Academic literature on the topic 'Innovative schooling practice'
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Journal articles on the topic "Innovative schooling practice"
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Antunes, Fátima, and Joana Lúcio. "Overcoming Barriers: The Local and the Innovative Dimensions of Inclusive Socio-Educational Practices." Multidisciplinary Journal of Educational Research 9, no. 2 (June 16, 2019): 120. http://dx.doi.org/10.17583/remie.2019.4200.
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This paper discusses some results of a broader research, focusing on a set of eleven socio-educational practices aiming to overcome school failure and dropout, developed in Portugal, giving particular attention to the local and innovative dimensions. This research aims to understand the point of view of the several actors involved, about which factors, processes and relationships contribute the most to building such practices. Data was gathered through documental analysis and semi-structured interviews with those (institutionally) responsible for each practice under study, and was analysed using two instruments. From the point of view of the people responsible, the practices that contribute the most to overcoming school failure and dropout fall into one of four categories: Study Support (4 Practices), Student Grouping (3), Mediation (3) and Pedagogical Differentiation (1). Some practices mobilise resources; others interfere with learning and life contexts, in order to confront institutional, situational and dispositional barriers to participation and learning. Those practices seem to have an impact on school-family communication. Formal schooling, as well as the socio-cultural inclusion of youth from disadvantaged backgrounds, are seen as relevant; yet, we can observe a somewhat fragile involvement of families and communities in practices aimed at promoting their youth’s educational success.
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Depalma, Renée, Eugene Matusov, and Mark Smith. "Smuggling Authentic Learning into the School Context: Transitioning from an Innovative Elementary to a Conventional High School." Teachers College Record: The Voice of Scholarship in Education 111, no. 4 (April 2009): 934–72. http://dx.doi.org/10.1177/016146810911100407.
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Context What Varenne and McDermott described as “conventional schooling” is characterized by underlying values of competition and credentialism implicit in an unconscious, cultural framework for U.S. institutional schooling. Schools that define themselves in opposition to this cultural heritage consider themselves innovative schools and tend to explicitly reject conventional practice in favor of a collaborative “free-choice learning environment.” Focus of Study We analyze the institution of conventional U.S. schooling through the interpretive lens of students who were experiencing it for the first time in their first year of high school. We were interested in how students who had attended an innovative collaborative elementary school interpreted their former innovative and current conventional schools and how they used these interpretations to form coping strategies for success in the new environment. Setting The study was based at the Newark Center for Creative Learning (NCCL). Founded in 1971, the school terminates after the eighth grade. Participants We followed a cohort of 13 ninth-grade NCCL “graduates” through their first year of conventional high school. We also solicited views from their parents and former (NCCL) teachers. Research Design We employed a qualitative case study approach designed in collaboration with teachers. Data Collection and Analysis We conducted four focus-group interviews with NCCL alumni and analyzed their postings to a private asynchronous Web discussion set up exclusively for them to discuss their experiences. We also surveyed their parents, invited parents, staff, and students to a videotaped discussion of our emerging results, and invited personal e-mail feedback on our emerging interpretations. Findings The students in our study were generally academically successful in their new high schools yet clearly expressed a distinction between what they considered authentic learning and what they considered strategies for academic success in their new conventional schooling environments. Analysis of their discourse revealed distinct response patterns characterizing concurrent (sometimes complementary, sometimes contradictory) projects of self-actualization and institutional achievement. Recommendations Our analysis suggests that a certain critical ambivalence toward credentialism and competition can be part of a healthy strategy for school success and that efforts to improve minority school performance should be modified to take into account the effect of the institution of conventional schooling itself, an aspect that has, to date, been underanalyzed.
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Benade, Leon, Alastair Wells, and Kelly Tabor-Price. "Student agency in Non-Traditional Learning Spaces: Life in-between and on the fringes." ACCESS: Contemporary Issues in Education 41, no. 1 (November 15, 2021): 64–76. http://dx.doi.org/10.46786/ac21.4832.
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Non-Traditional Learning Spaces (NTLS) boasting innovative building designs that embody an array of modern technology, visually and functionally sever schooling practices from the factory model, suggesting a reconceptualisation of what it is to ‘do school’ at the level of research and practice. This process of reconceptualisation includes reconceptualised pedagogical practice, and the development by students of spatial competency. In this regard, ‘student agency’ plays a significant role. For some years now, student agency has been prioritised by education policymakers and reformers alike, and it is a concept that has become central to questions relating to teacher practice and student life in NTLS. In this article, agency is construed as a contestable, politically domesticated construct that is reduced to student engagement with prescribed, mainstream and ‘official’ educational processes. We argue, instead, that the notion of student agency be taken beyond this sanitised usage, so that the broader complexity of agentic practices be understood. Understanding student agentic practice in NTLS is a critical dimension of the overall aim of more rigorously theorising spatiality, and in this article, we begin the task of considering how student agentic practices can be included in achieving that aim. Therefore, we discuss and explore the complexities of agentic student behaviour, considering where it is located in the complex relationship between the development of student spatial competence and mere compliance in NTLS.
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Kensler, Lisa A. W., and Cynthia L. Uline. "Educational restoration: a foundational model inspired by ecological restoration." International Journal of Educational Management 33, no. 6 (September 9, 2019): 1198–218. http://dx.doi.org/10.1108/ijem-03-2018-0095.
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Purpose The purpose of this paper is to articulate, and advocate for, a deep shift in how the authors conceptualize and enact school leadership and reform. The authors challenge fundamental conceptions regarding educational systems and call for a dramatic shift from the factory model to a living systems model of schooling. The authors call is not a metaphorical call. The authors propose embracing assumptions grounded in the basic human nature as living systems. Green school leaders, practicing whole school sustainability, provide emerging examples of educational restoration. Design/methodology/approach School reform models have implicitly and even explicitly embraced industrialized assumptions about students and learning. Shifting from the factory model of education to a living systems model of whole school sustainability requires transformational strategies more associated with nature and life than machines. Ecological restoration provides the basis for the model of educational restoration. Findings Educational restoration, as proposed here, makes nature a central player in the conversations about ecologies of learning, both to improve the quality of learning for students and to better align educational practice with social, economic and environmental needs of the time. Educational leaders at all levels of the educational system have critical roles to play in deconstructing factory model schooling and reform. The proposed framework for educational restoration raises new questions and makes these opportunities visible. Discussion of this framework begins with ecological circumstances and then addresses, values, commitment and judgments. Practical implications Educational restoration will affect every aspect of teaching, learning and leading. It will demand new approaches to leadership preparation. This new landscape of educational practice is wide open for innovative approaches to research, preparation and practice across the field of educational leadership. Originality/value The model of educational restoration provides a conceptual foundation for future research and leadership practice.
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Friedman, Victor J. "Making Schools Safe for Uncertainty: Teams, Teaching, and School Reform." Teachers College Record: The Voice of Scholarship in Education 99, no. 2 (December 1997): 335–70. http://dx.doi.org/10.1177/016146819709900202.
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In recent years, “teams” have been increasingly advocated as a means of empowering teachers, improving instruction, and introducing educational change—particularly within the context of the current school reform movement. Nevertheless, few advocates have inquired seriously into the team concept and exactly how it fits with school practice. This lack of conceptualization is particularly serious in light of the failure of the initial team-teaching movement of the 1960s, which has been attributed to a lack of fit between the team concept and the role of the teacher, the organizational structure, and the cultural norms of contemporary schooling. This article examines the relationship between the team concept and school practice on the basis of a case study of a team that designed, developed, and implemented an innovative vocational education program within a secondary school. It argues that the team approach makes sense only if it is accompanied by a shift in thinking about teaching and school practice. This shift involves regarding teams as the primary unit of teaching practice and as a means of linking instructional and structural change within schools. Ultimately a team approach introduces greater uncertainty into teaching and school practice while at the same time providing a means for engaging uncertainty and generating learning.
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Slattery, Cheryl Ann. "School Ready." International Journal of Teacher Education and Professional Development 1, no. 1 (January 2018): 48–57. http://dx.doi.org/10.4018/ijtepd.2018010104.
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This article presents an innovative organizational design with the action oriented goal to get families involved in their children's literacy development prior to the start of formal schooling. A child's journey to become school ready is a responsibility shared by many. Asserting that community service builds greater good, involvement in a school-community events, as presented in this article, embraces the relationship between teachers, Foundations, and university students enrolled in a teacher education program and professors to connect with children, families, and other professionals. Within this organizational design, various activities have been created for the entire family, helping to plan, practice, and prepare children for school. Supporting the value of detailed planning and successful implementation, this event allows parents to gain information about school readying success, and engage their children in literacy activities. This develops the relationship between home, school, university, and community enhancing the well-being of society.
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Macdonald, Gerard. "Schools for a Knowledge Economy." Policy Futures in Education 3, no. 1 (March 2005): 38–49. http://dx.doi.org/10.2304/pfie.2005.3.1.8.
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English schools have always been involved with the economy of their time, but it was not until the mid-nineteenth century that schooling for the poor became primarily an adjunct of industry, rather than of the Church. This industrial style of education, preparation for the production line, still informs the school system, though Britain is no longer primarily an industrial country, but one moving toward a post-industrial economy. Such a ‘new economy’ will almost certainly be dependent on the production of new, or renewed, knowledge; and thus on the creativity and innovative capacity of its workers, and on their ability to continue learning throughout life. To foster these qualities, our school system – designed for quite different purposes – will have to undergo significant change. It will need a rethinking of what is meant by learning; a forward-looking and individualised curriculum (though not necessarily one that is centrally mandated); a new involvement with economic growth areas; and a quite different approach to networked technologies. Like any conservative institution, British schools tend to resist proposals for radical renewal, and that resistance is now, and will be in future, supported by an influential group of parents. But the school system's political paymasters have traditionally seen schooling as an instrument of economic growth. Since schools are not well fitted to serve a nascent knowledge economy, at some point there are likely to be radical changes to their practice.
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Burke, Rachel, and Rebecca Soraya Field. "Arts-Based Approaches to Languages Education with Refugee-Background Learners in the Early Years: Co-Creating Spaces of Hope." Education Sciences 13, no. 1 (January 13, 2023): 85. http://dx.doi.org/10.3390/educsci13010085.
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Young learners with refugee experiences face a constellation of challenges particular to forced migration and resettlement. Experiences of trauma, violence, poverty, and disrupted or limited access to formal education and healthcare can have complex and long-term impacts on learning. Further, the sociocultural and linguistic challenges of undertaking education in unfamiliar schooling systems in transit and resettlement countries can also impede learner engagement and obscure individual strengths. However, like all student cohorts, children with refugee and asylum seeker backgrounds are also unique, with individual personal, sociocultural, and linguistic attributes on which to draw. While these assets may be overlooked or obscured in traditional educational contexts, arts-based approaches to instruction can offer generative and affirming learning spaces that illuminate individual strengths and provide powerful rejoinders to deficit constructions. This article provides an overview of recent research that explores vibrant and innovative arts-based approaches to languages instruction for refugee and asylum-seeker background learners in the early years. The article takes the form of a scoping study of literature using Arksey and O’Malley’s framework to map the field of research, document novel instructional approaches, and identify key themes. Our discussion is oriented toward educators who seek to innovate their own instructional practice. In addition to exploring the creative avenues for language instruction described in the literature, we consider key themes that emerged inductively from our analysis including the agentic value of arts-based instructional practices, the role of narrative in articulating experiences of place and identities, and the significance of arts-based connections between home and school linguistic repertoires.
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Geduld, Deidre, and Heloise Sathorar. "Transforming teacher education: Using community mapping to read the word and world." Journal of Education, no. 86 (April 22, 2022): 1–19. http://dx.doi.org/10.17159/2520-9868/i86a02.
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The development of critical pedagogical approaches in teacher education (TE) in the South African context is imperative given the deepening crisis in the public schooling system in the country. Public discourse and debates amongst scholars suggest that education for critical citizenship and the development of substantive democracy are under threat. In order to advance education in support of substantive democracy, TE requires critical reflection and engagement with teaching practices that promote the development of citizenship for critical engagement and participation in the socioeconomic transformation of South Africa. This paper argues for the development and application of innovative approaches to teacher preparation that challenge the neoliberal attack on public education and the suppression of emancipatory practices amongst teachers. These approaches include a conscientious examination and application of community mapping as a pedagogical instrument that acquaints student teachers with, and deepens their understanding of, the contextual realities of educational experiences in poor and working-class South Africa. Drawing on case studies of community mapping, our paper argues for critical engagement in the teaching academy with the theory and practice of teacher preparation towards transformative work and an exposure to educational praxes that better prepare student teachers for a vocation that embraces the philosophies, methodologies, and ethics of critical pedagogy. The main thesis of this paper is that community mapping is a critical and transformative pedagogical tool that should be integral to teacher preparation in South Africa.
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Trujillo, Tina, and Michelle RenÉE. "Irrational Exuberance for Market-based Reform: How Federal Turnaround Policies Thwart Democratic Schooling." Teachers College Record: The Voice of Scholarship in Education 117, no. 6 (June 2015): 1–34. http://dx.doi.org/10.1177/016146811511700602.
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Background In 2009, the Obama Administration announced its intention to rapidly “turn around” 5,000 of the nation's lowest-performing schools. To do so, it relied on the School Improvement Grant (SIG) program to provide temporary funding for states and schools, and to mandate drastic, school-level reforms. Most of these reforms require massive administrative and teacher layoffs, especially under the “turnaround option.”In the public debate about the SIG program, reforms such as turnarounds have been described as new and innovative. In reality, the nation has significant experience with them, particularly over the past 40 years. Turnaround-style reforms are not only based on unwarranted claims; they ignore contrary research evidence about the potential of mass firings to improve organizational performance. Purpose This paper considers the tensions with democratic education inherent in the federal SIG program's market-based school reforms. It examines the evolution of and intent behind the 2009 federal SIG program. From there, it considers the lessons of forty years of research on educational effectiveness and high-stakes accountability. It builds on this evidence, as well as the growing literature on communities’ engagement in reform, in its analysis of the school turnaround research and practice. The paper culminates in a set of recommendations that are intended to re-center the purposes of public education for low-income students, students of color, and local communities in developing more equitable, democratic school turnarounds. Research Design This article synthesizes forty years of research on school and district effectiveness, high-stakes accountability, and community engagement in school reform to evaluate the federal School Improvement Grant program's potential to cultivate democratic, equitable public schools. It also reviews the small, but rapidly growing literature on school turnarounds, paying particular attention to the ways in which this new field reproduces or departs from earlier literature that examined reform models that are analogous to the current SIG-funded school turnarounds. Conclusions: Based on the provisional lessons that are emerging from current SIG-inspired turnarounds, from research on earlier efforts to improve school and district effectiveness, and from pockets of promising community-based practices that are developing at local and national levels, we propose five steps that federal, state, and local policymakers can take toward fostering more equitable, democratic turnaround processes. First, increase current federal and state spending for public education, particularly as it is allocated for more democratic turnarounds. Second, focus turnaround policies on improving the quality of teaching and learning rather than on technical-structural changes. Third, engage a broad cross-section of schools’ communities—teachers, students, parents, and community organizations—in planning and implementing turnaround strategies that are tailored to each school and district context. Fourth, incorporate multiple indicators of effectiveness—apart from test scores—that reflect the range of purposes for schools. Fifth, support ongoing, systematic research, evaluation, and dissemination examining all aspects of turnaround processes in schools and districts.
Dissertations / Theses on the topic "Innovative schooling practice"
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Bills, Andrew Maynard. "The (UN) critical school teacher: three lessons about teacher engagement work with marginalised students in neoliberal times." Thesis, 2011. http://hdl.handle.net/2440/72157.
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Secondary schooling continues to marginalise a significant minority of young people attending school in South Australia. As a consequence, I was a teacher morally obliged to redress the institutional codes, social relations and pedagogical practices of three secondary schools for those young people who were marginalised by them. Unfortunately, my lack of critical sociological awareness at the time associated with the insidious influence of what Foucault described as `neoliberal governmentalities’ drove my emancipatory school re-engagement efforts towards a neoliberal schooling curriculum that valued the development of entrepreneurial values and schooling for the labour market. The losers in all of this were many of the students I worked with who soon discovered the harsh realities of a labour market that didn’t value nor want them. In this auto ethnographic action research study I developed, managed and taught in three engagement programs with teacher and community youth stakeholders across three mainstream secondary school sites involving over 200 marginalised young people. All three programs succeeded in improving school retention and are still active today but only one program empowered students to be active participants in their community, offering them transition pathways into university, TAFE, apprenticeships and work. In Lesson 1, I came to understand that teachers, parents and community youth stakeholders are the agents best placed to effect educational change for students with a disability in a large country secondary school. Through collaborative school and community based activism I was able to mobilise the voices of parent, teacher and community youth stakeholders to improve resourcing, curriculum options and work related opportunities for students. This action resulted in significant structural inclusion and vocational pedagogical change for the students with disabilities. In Lesson 2 providing an after-hours regional second chance schooling option drew over forty young people back into formalised learning. However, offering a vocational curriculum embedded in casual or part-time work expectations proved to be an inadequate option for those students unable to gain employment. There was significant structural and cultural change evident in this schooling program but little pedagogical and curricular rigour. In Lesson 3 I oriented senior secondary schooling within an adult education environment geographically removed from the mainstream school campus. This second chance senior schooling program involved young people, teachers and community stakeholders in a continual negotiation of school structures, culture, pedagogy and curriculum. This approach (re)engaged over 150 young people back into the SACE (South Australian Certificate of Education) over three years. By investigating the nature of the community-school nexus and using community as a curriculum resource, students were offered greater learning authenticity and opportunity, presenting some answers to the question; how can I (a teacher), (re)engage marginalised young people back into learning in the official senior school curriculum? The difficulty with the first two engagement initiatives was neoliberal public policy as it manifested in South Australia’s version of local school management and in my practice. For me, a way through the neoliberal quagmire came only through participation in an Australian Education Union (AEU) funded and university led Professional Learning Community (PLC). This dialogic community offered me thinking space, intellectual challenge and rich conversation with teacher colleagues and university partners to wrestle with and enact critical educational social theory and practice. Through my involvement in this PLC and my subsequent enactment of engaging and rigorous pedagogical practices I was able to work `against the grain’ of the existing neoliberal policy logic as it played out in schools and in my mind. This required a move to socially just critical praxis in my work with teacher colleagues, students, parents and community youth stakeholders to embed structural, cultural, curricula and pedagogical democratic schooling purpose within the final engagement initiative.Thesis (D.Ed.) -- University of Adelaide, School of Education, 2011
Books on the topic "Innovative schooling practice"
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Russell, Stephen T., and Stacey S. Horn, eds. Sexual Orientation, Gender Identity, and Schooling. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199387656.001.0001.
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Studies of lesbian, gay, bisexual, and transgender (LGBT) youth show them to be at risk for some of the greatest difficulties experienced by adolescents: many of those problems have been traced directly to negative experiences in schooling. After more than a decade of research focused on the experiences of LGBT students in schools, a new generation of studies has begun to identify characteristics of schools that are associated with inclusion and safety for LGBT students, including practices and policies that are associated with positive school climate and student well-being. This book brings together contributions from a diverse group of researchers, policy analysts, and education practitioners from around the world to synthesize the implications for practice and policy of contemporary research on sexual orientation, gender identity, and schooling. It draws from multiple disciplinary perspectives and field vantage points and represents perspectives from around the world and from diverse sociocultural contexts. Included are syntheses of key areas of research relevant to SOGI issues in schooling, reviews and examples of new models and approaches for educational practice from around the world, case studies of innovative analyses or reflections on approaches to transformational policy and practice, specific examples of the application of research to change practice and policy, and case studies of efforts that take place at the nexus of research, practice, and policy. The fundamental goal of the book is to advance SOGI social justice through strengthening the relationship between research, practice, and policy to support LGBT students and schools.
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Wainwright, Elaine, and Christopher Eccleston, eds. Work and pain. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198828273.001.0001.
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From childhood to millennials and beyond, we need to take a life-course approach to occupation and work when in pain. In ‘Foundations’, we provide a critical account of the nature of work, and of pain. In ‘Investigations’, we analyse bi-directional relationships between children living with chronic pain and parents; between being a child in pain and schooling; what it is to be a millennial in pain; the implications of pain which is determined to be occupational in origin; and enabling a life lived well with pain as one ages. Our ‘Interventions’ section critically reviews what individuals can change, what workplaces can do, and how governments can innovate to try to maximize workability for people living with pain in the context of current working practices. Through a better understanding of how and why people seek to be occupied, we can maximize their social and personal involvement when living with ongoing pain.
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Fedyukin, Igor. The Enterprisers. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190845001.001.0001.
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The Enterprisers traces the emergence of “modern” school in Russia during the reigns of Peter I and his immediate successors, up to the accession of Catherine II. The efforts to “educate” Russia represent a trademark of Peter I’s reign and reformist program, and innovations in schooling in Russia in the eighteenth century have traditionally been presented as a top-down, state-driven process. As with many other facets of the emerging early modern state, the Petrine-era school usually appears as the product of the practical needs of the tsar’s new “regular” army, which demanded skilled technical personnel. It is also commonly taken to be the personal creation of Peter I, who singlehandedly designed it and forced it on an unwilling population. Contrary to this received wisdom, The Enterprisers argues that schools were instead invented and built by “administrative entrepreneurs”—or projecteurs, as they were also called in that era—who sought to achieve diverse career goals, promoted their own pet ideas, advanced their claims for expertise, and competed for status and resources. As the in-depth study of some of the most notable episodes in the history of educational innovation and school-related “projecting” in Russia in the first half of the eighteenth century demonstrates, the creation of “modern” schools took place insofar as it enabled such enterprisers to pursue their agendas. The individual projects these enterprisers proposed and implemented served as building blocks for the edifice of the “well-regulated” state on the threshold of the modern era.
Book chapters on the topic "Innovative schooling practice"
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Imms, Wesley, and Kenn Fisher. "Introduction to Part IV: Teacher Practices." In Teacher Transition into Innovative Learning Environments, 245–48. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_20.
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AbstractThis final section of Transitions focuses on arguably the most important element of 'successful' ILEs—the teacher. Within educational research alone, and when looking at a hundred years or more of research into quality schooling, most arguments attract a counter-perspective. Interestingly, on one factor virtually everyone agrees; the teacher has the greatest positive impact on the quality of student learning. For this reason, we use the preceding sections to lead us into discussions about how teachers occupy and use the educational space.
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Fan, Min-sheng, Ming Liu, and Yu Wang. "Research on Blended Learning Model Based on Electronic Schoolbag." In Blended Learning. New Challenges and Innovative Practices, 151–65. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59360-9_14.
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Wang, Qinlei, Jing Bai, and Rui Yao. "A Survey on Teachers’ Ability to Apply Electronic Schoolbag into Teaching." In Blended Learning. New Challenges and Innovative Practices, 74–83. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59360-9_7.
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Hui, Yan Keung, Bo Mai, Sheng Qian, and Lam For Kwok. "A Review of Learning Behaviors in Using E-Schoolbag: Enhancing Academic Performance in Primary Chinese." In Blended Learning. New Challenges and Innovative Practices, 41–52. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59360-9_4.
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Graham, Patricia Albjerg. "Conclusion." In Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.003.0011.
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How Well Have American Educational Institutions fulfilled their shifting assignments: assimilation, adjustment, access, achievement, and accountability? On the whole schools and colleges have delivered what Americans wanted but never as promptly or as completely as they wished. Impatience is a national trait, one to which policy people are particularly prone. Typically educational practice changes slowly, finally achieving the new objective after it is decades old. Furthermore, the reforms are usually only a partial implementation of the new idea, which often changes substantially the value of the innovation. Such sluggishness, while annoying to the reformers who want immediate results for their new idea, nonetheless insulates us from the dramatic swings of enthusiasm, such as education for cognition only or for self-esteem only, both necessary and thus both to be sought, but in a balance. Schools and colleges today principally justify their existence by how well they are preparing their students to participate in the economy. Most of the evidence they are inclined to present (or to hide) is based on indicators of student academic learning, an important, though inevitably partial, influence on one’s capacity to be productive in the economy. Two important elements are missing here. The first is whether participation in the economy is a sufficient justification for tax-supported education in a democracy. The second is whether measures of academic learning, most commonly tests, are broad enough indicators of what students have gained from their schooling. Traditionally the goals of education and the more specific task of schooling have been much broader than preparing workers for employment. Both in the United States and elsewhere, education has been seen as the means by which the older generation prepares the younger one to assume responsibilities of adulthood, a much wider role than simple employment. Public schools, especially in a democracy such as ours, have the primary institutional obligation to provide children with the academic skills—particularly literacy, numeracy, and an acquaintance with other disciplines, such as history, science, and the arts—to learn about the world in which they live. In addition, schools typically have had an important role in shaping youngsters’ traits and attitudes, such as their ingenuity, integrity, and capacity for hard work both individually and collectively.
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Yiğit-Gençten, Vahide. "Nature-Based Learning Settings and the Transition to Formal Schooling." In Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness, 265–89. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8649-5.ch012.
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Nature plays a crucial role in terms of supporting children's overall development, and the need for integrating nature with mainstream education and extending nature-based education to primary grades has consequently become a necessity. This chapter examines the literature surrounding nature-based education in early years and primary education. The role of nature in teaching and learning in early years education will be explored from a socio-cultural perspective. This will include the importance of using natural settings and integrating these settings into indoor learning environments and nature's power in terms of facilitating the transition to formal schooling. The roots of nature-based pedagogy will be explored through the arguments of different theorists within the chapter. It will also be discussed that enhanced learning, awareness, and understanding in the early years can maximize young children's experiences and that consistent practices between early years and primary education can facilitate the transition process.
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Rodriguez, Roxanne R., and Cesar Rossatto. "Sustainable Happiness as a Byproduct of Transformative Curriculum and Innovative Pedagogies." In Advances in Educational Technologies and Instructional Design, 276–92. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9561-9.ch015.
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This study examines the social well-being of students K-12 in three distinct socio-economic schooling scenarios. Drawing upon a pilot study the authors carried out in a US Southwestern Borderlands context that led to a meta-theoretical analysis on the culture of education, this study looks at the importance of student well-being and happiness as part of holistic pedagogy and quality education. It is based on Maslow's influential classic work in support of the idea that happiness and creativity flourish when basic needs are met, with the science of well-being integral to this notion. The research highlights the importance of structures and conditions enabling happiness. It advocates for pedagogical practices that are humanizing and empowering for all students. Through innovative curriculum and transformative pedagogy, social stratification that sustains hegemonic oppression can be replaced by participatory citizenship that seeks solidarity and brings dignity to a postmodern world in need.
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TONEVA, VELINA. "ORTHODOX EDUCATION AT CHURCH AND SCHOOL: TRAINING IN VALUES AND HUMAN RIGHTS." In Values, models, education. Contemporary perspectives. Eikon Publishing House, 2022. http://dx.doi.org/10.56177/epvl.ch40.2022.en.
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Research on contemporary innovative pedagogical practices of Bulgarian parochial education relies on insufficient and inconsistent data. Every church community has responsibility and system of teaching its parish Orthodox values with regard of human rights. Church instruction of children, youth, and adults is not a process of provoking anything incompatible with human rights and social peace. Nevertheless, critical circumstances in last several years demonstrated that such tendencies can appear, when both flocks and pastors are under enormous pressure. Still, in my dissertation we have chosen methodologically not to focus on any negative aspects of the problems of Bulgarian Orthodox schooling and catechetic instruction at churches during last several decades. Scholarly objectiveness also requires that we are aware of obstacles, and stay optimistic, adequate, reflexive, analytical, and systematic, oriented to the future and the better, according to values, and keep building good perspectives and relations. Human rights defence can only support our church subculture within traditional local culture.
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Crawford, Andrea, and Agostino Gotti. "Let’s Make a Try!" In Handbook of Research on Didactic Strategies and Technologies for Education, 473–90. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch042.
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An educational/sporting experience known as “Let’s Make a Try!” is presented. The aim of the project was to introduce the sport of Rugby into the contexts of education and schooling, with specific attention to the learning and social aspects. From the context of extramural educational projects – related to the important experience “Progetto Provinciale Extrascuola” (1) in the Province of Bergamo – and a reading of the needs of children from 6 to 13 years old, particularly of those who took part in those projects that aimed at promoting the learning process, the attempt was made to create innovative situations for learning through the proposal of a little known and little practiced sport: Rugby. The experience gave interesting results in relation to the initial problem areas of these minors such as difficulty in respecting rules, the control of aggressiveness, low self esteem, and frustration in competitive situations. Contrary to the opinion commonly held by volunteers and educational professionals, these weaknesses were shown not to be structural, but open to improvement if put to the test in innovative and purposeful ways. The project has brought to life a new way for these children to approach relationships through the discovery of controlled physical contact, the sense of belonging to a group (team), and the taking of personal initiative.
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Kozibroda, Larysa, and Oksana Lypchanko-Kovachyk. "ORGANIZATION OF EDUCATION OF SCHOOLCHILDREN WITH SPECIAL NEEDS IN SECONDARY SCHOOLS OF GERMAN-SPEAKING COUNTRIES." In Integration of traditional and innovation processes of development of modern science. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-021-6-5.
Full textAbstract:
The article aims at investigating, analyzing and summarizing the peculiarities of organization of education of schoolchildren with special needs in secondary schools of Germany, Austria, Switzerland. The authors describe the experience of the countries mentioned above. In particular, the national policy of German-speaking countries concerning the integration of people with special educational needs into common socio-educational environment has been considered, the provisions of state and regional regulations governing this process have been highlighted, as well as the key approaches to its organization and practical implementation have been described by the authors of the article under consideration. The study reveals general ideas and principles of education of children with special needs in secondary schools of Austria, Switzerland, Germany and highlights the specificity of their practical implementation at the legal level of these countries in general and throughout specific regions of each one, in particular. In the process of the analysis the following methods have been applied: description, generalization, comparison and systematization of psycho-pedagogical, didactic and methodological researches. The authors reveal the specific features of the implementation of policies in the field of inclusive schooling, which had been implemented by the governments of developed countries: coverage of all children, despite individual differences or difficulties; adoption of the principle of inclusive education in the form of a law or a political declaration; development of demonstration projects and encouragement of exchange of experience with other countries; creation of decentralized and joint mechanisms for planning, monitoring and evaluation of educational services for children and adults with special educational needs; encouraging the participation of parents, communities and organizations of persons with disabilities in the planning and decision-making processes to meet special educational needs; efforts to develop strategies for early identification of such needs, as well as professional aspects of inclusive education; ensuring of the establishment and implementation of teacher training programs to provide education for people with special educational needs in public schools. It has been concluded that the integration of people with special educational needs into the academic environment of public school involves the recognition and consideration of different opportunities and needs of students, providing different types and rates of learning according to students’ abilities, implementing the appropriate organizational structure, teaching and educational strategies, providing necessary additional assistance and support.
Conference papers on the topic "Innovative schooling practice"
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Dominici, Laura, and Pier Paolo Peruccio. "Systemic Education and Awareness: the role of project-based-learning in the systemic view." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3712.
Full textAbstract:
Through the critical analysis of some case studies, this paper intends to investigate different tools useful to the ecological education,to analyse didactic activities which have more influence in the development of an individual and collective awareness and which of them can get closer students to the systemic approach. The systemic design is one of many actors that takes place inside a well-structured social network that presents always more frequently complex problems, which are difficult to solve by the application of linear approach. Always more it's clear that the way applied by the actual system to solve problems around not only ecological area, but also economic and cultural, it's not enough to answer to real needs. It's necessary a change of paradigm, from an approach based on the competition and on the logic of continuous growth, to a systemic vision, based on the collaboration, on the awareness and on the rediscovery of qualitative values. The ecological emergency demands more and more the development of sustainable and resilient communities; for this reason we have to change the way of thinking processes and relations, in other words we have to become ecoliterate: we have to be able to understand the organizational principles of ecosystems and the way of manage complexity. So ecoliteracy represent the starting point of innovative processes: it gives importance to the relations and to the multidisciplinary team-work. It's clear that next to the cultural change we have to rearrange the schooling system which now represents the official institution appointed of knowledge communication. The current academic system has been defined by the same linear and competitive approach used to delineate our economic systems, in this way, inside its structure, it usually reproduces the same social hierarchy and inequality that we can observe in our society. In practice, to achieve some important changes, it is necessary to extend precepts of systemic view to a huge group of people (starting from students of primary school to college students and over). Others two key points are the discussion around the strict hierarchy between teacher and student and the support of collaborative behaviour. Different experiences, academic and not, are compared, considering actors involved, activities, team-working and final outcome. For this reason the role of project-based-learning and practical academic activities is considered inside an education whose aim is to train people eco-competent and who are able to enhance their active role available to the community.DOI: http://dx.doi.org/10.4995/IFDP.2016.3712
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Mauree-Narrainen, Diroubinee, and Sunanda Arjoon. "Readiness towards migrating to “Ecole-Numerique” for primary schooling in Mauritius." In 2016 IEEE International Conference on Emerging Technologies and Innovative Business Practices for the Transformation of Societies (EmergiTech). IEEE, 2016. http://dx.doi.org/10.1109/emergitech.2016.7737371.
Full textReports on the topic "Innovative schooling practice"
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Global Education Monitoring Report - Non-state actors in education: Who chooses? Who loses? UNESCO, December 2021. http://dx.doi.org/10.54676/ytjt5864.
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Non-state actors’ role extends beyond provision of schooling to interventions at various education levels and influence spheres. Alongside its review of progress towards SDG 4, including emerging evidence on the COVID-19 pandemic’s impact, the 2021/2 Global Education Monitoring Report urges governments to see all institutions, students and teachers as part of a single system. Standards, information, incentives and accountability should help governments protect, respect and fulfil the right to education of all, without turning their eyes away from privilege or exploitation. Publicly funded education does not have to be publicly provided but disparity in education processes, student outcomes and teacher working conditions must be addressed. Efficiency and innovation, rather than being commercial secrets, should be diffused and practised by all. To that end, transparency and integrity in the public education policy process need to be maintained to block vested interests. The report’s rallying call – Who chooses? Who loses? – invites policymakers to question relationships with non-state actors in terms of fundamental choices: between equity and freedom of choice; between encouraging initiative and setting standards; between groups of varying means and needs; between immediate commitments under SDG 4 and those to be progressively realized (e.g. post-secondary education); and between education and other social sectors. Supporting the fifth Global Education Monitoring Report are two online tools: PEER, a policy dialogue resource describing non-state activity and regulations in the world’s education systems; and VIEW, a new website consolidating sources and providing new completion rate estimates over time.