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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Gislason, Neil B. Building innovation: History, cases, and perspectives on school design. Big Tancook Island, N.S: Backalong Books, 2011.

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2

Constantinos, Fecadu. Innovation in management of primary school construction: Multi-purpose primary school buildings in Bangladesh. Bangkok, Thailand: Unesco Principal Regional Office for Asia and the Pacific, 1988.

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3

University, Brunel, ed. Colour of innovation: Made in Brunel. Newbury, Berks: Papadakis Pub., 2011.

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4

J, Bodilly Susan, Rand Institute on Education & Training., and New American Schools Development Corporation., eds. Designing new American schools: Baseline observations on nine design teams. Santa Monica, CA: Rand, 1995.

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5

Schweitzer, Diane K. Planning and designing innovative and modern school kitchens and dining rooms. [LaVergne, TN]: AuthorHouse, 2010.

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6

School design. New York: Van Nostrand Reinhold, 1994.

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7

Marshall, E. C. Innovation and school climate. Norwich: University of East Anglia, 1988.

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8

Graphic design school. (London): HarperCollins, 1991.

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9

Graphic design school. New York: Van Nostrand Reinhold, 1991.

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10

Pashkevich, Aleksandr. Fundamentals of pedagogical technology design. The relationship between theory and practice. 4th ed. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/01864-4.

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The educational and methodological manual reflects the theoretical aspects of the basics of designing innovative pedagogical technologies. The article presents the practice of designing author's pedagogical technologies, selection criteria, creation algorithm and ways of designing new pedagogical technologies. As an example, the methodological support of the technology for the implementation of the system-activity approach in the educational process of the school, created taking into account the federal state educational standards of general education, the professional standard "Teacher", the national system of teacher growth and within the framework of the national project "Education", is presented. It is addressed to the administration of educational institutions, teachers, and all those interested in the design of educational technologies.

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11

Traitler, Helmut. Food Industry Innovation School, The. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118947654.

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12

Toft, Peter Nigel. Management of innovation in school technology. Salford: University of Salford, 1988.

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13

Office, Northern Ireland Audit. School design and delivery. Belfast: Stationery Office, 2010.

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14

Mullins, Matt. School. Ann Arbor, Mich: Cherry Lake Pub., 2010.

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15

Swann, Alan. The new graphic design school. New York: J. Wiley & Sons, 1998.

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16

Bradley, William S. Enhancing instruction through school design. Arlington, VA: Educational Research Service, 2003.

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17

Swann, Alan. The new graphic design school. New York: Wiley, 1997.

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18

Srivastava, R. D. School buildings, design and construction. New Delhi: Tata McGraw-Hill Pub. Co., 1991.

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19

1946-, Swann Alan, ed. The new graphic design school. New York: J. Wiley & Sons, 1998.

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20

1946-, Swann Alan, ed. The new graphic design school. New York: Van Nostrand Reinhold, 1997.

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21

School builders. Chichester: Wiley-Academy, 2003.

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22

Department of Education & Science. St. John's School, Sefton: The design of anew primary school. London: DES, 1989.

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23

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

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24

Aga Khan Trust for Culture. Sustainable landscape design in arid climates: Proceedings of a symposium jointly organized by the Aga Khan Trust for Agriculture, the Center for Advanced Study in the Visual Arts/National Gallery of art, Studies in Landscape Architecture, Dumbarton Oaks, the Lemelson Center for Innovation at the Smithsonian Institution's National Museum for American History, Graduate School of Design, Harvard University, and the National Building Museum. Geneva: The Aga Khan Trust for Culture, 1996.

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25

Adams, Anne. Innovation: theory and practice in an SLD school. [Guildford]: [University of Surrey], 1990.

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26

Kimmelman, Paul. The school leadership triangle: From compliance to innovation. Thousand Oaks, Calif: Corwin, 2010.

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27

Gilbert, Christine. Innovation within a comprehensive school: A case study. Uxbridge: Brunel University, 1986.

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28

Ma, ChunHua. Design and Innovation of Middle School English Teaching: ??????????? LONGMAN PRESS LTD, 2022.

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29

Wang, HaiFeng. Design and Innovation of Junior High School English Teaching: ??????????? LONGMAN PRESS LTD, 2022.

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30

Ash, Linda, Jim Luckey, and John Avis. Design Teams for School Change. Corwin Press, 1999.

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31

Dalehefte, Inger Marie, and Jorunn H. Midtsundstad, eds. A Systemic Approach to School Development. Technical Report on the Project School-In. Waxmann Verlag GmbH, 2022. http://dx.doi.org/10.31244/9783830995029.

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The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.

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32

Constantinos, Fecadu. Innovation in Management of Primary School Construction: Multi Purpose Primary School Buildings in Bangladesh (Educational Building Report, No 18). United Nations Educational, 1988.

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33

Mootee, Idris. Design Thinking for Strategic Innovation: What They Can't Teach You at Business or Design School. Wiley & Sons, Incorporated, John, 2013.

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34

Mootee, Idris. Design Thinking for Strategic Innovation: What They Can't Teach You at Business or Design School. Wiley & Sons, Incorporated, John, 2013.

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35

Mootee, Idris. Design Thinking for Strategic Innovation: What They Can't Teach You at Business or Design School. Wiley & Sons, Incorporated, John, 2013.

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36

Mootee, Idris. Design Thinking for Strategic Innovation: What They Can't Teach You at Business or Design School. Wiley & Sons, Incorporated, John, 2013.

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37

Design Thinking For Strategic Innovation What They Cant Teach You At Business Or Design School. John Wiley & Sons Inc, 2013.

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38

Quality by Design: Innovative Practice in Programme Design in Scottish Post-school Education. The Stationery Office Books (Agencies), 1994.

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39

Mintrop, Rick. Design-Based School Improvement: A Practical Guide for Education Leaders. Harvard Education Publishing Group (HEPG), 2016.

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40

Design-Based School Improvement: A Practical Guide for Education Leaders. Harvard Education Publishing Group (HEPG), 2016.

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41

Hemlata, Talesra, Rajasthan College of Agriculture (Udaipur, India), and International Conference on Educational Management, Technology, and Values (5th : 1999 : Rajasthan College of Agriculture, Udaipur), eds. Agenda for education: Design and direction. New Delhi: Kanishka Publishers Distributors, 2001.

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42

Learning Environments An Innovative Approach. Taylor & Francis Ltd, 2013.

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43

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.

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44

Fünffinger, Matthias. Innovationsmanagement im bayerischen Berufsbildungssystem - eine rekonstruktive Studie zur Implementierung von Innovationen an bayerischen Berufsschulen. University of Bamberg Press, 2021. http://dx.doi.org/10.20378/irb-51437.

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Die digitale Transformation wirkt sich in allen Lebensbereichen aus. Sie hinterlässt ihre Spuren mittlerweile nicht nur in Wirtschaft, Politik und Gesellschaft; auch in der Bildung werden immer mehr Innovationsprozesse angestoßen, um Themen der Digitalisierung zeitgemäß abzubilden und umzusetzen. Dies betriff vor allem die wichtigste Schnittstelle zwischen Unternehmen und Schulen: die berufliche Bildung. Die vorliegende Studie beschäftigt sich mit der Gestaltung von Innovationsprozessen im Bayerischen Berufsschulsystem am Beispiel des verbindlichen Medienkonzepts. Sie betrachtet die Organisation dieser Prozesse von der Makro- bis zur Mesoebene und fokussiert dabei auf die Akteure und ihr Innovationshandeln vor dem Hintergrund aktueller Erkenntnisse des Neo-Institutionalismus sowie der Educational-Governance-Forschung. Nach einer eingehenden Beschreibung des Forschungsfeldes, sprich des Medienkonzepts, seiner Voraussetzungen, seiner Zielsetzung, seiner Entwicklung und der Rahmenbedingungen seiner Einführung folgt eine Rekonstruktion theoretischer Erkenntnisse zu Innovationsprozessen in Bildungsorganisationen. Anschließend wird die Durchführung einer empirischen Untersuchung beschrieben, deren Ergebnisse Hinweise auf das Innovationshandeln der betroffenen Akteure von der Makro- bis zur Mesoebene geben sollen. Hierbei wird insbesondere den Wahrnehmungen und Einschätzungen der Akteure zu den Gelingensbedingungen von Innovationen Raum gegeben. Abschließend werden die Ergebnisse der theoretischen und der empirischen Rekonstruktion kontrastiert und Hemmnisse bzw. Treiber erfolgreichen Innovationshandelns in Bayerischen Berufsschulen identifiziert. Digital transformation is having an impact on all areas of life. It is now leaving its mark not only in business, politics and society; In education, too, more and more innovation processes are being initiated in order to map and implement topics of digitization in a contemporary way. This concerns above all the most important interface between companies and schools: vocational training. The present study deals with the design of innovation processes in the Bavarian vocational school system using the example of the obligatory media concept. It considers the organization of the processes from the macro to the meso level and focuses on the actors and their innovation actions in the context of current findings of neo-institutionalism and educational governance research. After a detailed description of the research field, i.e. the media concept, its prerequisites, its objectives, its development and the framework conditions of its introduction, a reconstruction of theoretical findings on innovation processes in educational organizations follows. . Subsequently, the implementation of an empirical study is described, the results of which should provide clues to the innovation actions of the affected actors from the macro to the meso level. In particular, space is given to the perceptions and assessments of the actors on the conditions for the success of innovations. Finally, the results of the theoretical and empirical reconstruction are contrasted and obstacles or drivers of successful innovation action in Bavarian vocational schools are identified.

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45

School Design. Taylor & Francis Group, 2017.

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46

Romanowski, Robert, ed. Sustainable development: Innovations in business. Wydawnictwo Uniwersytetu Ekonomicznego w Poznaniu, 2021. http://dx.doi.org/10.18559/978-83-8211-084-5.

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Innovation and sustainable development have become buzzwords in the 21st century with the idea of creative destruction launched by Joseph Alois Schumpeter being the base for evolutionary economics. However, new institutional economics helps to understand the necessity of support provided to entrepreneurs and innovators by science and administration to reduce the risk of launching the said innovations. This e-book is devoted to selected types of innovation. Every type of innovation is described with the use of theoretical background and is enriched by adequate case study. Traditional division into four types of innovation, proposed by J.A. Schumpeter (1934), containing product, process, organizational and marketing innovations, was widely accepted, including European Union institutions (OECD/Eurostat, 2008). The concept of innovation has long been dominated by a technical approach to the innovation process, despite the economic arguments exposed by one of the precursors of the theory of innovation and, at the same time, the school of evolutionary economics—Joseph Alois Schumpeter. Frequently, in the context of innovation, it is indicated that organizational and marketing aspects play a part in the successful introduction of innovation onto the market. The structure of the book is based on the typology proposed by Keeley, Walters, Pikkel and Quinn (2013), which focuses on the economic character of innovations. Ten types of innovation are directly related to Schumpeter’s and Oslo Manual classification. A new set of innovations emphasize the economic side of innovation process. The technical novelties are to support new configuration, offering or customers’ experience. This new approach is based on presumptions coming from design thinking idea, leading to user—driven innovation and on cooperation with institutions and entities supporting innovation process. The chapters are devoted to every type of innovation, grouped into three major parts: innovations based on configuration, offering and experience. In the book, configuration includes types of innovations focused on innermost workings of an enterprise and its business system. Offering part contains the types of innovations, that are focused on an enterprise’s core product (good or service), or a collection of its products. The last part, dedicated to innovations based on experience, is focused on more customer-facing elements of an enterprise and its business system.

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47

Swann, Alan. Graphic Design School. Wiley, 1999.

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48

School Design Together. Taylor & Francis Group, 2014.

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49

Design School Wisdom. Chronicle Books, 2014.

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50

Dabner, David. Graphic Design School. Wiley, 2004.

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