє середовище, педагогічні нововведення.
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Harahap, Ahmad Sukri, Nurul Hafizhoh, Agustian Agustian, and Dinna Utami. "PEMBELAJARAN PAI BERBASIS DARING." Jurnal Bilqolam Pendidikan Islam 1, no. 2 (November 21, 2020): 82–97. http://dx.doi.org/10.51672/jbpi.v1i2.4.

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The purpose of this research was to describe educational innovation in managing instructional media in SMP Baitul Aziz Tembung. The formulation of the research problems are (1) Do teachers have educational innovations? and (2) What educational innovations are applied by teachers in managing learning media. The results of this study indicate that based on the description of the research results in the field, the authors can draw conclusions, namely: (1) Educational innovation using learning media is through video calls to see students' ability to understand the material being taught, showing videos to teach students to understand the material and especially wudhu and shalat. (2) Educational innovation through video and video calls carried out in groups and privately (3) Constraints experienced in teaching students through educational innovations using learning media are network problems, package problems, and understanding of the learning media used.
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Sweet, J., J. Wilson, and L. Pugsley. "Educational innovations for dentistry." British Dental Journal 206, no. 1 (January 2009): 29–34. http://dx.doi.org/10.1038/sj.bdj.2008.1123.

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Danilov, Sergey, Margarita Lukyanova, and Irina Aryabkina. "Methodological and practical aspects of pedagogical innovation logistics application in the regional educational holding." Revista Amazonia Investiga 9, no. 28 (April 21, 2020): 30–41. http://dx.doi.org/10.34069/ai/2020.28.04.4.

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Transition to a post-industrial society determines the development of an educational system through innovations. To address the related issues, we need a methodology lined up with the post-industrial society and capable of maintaining effective innovation management in education. Creation of much-in-demand, competitive, and economically attractive educational innovations is largely associated with combined efforts of several educational organizations. Once merged in a territorial educational cluster, they establish conditions for a complete innovation life cycle. A driving mechanism for innovations to move throughout the entire life cycle is logistics. So far, two scientific positions have been formed in relation to the use of logistics in education. The first position is represented by educational logistics aimed at sustainable functioning of the educational system infrastructure. The second one encompasses pedagogical logistics, which facilitates effectiveness and quality of the teaching and educational process. None of them aim at development of an educational organization or its pedagogical system being implemented. Boosting the situation already in place could be done through integration of the educational and pedagogical logistics’ achievements supplemented by the idea to develop an educational infrastructure with a pedagogical system already in place into pedagogical innovation logistics. This logistics serves as a methodological basis of pedagogical innovations management in education. The scope of such logistics is a territorial educational cluster; its subject is infrastructural, educational, integrative flows, a flow of obstacles, and a pedagogical innovation flow. As a matter of applicability, the efficiency of pedagogical innovation logistics has been tested with a regional educational holding being an example. Its performance has been analyzed by using six criteria that evaluate the changes in the pedagogical innovation flow: rate, capacity, reference quality assessment, density, content variability, and uniformity. The data obtained have provided the evidence of practical efficiency of pedagogical innovation logistics.
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Loučanová, Erika, Vladislav Kaputa, and Miriam Olšiaková. "Perception of Eco-innovation Based on Educational Attainment." European Management Studies 2023, no. 2 (July 12, 2023): 103–21. http://dx.doi.org/10.7172/2956-7602.100.5.

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Aim: To evaluate the influence of educational attainment on the perception of ecological innovation was the main objective of the paper. The depth of attention paid to the interdisciplinary impact of innovations and education in society ultimately affects the level of the culture of education and whether the innovations that arise respect people and their environment. Design/methodology/approach: Input data gathered via survey of customers using the Kano questionnaire. The research applied the Kano model to data processing. The analysis allowed us to measure and explore the emotional reactions of Slovak customers to products. Findings: If multidisciplinary innovations positively affect the environmental, economic, and social development of society, they also tend to increase competitiveness of regions and lead to sustainability, development, and the knowledge economy. It can be concluded that the level of education achieved affects attitudes towards ecological innovation. The higher the education level of the respondents, the more sensitively they perceived the issue of eco-innovation. The interpretation of the results is a contribution to the discussion about the importance of education with an interdisciplinary overlap, as well as a view on innovation that respects individuals, society, and the environment. Research limitations/implications: Even though the results demonstrate the influence of the attitudes of Slovak customers depending on their educational attainment, it is necessary to verify whether they are reflected in real purchasing behavior. Originality/value: The originality of the research lies in the methodical approach of connecting the perception of ecological product innovations and the socio-demographic aspect (educational attainment) in the market conditions of the Slovak Republic.
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Danilov, Sergey V. "Logistics of Pedagogical Innovations: Paradigms of Development in Educational Holding." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 9, no. 4 (December 15, 2020): 317–23. http://dx.doi.org/10.18500/2304-9790-2020-9-4-317-323.

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The transition of Russian society to the post-industrial stage actualizes the problem of developing educational systems based on innovations and the search for a relevant methodology for managing pedagogical innovations. Its basis is the logistics of pedagogical innovations as the theory and practice of flow control in educational systems. The purpose of the study is to determine the paradigms of logistic development of pedagogical innovations as a methodology and mechanism for managing innovation in an educational holding. The hypothesis is presented by the assumption that these paradigms form value, content and instrumental frameworks for the implementation and development of logistics of pedagogical innovations. The study is based on an analysis of primary sources, including 1492 cases, which include reports on the results of innovative activities of educational organizations of Ulyanovsk Oblast, which are innovative sites that are part of a regional educational holding (100 educational organizations annually). The materials were prepared during the period from 2003-2004 to 2017-2018 academic years. We introduced the concept of “logistics of pedagogical innovations”, which describes the theory and practice of managing flows (pedagogical, infrastructural, integrative, interference) in an educational holding in order to ensure a steady flow of pedagogical innovations that are the result of its activities and development factor. We identified directions of development of pedagogical innovations logistics, which are defined by five paradigms: axiological (value of innovation), humanitarian (a person as a subject of logistics), interaction paradigm (focus on the development of interaction in the holding’s internal and external environment), meaningful (priority in the study of flows in an educational holding) and technological (focus on improving methods and means of logistics). Each of them sets priorities for improving the educational holding.
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Dissertations / Theses on the topic "Educational innovations"

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Chunga, Bright Mwansa. "Evaluating educational innovations : a study of a Zambian upper primary schools' practical subjects education innovation." Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333734.

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Chimombo, Joseph Patrick Goodson. "Implementing educational innovations : a study of free primary education in Malawi." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310250.

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The new democratic government of Malawi introduced free primary education (FPE) in the 1994/95 academic year. This major policy intervention included the removal of tuition and other school fees, and children were no longer required to wear a uniform to attend school. The main objectives ofFPE were to increase access to primary education and to eliminate inequalities in participation through reducing the direct costs, and to improve retention rates and thus reduce illiteracy. FPE is the most significant educational policy ever introduced in Malawi. Its development invited a detailed study of how participation has changed, what mechanisms were employed to improve retention and promotion, and what strategies were used to meet the need for additional human and physical resources. There are four main concerns which shaped this study: 1) The genesis of the policy- how was the policy initiated and for what reasons? 2) The policy itself- i.e. what did the policy consist of and what did the ministry of education do? 3) What happened after the introduction of FPE and how did enrolment, access and retention change over time? 4) Why did things happen the way they did and what are the reasons which help explain the effect of implementing FPE? Data were collected through grounded case studies of ten schools undertaken in different parts of Malawi. The literature indicates that judgements on the effectiveness of policy implementation require insights that can only be obtained from case study work at the local level. Those involved in the development of policy were interviewed and national level data were also analysed. Systems theory was used to examine the relationships between system components, between the system and its environment and between one system and another, and the major concepts of this theory of interdependence, integration and cohesion were used to analyse and interpret the findings of this thesis. At the macro level, the study also drew on functionalist theory. In order to examine how educational institutions perceive, manipulate and act within the structural constraints within which they find themselves, the socio-politico-cultural frameworks within which, and through which these institutions have shaped schooling under FPE were elaborated. The analysis has shown that the immediate goal of ensuring universal access to primary education has been largely achieved. Most children in Malawi have set foot inside a school of some kind. But when the implementation of FPE policy was examined within the Jomtien aspirations which included improving educational quality, ensuring greater equity in the distribution of educational resources, and improving retention and attendance, the thesis concludes that Malawi lacks the administrative and fiscal capacity to deliver primary education of minimum quality to all. This deficiency leads to system fragmentation and low cohesion in the implementation process which partly explains the limitations of FPE policy identified. The study established that schooling problems might have worsened since the introduction of FPE and that despite increased efforts towards girls education, gender disparities still remain one of the main problems. Further, the rhetorical association of schooling with economic opportunity is questionable, at least for those where the demand for schooling is weak and the benefits not apparent. A simulation modelling costs also indicates that achieving EFA is financially unsustainable in the short and medium term. The findings provide pointers about what needs to be done or strengthened in order to ensure a more effective implementation of an ambitious and worthwhile educational policy reform in Malawi, as well as the lessons that can be learned for the implementation of similar reforms.
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Bosch, Horacio E., Claudia Guzner, Mercedes S. Bergero, Blasi Mario A. Di, Adriana Schilardi, and Leonor Carvajal. "Innovations in Educational Research and Teaching of Experimental Calculus." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79493.

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For several decades, there have been a varying number of books on Calculus following the classic line of mathematical thought, where Mathematics is taught for everybody by means of rigorous definitions, theorems, and carefully detailed and extensive demonstrations. For mathematical education into the XXI Century the students need to achieve ability in handling of present mathematical tools and concepts from the beginning of their courses. These needs can be achieved today by means of a paradigmatic change in the focus of mathematics teaching: to learn to develop ideas and to experiment and test those ideas in such way that students can verify their own inferences. In this paper we report an educational research in teaching and learning functions models according to a new paradigm in hands-on experimental mathematics, with applications in the real world, i.e. sciences and engineering by using Computer Algebra Systems. The study of functions is presented, focused into the framing of Exploratory Learning Systems, where students learn by means of the action and their participation in it. It is designed for teachers working together with students in a computer laboratory like hands-on workshops-type activities on other sciences. In this way students have a more “alive”, “realistic” and “accessible” touch in Calculus.
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ROARK, DENIS DAREL. "FACTORS AFFECTING THE IMPLEMENTATION OF NEW EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION (COMMUNITY COLLEGES)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188011.

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Advances in computer and video technology, coupled with their decreasing cost, have placed considerable impetus for implementation of new technology in the educational environment. While many institutions of higher education are considering implementing systems of new educational technology, the actual process of implementing change is not well understood. The purpose of this study was to attempt to gain greater insight into the implementation process. The research questions guiding this study were: (1) What are the factors associated with the implementation of new educational technology at community colleges? (2) Who are the change agents associated with the implementaon of new educational technology at community colleges? The case study methodology was selected as the most appropriate technique for this study because: (1) research involving the implementation stage of the change process has been limited; (2) the change process does not have a single theoretical basis for conducting empirical testing; and (3) the complexity of the subject being investigated. Three community colleges in the southwestern United States, which have recently completed the implementation of an innovation, were selected for the case study research. The innovation under investigation at Vernon Regional Junior College was the implementation of a microcomputer system. The subject of investigation at Dona Ana Branch Community College was the implementation of equipment to support a word processing program. The implementation of an instructional television program was studied at New Mexico Junior College. Seven factors emerged as common to all three institutions as they implemented innovation. The seven common factors were: (1) the availability of funds outside the normal operating budget to finance implementation of innovation; (2) elimination of boundary contraction; (3) individuals affected by the innovation had input into the implementation process; (4) clear channels of communication existed among those involved in the implementation process; (5) the hierarchy involved in the approval process was limited; (6) the administration supported plans to implement the innovation; and (7) measures were taken to reduce resistance to the innovation. Change agents were found to be a necessary catalyst for change and can emerge from any level of governance.
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Robottom, Ian Morris, and kimg@deakin edu au. "Contestation and continuity in educational reform: A critical study of innovations in environmental education." Deakin University. School of Education, 1985. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.092202.

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This study explores the notion of contestation in environmental education. Contestation is a process in which self-interested individuals and groups in a social organisation cooperate, compete and negotiate in a complex interaction aimed at solving social problems. A "framework for critique" is developed, comprising technicist, liberal
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Garcia, Myrna E. "The effects of whole school reform on instructional program coherence in urban elementary schools /." READ FULL-TEXT ONLINE, 2006. http://domapp01.shu.edu/depts/uc/apps/libraryrepository.nsf/resourceid/25C7D3260CA9A8D1852571570069ADE1/$File/Garcia-Myrna-E-Doctorate6.pdf?Open.

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Christy, Sheila Ann Colley. "Future developments of computer network technologies in K-12 educational environments /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842520.

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Beyerlein, Ranae. "Creating hopeful learning environments collisions in practice /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept. of K-12 Educational Administration, 2008.
Title from PDF t.p. (viewed on March 31, 2009) Includes bibliographical references (p. 273-285). Also issued in print.
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Taddessee, Mellesse Amossa. "The role of education in combatting famine and promoting development in Ethiopia /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10939258.

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Ferneding, Karen Ann. "The diffusion of electronic technologies and the dialectic of educational reform policy : the shaping of teachers' social visions /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Books on the topic "Educational innovations"

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Lee, Sing Kong, Wing On Lee, and Ee Ling Low, eds. Educational Policy Innovations. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4560-08-5.

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Looi, Chee-Kit, and Laik Woon Teh, eds. Scaling Educational Innovations. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-537-2.

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Lakshmi, S. Innovations in education. New Delhi: Sterling, 1989.

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Hung, David, Shu-Shing Lee, Yancy Toh, Azilawati Jamaludin, and Longkai Wu, eds. Innovations in Educational Change. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6330-6.

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Law, Nancy, Allan Yuen, and Robert Fox. Educational Innovations Beyond Technology. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-71148-5.

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Maharashtra State Council of Educational Research and Training., ed. Educational innovations in Maharashtra. Pune: Maharashtra State Council of Educational Research and Training, 1985.

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Ellis, Arthur K. Research on educational innovations. Princeton Junction, NJ: Eye on Education, 1993.

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T, Fouts Jeffrey, ed. Research on educational innovations. 2nd ed. Larchmont, NY: Eye on Education, 1997.

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Hord, Shirley. Evaluating educational innovation. London: Croom Helm, 1987.

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Redmond, Petrea, Jennifer Lock, and Patrick Alan Danaher, eds. Educational Innovations and Contemporary Technologies. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137468611.

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Book chapters on the topic "Educational innovations"

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Musa, Hussam, and Zdenka Musová. "Educational Innovations in Economics." In Encyclopedia of Educational Innovation, 1–5. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-2262-4_205-1.

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Richards, P., and M. Leonor. "Educational Innovations and Inequality." In Education and Income Distribution in Asia, 148–72. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003313298-8.

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McDonnell, Jane. "Innovations in Educational Research." In Reading Rancière for Education, 153–74. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96013-1_8.

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Law, Nancy, Allan Yuen, and Robert Fox. "Education Innovations Beyond Technology." In Educational Innovations Beyond Technology, 217–32. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71148-5_11.

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Lee, Insook, Yoonil Auh, and Eunbae Lee. "Emerging Reform of Higher Education in Post Pandemic." In Global Perspectives on Educational Innovations for Emergency Situations, 305–15. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_30.

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AbstractThe COVID-19 pandemic highlighted the reassessment of the potential transformation of digital education, thereby fueling the discussions on the need to rethink the future direction of higher education. Converting courses online was just one step toward a transformative paradigm. Further reexamination and drastic resetting of current education practice may be required, which can only be achieved with unprecedented levels of collaboration and open-minded innovations among stakeholders in education. Several practical recommendations were drawn from a case study based on the performing arts education (PAE) in the Korean higher education. They are, creating a platform for scalable innovations through the implementation of the right measure of technologies (learning technology innovation); advancing the effectiveness of technology integration in the non-traditional learning environment (pedagogical innovation); and promoting the cost efficiency of education (community knowledge construction innovations). This chapter explores and discusses the adaptation in educational / pedagogical technologies and suggests the building capacity for the future of PAE in the post-pandemic era.
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McCuddy, Michael K., and Wendy L. Pirie. "IMPLEMENTING AND SUSTAINING EDUCATIONAL INNOVATIONS." In The Challenges of Educating People to Lead in a Challenging World, 131–48. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5612-3_7.

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Bannasch, Stephen. "Educational Innovations in Portable Technologies." In Innovations in Science Education and Technology, 121–45. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0638-5_7.

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Markee, Numa, Silvia Kunitz, and Olcay Sert. "Introduction: CA-SLA and the Diffusion of Innovations." In Educational Linguistics, 1–18. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52193-6_1.

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Garvis, Susanne, and Therese Keane. "A Literature Review of Educational Robotics and Early Childhood Education." In Technological Innovations in Education, 71–83. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-2785-2_6.

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Law, Nancy, Allan Yuen, and Robert Fox. "An Ecological Metaphor for Researching Technology Use and Pedagogical Innovations." In Educational Innovations Beyond Technology, 1–13. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71148-5_1.

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Conference papers on the topic "Educational innovations"

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Bort, Heather, David P. Bunde, Zack Butler, Christopher Lynnly Hovey, and Cynthia Taylor. "Propagating Educational Innovations." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287526.

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van der Stappen, Esther, and Marlies van Steenbergen. "Value-Informed Innovation: Integrating Value-Sensitive Design and Evidence-Informed Practice in Education." In Digital Restructuring and Human (Re)action. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fov.4.2022.16.

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Digital innovation in education – as in any other sector – is not only about developing and implementing novel ideas, but also about having these ideas effectively used as well as widely accepted and adopted, so that many students can benefit from innovations improving education. Effectiveness, transferability and scalability cannot be added afterwards; it must be integrated from the start in the design, development and implementation processes, as is proposed in the movement towards evidenceinformed practice (EIP). The impact an educational innovation has on the values of various stakeholders is often overlooked. Value Sensitive Design (VSD) is an approach to integrate values in technological design. In this paper we discuss how EIP and VSD may be combined into an integrated approach to digital innovation in education, which we call value-informed innovation. This approach not only considers educational effectiveness, but also incorporates the innovation’s impact on human values, its scalability and transferability to other contexts. We illustrate the integrated approach with an example case of an educational innovation involving digital peer feedback.
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Oļesika, Alise. "Social Innovations in Educational Sciences: Analysis of Current Research and Policy Documents." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.23.

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The Guidelines for Science, Technology Development and Innovation for 2021–2027 developed by the Ministry of Education and Science of Latvia focus on promoting research excellence and increasing the social and economic value of research. Considering the previously mentioned, higher education institutions’ goal is not only the transfer of knowledge but also the creation of economic and social value, which communicates to society through learning and research results. Social innovation as a driver of social change promotes societal openness and active participation in socio-economic processes. The introduction of new forms of social innovation as Responsible Research and Innovations (RRI) can bridge the gap between science and societal needs by engaging in social debate and policy decisions in society and fostering collaboration between scientists from different sectors. The study aims to analyze Social Innovation’s essence and the academic and administrative definitions and dimensions of the Responsible Research and Innovation approach. In order to achieve the aim of the study, a systematic literature analysis was performed. The study reveals the main features of Social Innovation and the perspective of Responsible Research and Innovation implementation in higher education in the institutional and processual dimensions.
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Slišāne, Agnese, and Alise Oļesika. "Entrepreneurial Skills – a Pathway to Sustainable Social Innovations?" In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.56.

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Along with globalization processes and adjustments – social and environmental problems that are challenging global sustainability in the labor market and society, it’s essential to ask whether the demand for education is also changing? Having regard to the fact that in 2015 United Nations (UN) member states adopted the 17th Sustainable Development Goal (SDGs) to address global challenges and emphasized the importance of quality education in Sustainable Development Goal 4 and The Organisation for Economic Co-operation and Development (OECD) countries have long recognized the need to develop skilled people through education. As they strive to find new sources of growth to underpin a solid and sustainable future, it is crucial to understand the best ways to advance social innovation, which is key to solving these increasing demands in the entrepreneurial process. It can manifest itself in various elements of pedagogical work. The study conducted content analysis to find out how social innovations and entrepreneurial skills show in the experience of four academic representatives of educational sciences to analyze various perspectives and opportunities of social innovation implementation by promoting entrepreneurial skills. To reach the aim of the research, three following questions were asked: How has the meaning of social innovation in the educational sciences changed since 2015, when UN member states adopted the 2030 Agenda for Sustainable Development and 17 Sustainable Development goals (SDGs)? What entrepreneurial skills help implement social innovation in the educational sciences? What are the most critical factors for the sustainable social innovations implemented in the educational sciences? The study results reveal diverse and ordinary comprehensions depending on professional academic experience, which has been listed and analyzed through the theories of social innovation.
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Kholudeneva, A. O., D. I. Shapovalov, and T. A. Kochetkova. "Modeling of satisfaction of consumers of educational services." In II All-Russian (national) scientific conference with international participation "Russian Science, Innovation, Education". Krasnoyarsk Science and Technology City Hall, 2023. http://dx.doi.org/10.47813/rosnio-ii.2023.8.329-333.

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. This study is an analysis of the impact of service quality, online advertising and innovations in education on the satisfaction of consumers of paid educational services in the Penza region. This study is based on sociological quantitative research conducted in the form of a survey. The number of participants in the survey was 250 people. The results of the study show that the quality of service and innovation in education has the greatest impact on the brand image of educational institutions, while online advertising does not significantly affect the brand image of educational institutions. In addition, it has been found that the quality of service, innovation in education and brand image have a significant impact on customer satisfaction in educational institutions, which online advertising does not.
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Fainisi, Florin. "CURRENT CONCERNS OF OECD REGARDING THE DEVELOPMENT OF INNOVATIVE LEARNING ENVIRONMENTS." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-079.

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In the last years, the Organization for Economic Co-operation and Development has examined the evolution of the innovating process assumed by politicians, but also by public and private institutions from member states in order to promote, disseminate and use digital learning resources in schools. Consequently, a project of OECD's Centre for Educational Research and Innovation (CERI) through the Innovative Learning Environments (ILE) is analyzing the way youth learn and in which conditions they could learn better. By identifying specific cases of innovative learning environments worldwide, ILE aims at practical, management and reform informing by generating some analyses regarding innovative learning configurations for children and youth. The role of the project is to analyze the innovative ways of organizing the learning process at micro level (learning environment) and the way it is connected to the middle level (networks and communities of practice), as well as the implementation of change strategies in terms of learning at macro level, namely at system level. The studies shown in this work have tried to focus on the way in which the analyzed studies within OECD institute educational innovation based on Information and Communication Technologies (ICT) and related to digital learning resources, the influencing factors on the success of political action which focuses on promoting those educational innovations, as well as the response of the educational system to these innovations. By comparing the national policies, a ranking of the country came forth regarding ICT measures taken and initial teacher education: countries with a weak involvement in the field, countries with a higher level of awareness regarding the matter and countries who have integrated ICT in initial teacher education, on several levels. Other studies reveal pedagogical models that use digitization as support to teach science, technology, engineering and mathematics, others explore expectations of cooperation in an artificially created network to promote educational innovation through collaboration.
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TODOS, Irina, and Liliana CECLU. "INNOVATIVE EDUCATION - IMPACT AND BENEFITS ON REGIONAL DEVELOPMENT." In International Conference of Management and Industrial Engineering. Editura Niculescu, 2023. http://dx.doi.org/10.56177/11icmie2023.19.

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In various fields or areas of human activity, innovation is used and interpreted differently. It is certain that without innovation no change occurs. In the educational field, innovation is a complex subject that needs to be studied from several aspects and at several levels: at the level of individuals who make the change or who motivate others to innovate, at the social, environmental, and economic levels, where some innovations are accepted and encouraged, and others are inhibited and undervalued. The aim of this study is to analyze the types of innovations in education and highlight the impact of innovations implemented in higher education institutions both at the institutional level and in social and economic environments. Several cognitive, analytical, comparative, and statistical methods were used to carry out the research and to reach the goal. The importance of this article lies in the broad approach of innovation in education, especially in higher education, and its impact on the social, economic, and cultural development of the region.
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Taylor, Cynthia, Jaime Spacco, David P. Bunde, Thomas Zeume, Zack Butler, Martina Barnas, Heather Bort, Francesco Maiorana, and Christopher Lynnly Hovey. "Promoting the adoption of educational innovations." In ITiCSE '18: 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3197091.3205847.

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Konecna, Zdenka. "INNOVATIONS IN EDUCATION RELATED TO SUSTAINABLE DEVELOPMENT THROUGH EDUCATIONAL LABORATORY." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.2395.

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Žitkevičienė, Daiva, and Renata Barusevič. "EXPRESSING THE CULTURE OF EDUCATIONAL INNOVATIONS IN EARLY CHILDHOOD EDUCATION." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1838.

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Reports on the topic "Educational innovations"

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Ravikumar, Shalini, Savitha Babu, and Charu Mathi. Mapping Educational Innovations for Social and Ecological Justice. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1106.2023.

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Mapping the academic, administrative and cultural design of two alternative educational institutions, this study offers a glimpse into what critical education in practice can mean in contemporary India. Based on interviews with learners and educators, and field-based observations at Baduku Centre for Livelihoods Learning, Samvada and Visthar Academy of Peace and Justice, the report tracks the nature of curriculum, pedagogies deployed, leisure spaces and times, and administrative features that foreground socio-ecological justice.
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Nihayah, Risa W., Shintia Revina, and Syaikhu Usman. Sociocultural Drivers of Local Educational Innovations: Findings from Indonesia. Research on Improving Systems of Education (RISE), August 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/043.

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Gonchigdorj, Ariunkhishig, Frederika Warren, Akanksha Bapna, Namrata Sharma, Arnaldo Pellini, and Crystal Green. Spotlight on EdTech: Bangladesh. HundrED, November 2023. http://dx.doi.org/10.58261/misf7076.

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Bangladesh has made remarkable progress in achieving over 90% primary enrollment with significantly improved gender parity. Its focus has now shifted from universal primary education towards the quality of education and improvements in teaching outcomes. In order to meet this goal, the government has turned to the merits that EdTech can offer and is implementing a blended learning approach that integrates both digital and physical elements, and balances creative and logical aspects to strengthen its progress and address Bangladesh’s current educational challenges. In partnership with EdTech Hub, this Spotlight contributes to identifying EdTech innovations that have a great potential to be scaled and are being impactfully implemented in the context of Bangladesh and beyond, to directly address and support the learning needs of children, as well as supporting education stakeholders such as educators, parents, and communities coming from varying social and economic backgrounds. We sought a range of hi- to low-tech solutions, encompassing everything from SMS-based technologies and game-based learning to school management systems. These innovations target various educational stakeholders, including teachers, students, and administrators. This Spotlight also demonstrates how private and public sector players fit in the EdTech innovation ecosystem.
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Moore, Mark, and Marla Spivack. The Way Forward in Analyzing National Educational Systems: A Re-Considered View. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/110.

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Low- and middle-income countries around the world face a profound educational challenge. At stake in meeting this challenge is their ability to participate effectively in an increasingly interdependent global economy, society, and polity, and to meet many other goals set out in the International Declaration of Human Rights. Turning the current challenge into an important opportunity will, by definition, require significant improvements in the productivity of national education systems. Productivity changes on this scale require innovations at all three levels of the national systems: micro (classroom pedagogy), meso (school and district management), and macro (national politics and policy) levels. This paper sets out principles for designing a process initiated and supported at the national level that can animate, guide, and evaluate the varied innovations that will help national government meet their educational goals along a path that supports their economic, social, and political goals as well.
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Petrie, Christopher, and Frederika Warren. Spotlight on Employability. HundrED, December 2019. http://dx.doi.org/10.58261/ftpd4000.

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Organized together with Sayling Wen Cultural and Educational Foundation HundrED Spotlight on Employability Skills is a curated collection of 10 education innovations offering inspiring solutions to provide future life and career skills for students. The HundrED Spotlight is co-organized together with the Foundation to start their NXTEducator program on the theme of employability.
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Day, Natalie. Spotlight on Sustainability. HundrED, November 2018. http://dx.doi.org/10.58261/xzxt7237.

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The HundrED Spotlight on Sustainability highlights the innovative practices happening in education that address this important issue. We spent nine months researching sustainability in education and identifying the people already making this a priority in their educational settings. Together in partnership with MUSE School, California, and with the help of an expert advisory board, we’ve selected ten innovations which are impactful, address sustainability in a fresh way and have either spread to other settings or have the potential to.
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Green, Crystal, Clara García-Millán, and Frederika Warren. HundrED Global Collection: 2022. HundrED, November 2021. http://dx.doi.org/10.58261/bdye5393.

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2021 has once again been a challenging year, with the educational provision and students’ learning continuing to be impacted globally. We have seen firsthand how education innovators over the last two years have not been overwhelmed, but have risen to the occasion and put students and their education first. This year has shown us the value of enhancing social and emotional learning, supporting teacher professional development, engaging parents in education, and teaching 21st-century skills to ensure students can adapt to a constantly changing society. We have seen that all these factors must be embedded in holistic education systems with child centered approaches that use assessment for learning. HundrED’s annual Global Collection highlights 100 of the brightest innovations in K12 education from around the world to anyone for free. Now in our 5th Collection, the goal is to inspire a grassroots movement by helping pedagogically sound, ambitious innovations to spread and adapt to multiple contexts across the world.
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Vakaliuk, Tetiana A., Valerii V. Kontsedailo, Dmytro S. Antoniuk, Olha V. Korotun, Iryna S. Mintii, and Andrey V. Pikilnyak. Using game simulator Software Inc in the Software Engineering education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3762.

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The article presents the possibilities of using game simulator Sotware Inc in the training of future software engineer in higher education. Attention is drawn to some specific settings that need to be taken into account when training in the course of training future software engineers. More and more educational institutions are introducing new teaching methods, which result in the use of engineering students, in particular, future software engineers, to deal with real professional situations in the learning process. The use of modern ICT, including game simulators, in the educational process, allows to improve the quality of educational material and to enhance the educational effects from the use of innovative pedagogical programs and methods, as it gives teachers additional opportunities for constructing individual educational trajectories of students. The use of ICT allows for a differentiated approach to students with different levels of readiness to study. A feature of any software engineer is the need to understand the related subject area for which the software is being developed. An important condition for the preparation of a highly qualified specialist is the independent fulfillment by the student of scientific research, the generation, and implementation of his idea into a finished commercial product. In the process of research, students gain knowledge, skills of the future IT specialist and competences of the legal protection of the results of intellectual activity, technological audit, marketing, product realization in the market of innovations. Note that when the real-world practice is impossible for students, game simulators that simulate real software development processes are an alternative.
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Southwell, Brian, and Vanessa Boudewyns, eds. Curbing the Spread of Misinformation: Insights, Innovations, and Interpretations from the Misinformation Solutions Forum. RTI Press, December 2018. http://dx.doi.org/10.3768/rtipress.2018.cp.0008.1812.

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Although many people now have access to more accumulated information than has ever been the case in human existence, we also now face a moment when the proliferation of misinformation, or false or inaccurate information, poses major challenges. In response to these challenges and to build collaboration across disciplines and expertise and a more effective community of learning and practice, the Rita Allen Foundation partnered with RTI International and the Aspen Institute along with Craig Newmark Philanthropies, Democracy Fund, and Burroughs Wellcome Fund to hold the Misinformation Solutions Forum in October 2018 at the Aspen Institute in Washington, DC. This forum brought together academic researchers, technology professionals, data scientists, journalists, educators, community leaders, funders and a set of graduate student fellows to explore promising ideas for curbing the spread of misinformation. We issued an open call for ideas to be featured in the forum that sought interventions focused on reducing behaviors that lead to the spread of misinformation or encouraging behaviors that can lead to the minimization of its influence. Interventions with technological, educational, and/or community-based components were encouraged, as were projects involving science communication, public health and diverse populations. A panel of expert judges assessed submissions through a blind review process; judges included representatives from the Rita Allen Foundation, as well as external institutions such as the Democracy Fund, the National Institutes of Health, the Poynter Institute, First Draft, and academic institutions. Authors developed the essays presented here based on both original submissions and the iterative collaboration process that ensued.
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Ziegler, Lauren, and Crystal Green. Implement at Scale: An Agenda for Education Innovation Implementation Research. HundrED, May 2023. http://dx.doi.org/10.58261/bqos4236.

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This paper introduces a research agenda on the implementation of education innovations in primary and secondary schools around the world. We are especially interested in how innovations are implemented atscale and the role of implementation actors in this process. To address the need for a greater understanding of and focus on implementation, we launched the HundrED Implementation Centre forEducation Innovation in February 2023. The new Centre will support the spread of education innovation through four pillars of research, practitioner support, practical methodologies and systems leadership. Under the research pillar of the Centre, HundrED will conduct empirical research that explores innovation implementation at scale in public and private K-12 education in low, middle, and high income countries. We hope this report will invite discussion and debate as well as inspire new collaborators to join us.
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