Journal articles on the topic 'School: School of Design Innovation'
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Schwabsky, Nitza, Ufuk Erdogan, and Megan Tschannen-Moran. "Predicting school innovation." Journal of Educational Administration 58, no. 2 (December 23, 2019): 246–62. http://dx.doi.org/10.1108/jea-02-2019-0029.
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Purpose The purpose of this paper is to examine the role of collective teacher efficacy, academic press and faculty trust, all of which are components of academic optimism (AO), in predicting school innovation. In addition, the authors explored the extent to which faculty trust mediates the association between collective teacher efficacy and academic press with school innovation. Design/methodology/approach In all, 1,009 teachers from 79 schools in Northern Israel completed anonymous questionnaires about AO and innovation. Aggregation, descriptive statistics, bivariate correlation analyses and mediation analysis were performed to analyze the data. Findings Results showed that the components of AO, i.e., collective teacher efficacy, academic press and trust, were positively correlated to school innovation, and that trust mediated the relationship between collective teacher efficacy and school innovation. The study results confirmed that AO holds a significant predictive value in school innovation and highlights the importance of trust in supporting innovation. Practical implications As school leaders are challenged to foster innovative new practices in their schools, the findings suggest that they will need to know how to cultivate collective teacher efficacy, academic press and faculty trust. Originality/value This is the first study to examine the role of the components of AO in predicting innovation. By using a robust sample, the authors were able to examine the proposed school-level model with respect to the factors that affect school innovation. Originality also lies in the organizational approach to educational innovation in relation to faculty’s beliefs and behaviors.
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Greany, Toby, and Joanne Waterhouse. "Rebels against the system." International Journal of Educational Management 30, no. 7 (September 12, 2016): 1188–206. http://dx.doi.org/10.1108/ijem-11-2015-0148.
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Purpose The purpose of this paper is to describe and analyse the development of school autonomy, school leadership and curriculum innovation in England over the past 40 years. It provides a baseline picture for the wider international study on school autonomy and curriculum innovation. Design/methodology/approach An initial literature review was undertaken, including policy document analysis. Interviews and observations were undertaken with participants on a pilot professional programme for school leaders seeking to develop their school curriculum. Findings While all schools in England have needed to adapt their curricula to reflect the new National Curriculum introduced from 2014, relatively few schools appear to have used this opportunity to design genuinely innovative curricula that respond to the changing needs of learners in the twenty-first century. This includes the academies and free schools – currently around one in four schools – which are not legally required to follow the National Curriculum. The authors posit that leadership agency by principals and their professional teams is more important than policy/legal freedoms for securing curriculum innovation. Such agency appears to depend on the capacity and confidence of leaders to shape an alternative and innovative curriculum in the face of structural constraints, in particular England’s sharp accountability system, effectively making these leaders “rebels against the system”. Research limitations/implications The empirical findings are preliminary and based on a small convenience sample. Originality/value Given England’s position as a relatively extreme example of high-autonomy-high-accountability quasi-market school reforms this paper provides valuable insights on school autonomy and curriculum innovation that can inform policy and practice more widely.
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Fogelberg Eriksson, Anna. "A gender perspective as trigger and facilitator of innovation." International Journal of Gender and Entrepreneurship 6, no. 2 (June 3, 2014): 163–80. http://dx.doi.org/10.1108/ijge-09-2012-0045.
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Purpose – The purpose of this paper is to explore whether a gender perspective contributes to or functions as a driving force for innovations in organizations. The following questions are addressed: how can a gender perspective generate innovations and what are the conditions that favour innovations driven by a gender perspective? Design/methodology/approach – This study builds on a qualitative case study of an upper secondary school in Sweden, which has been showcased as a good example of gender awareness and gender mainstreaming in schools. Semi-structured interviews with representatives of the school were conducted and documents were analysed. Findings – The gender perspective contributed to innovations by triggering them and supporting the innovative processes, ensuring that the innovations did not stop at essentialist solutions. New ways of performing core processes were developed with the innovative leverage of the gender perspective. The perspective must be actively used and integrated into the core processes if it is to work properly, which was the case in this school. Research limitations/implications – This study indicates the importance of conducting further studies on innovations in the public sector as well as acknowledging gender in innovation studies, not least because this study focuses on a local case in a specific national context. Practical implications – This school exemplifies the use of a gender perspective as a driving force for innovations in organizations. The case points to important organizational conditions for innovation and actual gender-aware innovations. Originality/value – The study expands the understanding of innovation(s) in organizations and elaborates on the gendered dimensions of innovation as both process and product.
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Rusdarti, Rusdarti, and Inaya Sari Melati. "Innovation management of school cooperative using business incubator model." Journal of Governance and Regulation 11, no. 4, special issue (2022): 330–38. http://dx.doi.org/10.22495/jgrv11i4siart13.
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This study aims to formulate an innovative business incubator model by optimizing the school cooperative’s role to enhance the entrepreneurial spirit of vocational high school students in Indonesia. The method used in this study was the research and development (R&D) method from Thiagarajan, Semmel, and Semmel (1974), namely the Four-D model (define, design, develop, and disseminate) to determine a business incubator model which is compatible with school cooperatives design. Data were collected by questionnaire and interviews of students and teachers in several vocational high schools located in Central Java, Indonesia. The research resulted in the innovation management of school cooperatives which is integrated into a new business incubator model which has successfully improved the knowledge, practical skills, and entrepreneurial spirit of students in observed schools. The model consists of three stages, including planning, implementation, and evaluation which implies that collaboration among school stakeholders is key in implementing this business incubator model in order to achieve the same goal; strengthening students’ entrepreneurial spirit. The model defined in this result could be implemented in other schools to be analyzed further in terms of its effectiveness.
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Karlsson, Tove, Jonas Kjellander, Åsa Machado, Olle Strandberg, Peter Götlind, and Reine Karlsson. "The school lighting innovation dilemma." IOP Conference Series: Earth and Environmental Science 1099, no. 1 (November 1, 2022): 012031. http://dx.doi.org/10.1088/1755-1315/1099/1/012031.
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Abstract This paper presents a qualitative descriptive case study that aims to build awareness about the need for improvement of the indoor environment in classrooms and to exemplify how renewal-oriented processes can be initiated. The study focuses on innovation processes that have resulted in both completely new designs and further spread of innovative solutions. The reason for the need to improve is that too many pupils and students have problems with concentration, relaxation and recuperation. The number of diagnoses such as Autism and ADHD is growing. One factor which significantly influences the pupil’s mental well-being is the daily physical environment. The single aspect which may be improved in reasonable time, at a reasonable cost, is the lighting design of classrooms. An underlying reason for the habit to continue installing insipid uniform static “light-carpets” is the lack of awareness about how lighting affects wellbeing and health. As with innovation in other industries, it is an innovation dilemma that the vast majority of the people who sell and procure classroom lighting tend to prefer the established solutions that they are used to. The article describes how Malmö’s early investment in Human Centric Lighting and the unique indoor environment of the Study hall in the Centre for Economic Sciences at Uppsala University are used as role models for lighting design in classrooms. The case study combines the authors’ own observations and earlier interviews with users. Malmö’s temporal light variation and parts of the Study hall’s lighting design are used in more than 30 classrooms, in Malmö, Stockholm Business School and Iggesund. The article concludes with suggestions on how today’s lighting design knowledge and technology can be combined to provide more advanced adaptations to the varying lighting needs of pupils, students and teachers.
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Magnussen, Rikke. "Game-Like Technology Innovation Education." International Journal of Virtual and Personal Learning Environments 2, no. 2 (April 2011): 30–39. http://dx.doi.org/10.4018/jvple.2011040103.
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This paper examines the methodological challenges and perspectives of designing game-like scenarios for the implementation of innovation processes in school science education. This paper presents a design-based research study of a game-like innovation scenario designed for technology education for Danish public school students aged 13-15. Students play the role of company heads that develop intelligent music technology. This game-like learning environment was designed to develop innovation competencies through the simulation of a practical learning situation. The term “game-like” is used to denote that the scenario should not be considered an educational game, such as the educational computer games used in many schools today. The focus of the design is to include practices and tools from innovative professions and use game principles and elements to create a meaningful frame around the creative and innovative practices.
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Ho, Chun Sing Maxwell, Jiafang Lu, and Darren A. Bryant. "The impact of teacher entrepreneurial behaviour: a timely investigation of an emerging phenomenon." Journal of Educational Administration 58, no. 6 (June 30, 2020): 697–712. http://dx.doi.org/10.1108/jea-08-2019-0140.
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PurposeThis study aims to understand of the role that teacher entrepreneurial behavior plays in developing teacher professional capital. The extant concepts around school leadership mostly encompass the transformative and instructional roles of school leaders in managing, mobilizing and supporting teachers for student achievement. However, school leadership has not focused strongly on promoting innovation and risk-taking for schools in a knowledge economy. As a timely promising response to the increasingly demanding and competitive school context, teacher entrepreneurial behaviour (TEB), which emphasizes teachers' willingness to take risks and be daring, has started to gain recognition in the school leadership literature, yet a nuanced understanding of TEB's potential impacts on schools is lacking.Design/methodology/approachBased on a combined consideration of institutionalized recognition and expert judgement, this study identified three innovative entrepreneurial teachers/teacher groups that had won the most competitive teaching award in Hong Kong. Employing a multiple-site case study design, this study conducted semi-structured interviews with 23 informants and collected supplementary school documents and records.FindingsThis study found that TEB enables the implementation of innovation and promotes cross-subject alignment. It cultivates trusting and coherent relationships among teachers. Teachers with TEB scaled up innovation among other teachers. Furthermore, entrepreneurial teachers enhance school attractiveness by creating competitive advantages.Originality/valueThis analysis showed that TEB enables formal and informal school leaders to bring forth critical school outcomes. This study elaborates how TEB enhances teachers' professional capital through building trusting and coherent relationships. It also adds to the research on school innovation by demonstrating that TEB fosters teachers' capacity for bottom-up innovation in the community.
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Walimbwa, Michael, Arthur Mugisha, Alfred Buluma, and Julius Mbulankende. "In-Service Teacher Reflections on Program Innovations towards Education Responsive to Local Communities." East African Journal of Education Studies 5, no. 2 (August 8, 2022): 285–97. http://dx.doi.org/10.37284/eajes.5.2.779.
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Innovation in teacher training encompasses additions to a program so as to serve the most recent skills required by stakeholders. Innovation requirements push the redesign of in-service teacher education program which has seen embedding of an internship aspect. Using the theory of partnering pedagogy, these innovations focus on provision of education that is relevant and responsive to the local communities around and beyond the school. The innovations engage principles of effective pedagogy to design activities that involve and promote local community engagement practices and learning experiences. Using educational design research, ten in-service teachers participated a program that was recently reviewed with some innovation brought aboard. This study is qualitative which explored in-service teachers’ reflections on having gone through a recently reviewed in service program with innovations on board. The in-service participated in a reflection on their lived experiences and impact on their pedagogic practice having gone through the reviewed program. The resultant qualitative data was subjected to content analysis. Findings indicate that program review innovations that bring local stakeholders aboard allow integration of competencies beneficial to in-service teachers, learners, and the local community in which the school is located. Innovation design that engages communities lead to pedagogic practices that emphasize learning by doing and not just transmission and accumulation of theoretical knowledge. Innovation in program design and review should therefore focus on activities that engage the in-service teacher, learners, and the local community. This leads to the design of innovations that focus on quality learning and development of contextually purposed skills for the local community. However, because of the collaborative attribute among stakeholders, there are challenges in the implementation of innovative suggestions. It is concluded that innovations in program design and review need to be contextually relevant because then, their impact extend to the local communities surrounding the school. In these ways, innovations provide avenues for schools to provide quality learning opportunities and skills to serve the local communities and beyond.
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Quartz, Karen Hunter, Rhona S. Weinstein, Gail Kaufman, Harold Levine, Hugh Mehan, Mica Pollock, Jody Z. Priselac, and Frank C. Worrell. "University-Partnered New School Designs: Fertile Ground for Research–Practice Partnerships." Educational Researcher 46, no. 3 (April 2017): 143–46. http://dx.doi.org/10.3102/0013189x17703947.
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This commentary suggests that new school design is a fertile policy context for advancing research–practice partnerships. The authors represent four public universities that have created new school designs in partnership with urban school districts. Unlike the laboratory schools of previous generations, these university-partnered public schools were intentionally designed to disrupt persistent patterns of inequity and prepare low-income students of color to flourish in college. The authors argue that these schools provide a promising context for marrying research and practice to bring about fundamental change in schools, with potential for spread of innovation to districts and universities.
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Redding, Christopher, and Samantha L. Viano. "Co-Creating School Innovations: Should Self-Determination be a Component of School Improvement?" Teachers College Record: The Voice of Scholarship in Education 120, no. 11 (November 2018): 1–32. http://dx.doi.org/10.1177/016146811812001103.
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Background Research suggests a number of benefits from teacher participation in school improvement—chief among them that it can increase teacher receptivity to innovation and reform adoption. Improvement science has been put forward as a new paradigm for involving local school stakeholders in the improvement process. Purpose We describe the beliefs held by teachers and teacher leaders during the development and implementation of a locally developed innovation. To explain why the beliefs of these two school stakeholder groups would differ, and the implications these differences have on receptivity to the innovation, we merge the sensemaking framework and status risk theory. Setting Three high schools in a large urban school district in the southwestern United States. Research Design The data for this study come from a seven-year study of the process of scaling up effective practices in a large urban district. This qualitative case study is based on transcripts from 260 semistructured interviews and 24 focus groups with development team members and teachers. We analyzed transcripts to understand participants’ attitudes toward and understanding of the innovation design. Findings Allowing for teacher self-determination in the innovation design and implementation helped to garner a high level of teacher buy-in to the innovation. Compared with externally developed reforms, the innovation was less challenging to teacher autonomy and was customized to fit the needs of their students. These conditions led to high levels of teacher ownership over the innovation. Yet, in the process, teacher leaders grounded the innovation in preexisting and easy-to-implement practices that did not require significant investment from teachers to adopt. Conclusions Teacher self-determination in the innovation development process contributed to greater teacher ownership of, and receptivity to, organizational change, but at the cost of adopting more ambitious practices that likely had a greater chance of improving instruction and positive student outcomes.
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Tatarkina, Lidiya Aleksandrovna, and Ekaterina Vitalievna Karelskaya. "Model of higher school innovative process." Vestnik of Astrakhan State Technical University. Series: Economics 2022, no. 3 (September 30, 2022): 62–68. http://dx.doi.org/10.24143/2073-5537-2022-3-62-68.
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The paper touches upon the problem of the innovative activities in the higher school educational system. The innovative activities of universities in our country and abroad have been analyzed. The American, European and Asian models of design and construction of technoparks are described. The European model is found most suitable for implementing in Russia. The main methods of managing the educational process are shown. The model of the innovative process of the university is described through the structure of the educational-scientific-innovative complex. The basic concepts that define the innovation process in the university including the creation of technoparks are outlined. Efficiency of higher school activity is estimated. A technology is proposed to increase the efficiency of the university activity by creating an educational-scientific-innovative complex. The issues of knowledge management and education quality management are outlined. The broader interpretation of the innovative activities of universities is theoretically justified. Effective innovation is evaluated through the efficiency of the innovation process, which is defined as the ratio of proceeds from the implementation of an innovative product or service to the total costs of research, development, training, development of an innovative structure, taxes, debts and loan commitments. A model of the innovation process of the university is presented in the form of four blocks: educational, scientific, innovative, and consumer. The role of universities in developing technology, economics, education level, increase in the efficiency of using the capabilities of the university in the use of intellectual information resources is shown. The tasks of the educational-scientific-innovative complex of the university are outlined and the stages of the innovation process are described. The prospects of the research comprise the development of a model of innovative development of the university. The nature of innovation in universities and the conceptual model of the innovation process are described
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Tichnor-Wagner, Ariel, Danielle Allen, Allison Rose Socol, Lora Cohen-Vogel, Stacey Rutledge, and Qi W. Xing. "Studying Implementation within a Continuous-Improvement Process: What Happens When We Design with Adaptations in Mind?" Teachers College Record: The Voice of Scholarship in Education 120, no. 5 (May 2018): 1–52. http://dx.doi.org/10.1177/016146811812000506.
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Background/Context This study examines the implementation of an academic and social-emotional learning innovation called Personalization for Academic and Social Emotional Learning, or PASL. The innovation was designed, tested, and implemented using a continuous continuous-improvement model. The model emphasized a top-and-bottom process in which implementers played a central role in the innovation design, and adaptations were planned, tested, and refined based on local school contexts. Purpose This study sought to understand what implementation integrity looked like in three high schools participating in a continuous continuous-improvement process that promoted deliberate, planned adaptations to PASL, and as well as to uncover factors that may explain differences in the integrity of PASL implementation across the three schools. Research Design We conducted embedded, qualitative case studies of three large, racially-, ethnically-, and linguistically- diverse urban high schools. Data collected and analyzed included interviews with school innovation design design-team members, student focus groups, and observations of teachers implementing PASL. Findings Each school made site-specific adaptations to the PASL innovation before and during implementation. However, there was variation in the extent to which the schools demonstrated integrity to the PASL design and their own adaptations. A combination of local contextual factors helped explain differences in implementation integrity across the schools. These factors included the availability of resources and ongoing technical support, the will of local implementers, and perceptions about policy alignment. Conclusions/Recommendations While PASL was implemented across the three school sites, the degree of implementation integrity varied, suggesting that encouraging program adaptation alone may not solve longstanding challenges associated with achieving depth of implementation. This is the first study of its kind in education, however, and more research is clearly warranted.
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Gilad-Hai, Smadar, and Anit Somech. "“The day after”." Journal of Educational Administration 54, no. 1 (February 1, 2016): 19–40. http://dx.doi.org/10.1108/jea-07-2014-0084.
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Purpose – The purpose of this paper is to examine the implications of implementing innovation in experimental schools (focussing on R & D) for school effectiveness post-intervention (five years). Based on theoretical models of social exchange and “conservation of resources” (Hobfoll, 1989), the authors focussed on assessing the effects of implementing innovation on individual outcomes (strain) and school level outcomes (social cohesion, emotional conflict, organizational innovation). The authors compared three types of schools: schools that have completed the implementation process (after), schools still in the implementation process (during) and schools not participating in the implementation process (control group). Design/methodology/approach – A sample of 75 schools (23 non-experimental, 25 during the experiment, 27 post-experiment) was used. Data were collected from teachers and principals to avoid a single source bias. Findings – MANOVA analyses suggest that the process of implementation of innovation contributes to organizational effectiveness: differences were found between the control group and the two groups of experimental schools. The two groups of experimental schools showed higher levels of organizational innovation and social cohesion and lower levels of emotional conflict and strain as compared to the control group. Research limitations/implications – This study concentrated on the question of the direct links between the study variables – the effects of the implementation of innovation on school functioning. It would be interesting to examine the limit conditions (encourage – discourage factors) for these relations. Practical implications – Findings suggest that a structured process of implementing innovation contributes not only to the outcome of innovation in school, but also enhances overall school functioning. Originality/value – Permits the authors to deepen the knowledge of the potential of organizational processes of innovation in schools over time (pre-during-post process).
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Alhosani, Mohamed Salem, and Kamarul Bahari Bin Yaakub. "The Relationship Between TQM Practices and Primary School Academic Performance in Abu Dhabi: Innovation as a Mediator." European Journal of Multidisciplinary Studies 5, no. 1 (February 10, 2020): 72. http://dx.doi.org/10.26417/621rdv87d.
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The main purpose of this study was to examine total quality management practices and primary school academic performance in Abu Dhabi: innovation as a mediator. A quantitative research design was utilized. A total of 342 teachers will be chosen as a sample through a simple random sampling technique. Data analysis using structural equation modelling will be used. There will be significant relationship between total quality management practices and primary school academic performance; total quality management practices and innovation; innovation and primary school academic performance; significant contribution of mediating role of innovation on the association between total quality management practices and primary school academic performance; significant contribution of mediating role of innovation on the association between total quality management practices and primary school academic performance and significant role of innovation dimensions on the primary school academic performance. Presentation of data analysis and discussion of findings will be given after the completion of chapter four and five. It is hope of this study that TQM practices will be used by schools in Abu Dhabi region to improve primary school’s academic performance.
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Deppeler, Joanne, and Kathleen Aikens. "Responsible innovation in school design – a systematic review." Journal of Responsible Innovation 7, no. 3 (September 1, 2020): 573–97. http://dx.doi.org/10.1080/23299460.2020.1809782.
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Halász, Gábor. "Measuring innovation in education with a special focus on the impact of organisational characteristics." Hungarian Educational Research Journal 11, no. 2 (July 14, 2021): 189–209. http://dx.doi.org/10.1556/063.2021.00032.
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AbstractInnovations created by teachers, teacher communities and schools in their daily practice play a key role in improving the quality and effectiveness of education. As protocols, central regulations, ready-made teaching materials do not provide solutions to all problems emerging in daily practice the invention of new, original solutions are necessary to respond the challenges teachers and schools encounter in their everyday work. Similarly to other knowledge intensive professions creativity and innovativeness are necessary skills for teachers and teacher communities to work effectively. In many countries schools are encouraged to support innovative work behaviour and they are expected to manage effectively change and innovation processes. The increasing importance of innovations and innovation processes in education raises the question of how to measure innovation in this sector and how decision makers can use innovation data. This article presents some of the outcomes of an education sector innovation survey conducted in Hungary in 2018. It demonstrates the possibility to design data collection instruments that allow capturing school/department level innovation processes. The article focuses on one specific problem area: the relationship between organisational characteristics and innovation activity/behaviour.
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Thomas, Paul, and Daniel Oduor Onyango. "Administrative Challenges Preventing Effective Curriculum Implementation in Public Secondary Schools in Nyamagana District - Mwanza City, Tanzania." East African Journal of Education Studies 5, no. 1 (March 3, 2022): 85–93. http://dx.doi.org/10.37284/eajes.5.1.568.
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Administrative challenges can disrupt effective implementation of curriculum in secondary schools. Literature review shows that many administrative challenges hinder the implementation of curriculum in secondary schools. In order to implement the curriculum effectively, school administrators need to provide support to teachers since they are crucial to ensuring that curriculum is delivered consistently, effectively, and efficaciously to enhance learners’ academic achievement and growth. This study sought to examine the effect of administrative challenges on curriculum implementation in public secondary schools in Nyamagana District – Mwanza City, Tanzania. The study adopted a convergent parallel design under a mixed method research approach and a sample size of 172 respondents. Data were collected using questionnaires and interview guide. Validity and reliability of the instruments were tested and were reliable to be given to the respondents for data collection. The findings of this study revealed that the school administrators face many challenges which make the curriculum not to be implemented effectively. The challenges which were mentioned include: lack of fiscal infrastructure, lack of guidelines for the implementation of the curriculum, insufficient funds, overcrowded classrooms, heavy workloads, teachers’ lack of commitment, complexity of managing curriculum, and school heads’ inability to supervise curriculum delivery. It is recommended that government should provide more funds whenever it rolls out an education innovation so as to enable the schools to effectively implement the innovation. There is also need to conduct seminars and workshops for school administrators to enable them to effectively implement curriculum innovations in secondary schools
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Kundu, Goutam Kumar, and Jayachandra Bairi. "Strategic management and innovation." Quality Assurance in Education 24, no. 2 (April 4, 2016): 259–77. http://dx.doi.org/10.1108/qae-01-2015-0001.
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Purpose – The purpose of this paper is to introduce the concept of a checklist, focusing on the detailed analysis of the requirement of the Association to Advance Collegiate Schools of Business (AACSB) standards related to strategic management and innovation area, for evaluation of implementation readiness in a business school setting. Design/methodology/approach – The paper presents an articulated procedure for the development of the checklist. The study adopted a multi-method approach for developing the final content for the checklist. Findings – The introduction of the checklist has provided a systemic approach to process design and evaluation of readiness of a business school for AACSB accreditation related to strategic management and innovation area. The checklist was developed and applied over the course of systematic reviews in a business school setting. Research limitations/implications – The present study has developed the checklist comprising the requirements of the standards related to strategic management and innovation area only. In the near future, the authors intend to develop checklists for the remaining areas of AACSB standards. Originality/value – The present work attempts to develop a comprehensive checklist comprising the requirements of the standards related to strategic management and innovation area. Academic institutions can benefit from the checklist whether they are planning to implement AACSB standards for accreditation or are interested in changing their current processes following AACSB standards.
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Ausbrooks, Carrie Y. Barron, Edith J. Barrett, and Theresa Daniel. "Texas charter school legislation and the evolution of open-enrollment charter schools." education policy analysis archives 13 (March 21, 2005): 21. http://dx.doi.org/10.14507/epaa.v13n21.2005.
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This article chronicles the evolution of legislation for Texas open-enrollment charter schools to their implementation by demonstrating how these schools have (or have not) used their freedom from state-mandated requirements to develop innovative learning environments as well as to bring innovative curricula into the classroom. The investigative focus was on an analysis of Texas open-enrollment charter school legislation, from 1995 (74th legislative session) to the 77th legislative session in 2001, and the characteristics of the state's 159 open-enrollment charter schools that were in operation during the 2001-2002 academic year. The authors found that charter school legislation has changed in response to concerns of all involved, and focuses on the need for balance between choice, innovation, and public accountability. Although charter schools are free from most state regulations, legislators were clearly interested in ensuring that this freedom does not impede charter schools' ability to provide a quality education to all students who attend them. The currently operating open-enrollment charter schools in Texas are more racially and economically segregated than other public schools in the state, and charter schools that targeted students most at risk for dropping out of school (and returning students who had previously dropped out) differ from other schools in their stated teaching methods. Teacher turnover remains significantly greater than that for other public schools in the state. However, it does not appear to be specifically associated with schools that target disadvantaged students or minority students. The schools' mission statements suggest that innovative school environments are a factor in school design. Texas is poised to continue along the public education choice model. Charter school legislation provides a framework upon which charter schools may build to meet the educational needs of the students who choose to attend them, including the freedom to be creative in meeting students' unique needs. Questions remain about how and why charter schools exist and the contributions they make to the overall public school system, including whether charters are making a difference in what and how much children are learning.
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Wang, Jing, Peng Ran, and Zhe Xie. "Innovation and Design of Physical Teaching Resource Intelligent Distribution Platform Based on Blockchain Technology." Mobile Information Systems 2022 (September 22, 2022): 1–6. http://dx.doi.org/10.1155/2022/8635335.
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This article aims to study the innovation and design of an intelligent distribution platform for physical teaching resources based on blockchain technology (BT). With the continuous shrinking of teaching, the problem of balanced shrinking of teaching has become a hot issue in the field of teaching. In the distribution of physical education resources, there are problems such as lack of physical equipment and not fully open teaching, which as an important and shrinking point in the overall shrinking of society, will inevitably be included in the ranks of the overall shrinking of urban and rural areas. Physical teaching should be mentioned in the proposal as an important content of the school’s teaching. It can make teaching resources more distinctive and personalized, closer to life, and can also make more sports resources become school materials. School physical teaching resources are the basis for all school physical teaching. However, for historical and practical reasons, the gap in the allocation of physical teaching resources in urban and rural primary and secondary schools is gradually increasing. This problem has always restricted the modernization of school sports. To achieve the coordinated shrinking of urban and rural school sports, the balanced shrinking of urban and rural school sports resources is a prerequisite. It enables users to build portrait and content intelligent recommendation algorithms to build a cross-platform and geographic one-stop teaching resource intelligent distribution platform. Through experiments, the statistical data of the questionnaire survey results after the design and test show that 80% of the primary and middle school students are satisfied with the subplatform and believe that the design of this platform has a role in enhancing physical exercise.
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Kiprotich, Davies, Lilian N. Milimu, and Naftali Rop. "Impact of Electronic Braille Note-Taking Devices Use on Academic Performance of Visually Impaired Learners in Selected Special Primary Schools in Kenya." International Journal of Social Science And Human Research 05, no. 11 (November 2, 2022): 481–4819. http://dx.doi.org/10.47191/ijsshr/v5-i11-01.
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Owing to technological advancements, Electronic Braille note-taking (EBN) devices have been developed and are currently in use by learners with visual impairment in Kenya. This study intends to examine the impact of EBN devices on academic performance of visually impaired learners in selected special primary schools in Kenya. The study used a descriptive design while applying both quantitative and qualitative approaches. Six special schools were purposively sampled: St. Francis Special School in West Pokot County, Marigat Special School in Baringo County, Kiomiti Special School in Kisii County, Korara Special School in Bomet County, Kibos Salvation Army School for Visually Impaired in Kisumu County and Salvation Army Thika Special Primary School in Kiambu County. The data was analyzed both descriptively and thematically. The results were presented in form of tables and figures. The findings of the study show that the EBN devices as used in the primary schools for visually Impaired learners in Kenya have a positive impact on their academic performance. This study recommends that the stakeholders of schools with Visually Impaired leaners to increase the supply and distribution of EBN devices to the schools so as to achieve the recommended 1:1 device to learner ratio.
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Driyani, Dewi. "Perancangan Media Pembelajaran Sekolah Dasar Berbasis Android Menggunakan Metode Rekayasa Perangkat Lunak Air Terjun ( Waterfall )." STRING (Satuan Tulisan Riset dan Inovasi Teknologi) 3, no. 1 (August 6, 2018): 35. http://dx.doi.org/10.30998/string.v3i1.2725.
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The first and second grades in Elementary School (SD) are the initial levels in formal schools for students in Indonesia. A change from informal schools to formal schools makes students get into difficulty in understanding a good learning process. Technology is an alternative and innovation that can be used to facilitate funnier learning process in order to improve the quality of education. The design of a technology-based learning medium for Elementary School students is expected to improve the learning skill. This learning medium contains exercises that can be practiced by Elementary School students to understand subjects, improve knowledge and enhance their academic ability. The purpose of the research is to create an interactive android-based learning medium for Elementary School students. The method used in this research is Waterfall Software Engineering (Waterfall) which consists of five stages: Requirements (needs analysis), Design (design and modeling), Implementation, Verification and Maintenance. However, it is limited to the implementation stage. The research performed in stages and sequence using of Waterfall method produces the design of android-based learning media for Elementary School that can create funnier learning process, improve knowledge and enhance ability of students to understand subjects.
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Young, Kirsty. "Innovation in Initial Teacher Education through a School–University Partnership." Journal of Curriculum and Teaching 9, no. 1 (February 6, 2020): 15. http://dx.doi.org/10.5430/jct.v9n1p15.
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Global criticism on the quality of initial teacher education has led to calls for reform. One initiative that emerged in Australia was the establishment of Hub School partnerships, which facilitate collaborations between schools and universities to explore how initial teacher education could be improved. This paper reports one such partnership, which applied improvement science in its design to develop an ambitious approach to initial teacher education. A qualitative research approach aimed to uncover the outcomes of the project. The findings from the first prototype are reported herein and highlight the value in cross-faculty mentoring and in providing pre-service teachers opportunities for reflection while immersed in school settings.
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Gopinathan, Sharmini, Anisha Haveena Kaur, Kanesaraj Ramasamy, and Murali Raman. "Enhancing innovative delivery in schools using design thinking." F1000Research 10 (November 30, 2021): 927. http://dx.doi.org/10.12688/f1000research.72860.2.
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The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) in the form of empathy, thinking process, gamified lessons and curriculum enhancement, which leads to innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers, whereby 61 are primary school teachers and 70 are secondary school teachers. A questionnaire constituting of 23 close-ended questions using the 5-point Likert scale was used to collect data. Data was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. The study showed that thinking process, gamifying lessons and curriculum enhancement have positive significance in innovative delivery, whereas empathy did not show a significant positive relationship. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. This insight is crucial for the Ministry of Education and policymakers to enhance teachers’ ability to innovatively deliver content to students.
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Gopinathan, Sharmini, Anisha Haveena Kaur, Kanesaraj Ramasamy, and Murali Raman. "Enhancing innovative delivery in schools using design thinking." F1000Research 10 (January 10, 2022): 927. http://dx.doi.org/10.12688/f1000research.72860.3.
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The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) in the form of empathy, thinking process, gamified lessons and curriculum enhancement, which leads to innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers, whereby 61 are primary school teachers and 70 are secondary school teachers. A questionnaire constituting of 23 close-ended questions using the 5-point Likert scale was used to collect data. Data was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. It shows that thinking process, gamifying lessons and curriculum enhancement have positive significance in innovative delivery, whereas empathy did not show a significant positive relationship. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. This insight is crucial for the Ministry of Education and policymakers to enhance teachers’ ability to innovatively deliver content to students.
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Hatch, Thomas. "What does it Take to Break the Mold? Rhetoric and Reality in New American Schools." Teachers College Record: The Voice of Scholarship in Education 102, no. 3 (June 2000): 561–89. http://dx.doi.org/10.1177/016146810010200303.
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In 1991, the New American Schools Development Corporation (NASDC) was created in order to create “break-the-mold” models for a “new generation of American schools.” NASDC sought to achieve this goal by funding eleven different design teams including the ATLAS Communities Project—a collaboration of the Coalition of Essential Schools, the School Development Program, Harvard Project Zero, and the Education Development Center. While schools associated with ATLAS and the other design teams showed some signs of progress in the first few years of their work, there has been little evidence that these positive outcomes have been achieved by “breaking the mold.” In fact, the NASDC strategy and the ATLAS collaboration may have exacerbated basic conditions that make it difficult for schools and organizations to explore new ideas and develop innovative practices. By drawing on studies of innovation in business organizations, this paper argues that rather than trying to create “break-the-mold” school designs, reformers should aim to create the conditions that allow for a better balance between efforts to explore new ideas that may be successful in the future and the further expansion of practices that have been successful in the past.
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Liswati, Tri Wahyu, Mustaji, Nunuk Hariyati, and Rizki Fitri Rahima Uulaa. "Actualization of Principal's Visionary Leadership in Improving Teacher Skills in Managing Learning Innovations in Senior High Schools." Journal of Educational and Social Research 13, no. 1 (January 5, 2023): 45. http://dx.doi.org/10.36941/jesr-2023-0005.
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Visionary leadership in the world of education can be interpreted as the principal's leadership style in pursuing the academic unit's vision so that it can be achieved together with the staff and teachers for their performance. This study uses a qualitative design with a triangulation approach. Based on the findings obtained from the results of the research conducted, it can be concluded that the principal's actualization in translating the two schools' vision has been carried out and has become one of the essential elements in the visionary ability of the principal. The strategy of the two principals in anticipating possible changes in learning innovation is carried out with several efforts, including supervising teachers, conducting performance assessments, meeting teacher needs, and carrying out evaluations and follow-ups of all efforts made to determine the impact of these efforts on prevention—possible changes in learning innovation in the Education unit. The actualization of the principal's vision as a good communicator is evidenced by the principal's efforts, including how the principal is socializing, transforming, and implementing the invention in developing learning innovations. The actions of the two schools to stimulate and motivate teachers to implement innovative learning have been carried out and become one of the essential elements in the visionary ability of school principals. The profiles of teachers' skills in both schools in managing learning innovation align with several efforts made by school principals to increase learning innovation through visionary leadership.
Received: 18 September 2022 / Accepted: 23 December 2022 / Published: 5 January 2023
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Arnold, Karen, and Georgiana Mihut. "Postsecondary Outcomes of Innovative High Schools: The Big Picture Longitudinal Study." Teachers College Record: The Voice of Scholarship in Education 122, no. 8 (August 2020): 1–42. http://dx.doi.org/10.1177/016146812012200803.
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Context Educational reform efforts have taken the form of different school models intended to reduce educational inequality. Personalized, interest-based schools and academically focused, “No Excuses” schools are two leading small-school designs with sharply contrasting approaches to innovation. Given mixed research findings about the successes and challenges of school reform models in the United States, it is imperative to understand how educational outcomes of students relate to the philosophy and distinguishing characteristics of particular school models such as these. At the same time, evaluating social mobility effects of high school education across educational reform models requires examination of common metrics such as high school graduation rate and college entrance and degree attainment. Purpose This study sought to establish whether and how a personalized, interest-based secondary school reform model is associated with graduates’ characteristics and postsecondary outcomes—and to place these findings in relation to student outcomes reported by a leading No Excuses school network. Setting Big Picture Learning is a network of innovative small schools that serves primarily low-income and minoritized students through an individualized, relational, real-world-based high school experience. The Big Picture educational model features individualized learning plans connected to extensive internships, independent learning organized around student interests, authentic assessments, and close, informal relationships between students and adults. Research Design The Big Picture Longitudinal Study tracked 1900 graduates from six graduating high school classes. Data sources included student and school advisor surveys, National Student Clearinghouse college enrollment data, and interviews with graduates’ former advisors. Published outcomes data for KIPP No Excuses schools provided comparative information. Analyses comprised descriptive statistics of survey data and multivariate regression analyses connecting high school exit data to college outcomes. Findings The Big Picture Learning model is extremely successful in meeting its stated goals of fostering positive relationships, helping students discover and pursue their interests, and promoting high school graduation and college entrance. Results for academic subject achievement and college persistence are mixed, however. Big Picture graduates have similar college matriculation rates but somewhat lower six-year graduation rates than alumni from the KIPP No Excuses school network. Alumni from both networks show high rates of college attrition. Conclusion When taken alone and in context of other innovative school models, the Big Picture results point to the difficulty of sustaining secondary school gains in the post-high school lives of low-income students and highlight shortcomings of traditional colleges in serving this population.
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Depolo, Marco, and Michela Vignoli. "Accompanying organizational innovation by research: The case for performance evaluation of Italian school principals." Psychologica 62, no. 1 (July 31, 2019): 131–42. http://dx.doi.org/10.14195/1647-8606_62-1_7.
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In 2015, the Italian parliament approved the law no. 107, named “La Buona Scuola” (“The Good School”), in order to boost the quality of organizational processes in schools. Among these, one of the most innovative was introducing a performance evaluation procedure for the nearly 7000 school principals of Italian public schools, from primary to college.From 2000 on, the legal status of schools principals in the public system have been set to the managerial level. However, no formal performance evaluation had been really performed before. In 2016, the INVALSI (the governmental agency for the evaluation of the national education system - http://www.invalsi.it/invalsi/index.php) was instructed to formulate a project aimed to: i) translate into concrete organizational procedures the goals dictated by the law; ii) train the evaluation teams needed; iii) monitor by an appropriate research design the outcomes of the new performance evaluation.The paper describes and discusses the training programme for assessors, the research design and some preliminary results.
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Pallotta, F., A. Parola, and M. Bondani. "Quantum physics at high school: a collaboration between physics researchers and teachers to design teaching – learning sequences." Journal of Physics: Conference Series 2297, no. 1 (June 1, 2022): 012019. http://dx.doi.org/10.1088/1742-6596/2297/1/012019.
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Abstract Quantum physics is changing the paradigms for understanding reality and is fostering scientific innovation. Nevertheless, the core concepts of the second quantum revolution are not included in the Italian physics curriculum. Our research project aims to generate the conditions for the development of the scientific competences related to the understanding of the fundamental concepts of contemporary physics at secondary school level. In the framework of Educational Reconstruction for Teacher Education (ERTE), we have developed a continuous professional development program for teachers to enable in-service physics teachers in secondary schools to introduce the superposition principle, quantum entanglement, and their technological applications into regular classroom activities. To achieve this goal, several types of activities have been planned to strengthen collaboration between high school teachers and physics researchers. The intended outcome is to create resources and materials that can help teachers and researchers create innovative physics curricula that can be used in normal secondary school teaching activities. In this paper we present the results of the first edition of a continuous professional development program for in-service teachers on introducing the superposition principle and quantum entanglement into online classroom activities during the schools Covid19 lockdown.
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Huong, Vu Thi Mai. "Factors Affecting Instructional Leadership in Secondary Schools to Meet Vietnam’s General Education Innovation." International Education Studies 13, no. 2 (January 29, 2020): 48. http://dx.doi.org/10.5539/ies.v13n2p48.
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Currently, there is a huge demand for secondary school education worldwide especially in the developing countries such as Vietnam. School leadership is occupying a central position in educational reform. In order to meet this for the secondary school education, the Vietnamese government tries to develop effective school leadership in its education policy agenda. The aim of this study is to investigate the influence of factors on instructional leadership of principals in lower secondary education. The study was completed with 97 secondary public schools teachers and principals in the North of Vietnam. A quantitative research design was used to conduct this study. The data was analyzed through factors such as internal and external from the role of principal in instructional leadership. Research findings underline that instructional leadership is had directly by external such as “The degree of autonomy of the school for instructional activities”, “Awareness of the managers and teachers about leading teaching activities” and “education innovation” more internal such as “System of guiding documents of management levels on teaching activities”; “Conditions of facilities and finance for school teaching activities” and “Principal’s training level” Principals should recognize the change of the context and enhance the improvement of teachers’ shared responsibility and partnership in school decision making. Therefore, the Vietnamese government should make sure to have many positive issues that may have effective instructional leadership capacity in order to improve the culture of teaching and learning in Vietnames secondary schools.
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Akporehe, Dorah A., and Mary A. Uviovo. "Innovations for Attaining Sustainable Development Goal: Persisting in Schools in Nigeria." Journal of Educational and Social Research 11, no. 4 (July 8, 2021): 247. http://dx.doi.org/10.36941/jesr-2021-0092.
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The study was carried out to determine challenges of girl child education as regards persistence in secondary education as well as determine innovations that will help to prevent this act in Delta state public secondary schools. It is an expose facto design that employed survey method to obtain the data. The population of the study consisted of 14,877 public secondary teachers in Delta state. The sampling technique adopted was the cluster and random sampling using balloting system. A total number of 744teachers were sampled to form the sample size. The instrument utilized was the Innovation for Attaining Girl Child Persisting in School Questionnaire (IAGCPSQ). Analysis was carried out using descriptive statistics of mean rating, standard deviation. The hypotheses were tested using t- test. The study found the most outstanding challenges of school persistence and the most crucial innovation aimed at encouraging girl child in school. Based on the findings, it was recommended that abrogation of cultural barriers that inhibit girl child education be made, orientating girl child towards the value of education, making school environment friendly to girl child learning, improving living conditions of families amongst others. Received: 19 March 2021 / Accepted: 5 June 2021 / Published: 8 July 2021
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Hartono, Tri, and Dhenis Agus Saputro. "Pengembangan Desain Pembelajaran PAI Di Pondok Pesantren Kreatif Agro Nuur El-Falah Salatiga." Nazhruna: Jurnal Pendidikan Islam 2, no. 2 (August 26, 2019): 290–309. http://dx.doi.org/10.31538/nzh.v2i2.331.
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Islamic boarding school is a place for students to live and study, especially religious knowledge. The development of Islamic boarding schools should start from the learning system, learning methods or learning media to support the achievement of learning objectives of Islamic religious education. Besides boarding schools also need to develop existing local potential through entrepreneurship or skills for students as provisions after returning to the community. Like Agro Nuur Islamic Boarding School El-Falah Salatiga, which always tries to innovate in institutions or learning. In this Islamic Boarding School Institution is always renewing the organizational structure per year, as well as making an academic calendar Islamic Boarding School. In the Islamic Religious Education learning design Agro Islamic Boarding School Nuur El-Falah has at least two unique things compared to Islamic boarding schools in general, namely this cottage implements Learning Design Takror and Study Design of the Book of the Koran Extra. This learning design is a form of boarding school innovation to increase the spirit of students in learning. In terms of instructional media, Agro Nuur El-Falah Islamic Boarding School combines classical learning systems with modern systems, so that in practice they continue to use traditional methods such as sorogan and bandongan but are also often supported by modern equipment such as computers and LCDs. Besides this the cottage also develops the local potential of agriculture as a provision for the students to deal with future life in the community.
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Toh, Yancy, Wei Loong David Hung, Paul Meng-Huat Chua, Sujin He, and Azilawati Jamaludin. "Pedagogical reforms within a centralised-decentralised system." International Journal of Educational Management 30, no. 7 (September 12, 2016): 1247–67. http://dx.doi.org/10.1108/ijem-10-2015-0147.
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Purpose The purpose of this paper is to illustrate the dialectical interplay between centralisation and decentralisation forces so as to understand how schools leverage on its autonomous pedagogical space, influence the diffusion of innovations in the educational landscape of Singapore and how a centralised-decentralised system supports (or impedes) pedagogical reform for twenty-first century learning. Design/methodology/approach The paper first outlines the evolutionary stance of Singapore’s decentralisation from its past to present trajectories, thus providing a broader social-historical interpretation to its tight-loose-tight coupling of the education system; followed by situating the context of reform within the national narrative of Ministry of Education’s (MOE) twenty-first century competencies framework. The authors examine how school autonomy should be accompanied by systemic enabling mechanisms, through two case illustrations of whole-school reforms. Findings There are four carryover effects that the authors have observed: structural, socio-cultural, economic and epistemic. Middle managers from the two schools act as a pedagogical, socio-technological and financial broker outside the formal collaborative structures organised by the MOE. Such a “middle-out” approach, complemented by centralised mechanisms for “coeval sensing mechanism”, has resulted in boundary-spanning linkages and multiplier effects in terms of knowledge spillovers. Research limitations/implications Socio-cultural context matters; and what constitutes as co-learning between policymakers and practitioners in Singapore may be construed as policing that stifles innovations in other contexts. Originality/value In addition to the conceptualisation of how school autonomy may lead to school-based innovations, the paper provided some preliminary empirical evidence of how the co-production of knowledge has been engendered within, across and beyond individual Singapore schools through the mechanism of innovation diffusion. The unit of analysis is innovation ecosystem.
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Blenkinsop, Sean, Clayton Maitland, and Jodi MacQuarrie. "In search of policy that supports educational innovation: Perspective of a place- and community-based elementary school." Policy Futures in Education 17, no. 4 (November 19, 2018): 489–502. http://dx.doi.org/10.1177/1478210318809553.
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This paper, based upon our experiences starting a school, is part dialogue and part theory. The three authors have all played important roles in the design, creation, and ongoing support of an innovative public elementary school. The first part of the paper describes the impetus behind the creation of this “buildingless,” environmentally focused school with a mandate toward cultural change. There follows a discussion of the kinds of policy that have appeared over the lifespan of the school and includes the identification of those that hindered and those that helped. The final section uses some recent work in social innovation policy to inform a discussion with regard to our policy recommendations for those interested in supporting the kinds of local, place- and community-based educational innovations described here.
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Harwood, Pamela. "Spatial and Eeducational Patterns of Innovation for Charter Schools." Open House International 34, no. 1 (March 1, 2009): 55–67. http://dx.doi.org/10.1108/ohi-01-2009-b0007.
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We present ten patterns and design examples in this paper, revealing some of the most relevant trends in educational design, drawn from our research on charter schools. An interdisciplinary team of students in architecture, urban planning, business, education, and psychology have completed a series of case studies of best practices, as well as profiled charter schools locally, to develop patterns and guidelines for the facility planning and educational development of charter schools. Charter schools are public schools of choice in the United States that receive more administrative and pedagogical autonomy and flexibility than district schools in exchange for meeting the performance goals specified in each school's charter. Charter schools often have innovative curriculum, challenging traditional education methods and facility design. This research addresses the connections between the designed physical environment and the learning innovations it supports, while encouraging the entrepreneurial charter school vision, emphasizing creativity in the renovation, adaptive reuse, and non-traditional use of existing buildings, efficiently maximizing student safety and learning, and adhering to best-practice standards of ecological design.
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Astuti, Ninda Dwi. "HELLO PARENTS APPLICATIONS: DEVELOPMENT OF WEB-BASED SCHOOL ADMINISTRATION SYSTEM." AL-ISHLAH: Jurnal Pendidikan 12, no. 1 (June 30, 2020): 98–118. http://dx.doi.org/10.35445/alishlah.v12i1.173.
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The development of technology is currently developing very rapidly. This needs to be utilized in education, especially school agencies. Because currently there are many school activities that need to be developed so that the school system can develop for the better. The purpose of this study is to (1) facilitate the school administration system (2) make it easier for parents to see student’s academic development (3) create innovation in the school administration system. The method used in this study uses a qualitative approach and is developed with the waterfall model. The results of this study are the application design "Hello Parents" which is an application development system administration in web-based schools. This application contains big data in the form of school information, teacher information, student report cards, payments, school agenda, and student academic development.
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Shi, Xiaoming, and Liwei Qiu. "Exploration and Practice of Cultivating Multidimensional Design Innovation Ability." International Journal of Education and Humanities 6, no. 1 (November 23, 2022): 39–43. http://dx.doi.org/10.54097/ijeh.v6i1.2946.
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This paper relies on the background of the "National Medium and Long-Term Science and Technology Development Program (2006-2020)" and "National Medium- and Long-term Education Reform and Development Program (2010-2020)" issued by the State Council . The document emphasizes the importance and urgency of cultivating innovative talents. This article takes the "Product Development and Design" course as a carrier to explore the multi-dimensional and jointly driven innovative talent training methods such as goal orientation, school-enterprise collaboration, science and education integration, and competition platform. Through: ① Build a three-tier progressive curriculum project system to help students internalize the theory and lay the foundation for practice. ②Create a school-enterprise mutual-feeding joint training method , supported by enterprise projects, and form classroom and project mutual-feeding. ③Set up the second classroom of scientific and technological innovation , with the precise drive of the four-in-one team + project + platform (competition platform) + innovation (Internet +, rural revitalization, etc.), to build a five-level integration of teaching, production, competition, research, and theoretical practice for improvement way . ④ Construct a process-based, output-oriented, quantifiable and controllable, multi-channel feedback capability achievement evaluation standard . Multi-dimensional innovative ways to explore the training mode of applied innovative talents. It is hoped that it can solve the problem of connecting the innovation ability of students and the innovation level required by enterprises.
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Elmore, Richard F. "Beijing Academy: Innovation, Design, and Learning." ECNU Review of Education 1, no. 1 (March 2018): 135–46. http://dx.doi.org/10.30926/ecnuroe2018010108.
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Purpose —Taking Beijing Academy as an illustrative example, this article aims to discuss a model of “design-as-learning, learning-as-design”. Design/Approach/Methods —As a member of an international panel of the school, I have involved significant periods of observation of classroom work, focus group discussions with students, meetings with teachers and administrators, and sessions with governmental officials and external partners for the school. This has provided rich first-hand data for the analysis. Findings —This article argues that learning environments should be constructed around powerful theories of learning, that those theories should be subjected to constant and repetitive critique and revision in light of evidence, and most importantly that there is no fundamental difference in roles between adults and young people in the organization. Originality/Value —This article has the potential to address the transitional issues resulted from the policy-driven reform and institutionally-determined definitions of learning and urges adults to transfer agency for learning of individual students.
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Isofache, Anca Cătălina. "Comunicarea în educație și în didactica studiului matematicii la elevi." Studia Doctoralia 6, no. 1-2 (September 27, 2018): 4–15. http://dx.doi.org/10.47040/sd/sdpsych.v6i1-2.36.
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The dynamics of social, economic, public and cultural politics implies the need for innovative behavior in the school environment, in the educational process, in the management of the school organization in general. Innovation in school institutions addresses the quality of education policy projects and the continuous reconstruction of all the factors that ensure their consistency, competencies and personality of the teacher, their training, culture and successful professionals, foundations and curricular experiences of educational actors, medium- and long school managers. The qualitative evolution of a school is also determined by the quality of innovation present in curricular design, in the set of values of democratization of education, in strategies for equalizing the chances of social, professional and personal success of quality implications.
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Isofache, Anca Cătălina. "Comunicarea în educație și în didactica studiului matematicii la elevi." Studia Doctoralia 6, no. 1-2 (October 14, 2015): 4–15. http://dx.doi.org/10.47040/sd0000038.
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The dynamics of social, economic, public and cultural politics implies the need for innovative behavior in the school environment, in the educational process, in the management of the school organization in general. Innovation in school institutions addresses the quality of education policy projects and the continuous reconstruction of all the factors that ensure their consistency, competencies and personality of the teacher, their training, culture and successful professionals, foundations and curricular experiences of educational actors, medium- and long school managers. The qualitative evolution of a school is also determined by the quality of innovation present in curricular design, in the set of values of democratization of education, in strategies for equalizing the chances of social, professional and personal success of quality implications.
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Ritchie, Lorrene. "Technology and Design Innovation to Support 21st Century School Nutrition." Journal of Nutrition Education and Behavior 48, no. 7 (July 2016): S129. http://dx.doi.org/10.1016/j.jneb.2016.04.372.
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Madsen, Kristine, Lorrene Ritchie, Annie Reed, and Hannah Thompson. "Technology and Design Innovation to Support 21st Century School Nutrition." Journal of Nutrition Education and Behavior 49, no. 7 (July 2017): S116. http://dx.doi.org/10.1016/j.jneb.2017.05.099.
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Lubienski, Christopher, and Laura Perry. "The third sector and innovation: competitive strategies, incentives, and impediments to change." Journal of Educational Administration 57, no. 4 (July 8, 2019): 329–44. http://dx.doi.org/10.1108/jea-10-2018-0193.
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Purpose Much justification for third sector involvement in education advances from the notion that attributes from business and non-profit fields could benefit state-run public schools. The purpose of this paper is to explore this issue by examining theoretical underpinnings and expectations for third sector participation in public education systems, particularly with respect to educational innovations and improvements, and the structural opportunities, incentives, and impediments for such innovation. Design/methodology/approach The question is how third sector participation shapes the rate, nature, and types of innovations in education as schools interact in response to competitive pressures. This conceptual analysis of the third sector examines the political-economic features and structures of the sector in fostering innovation, with reference to the US sector that was specifically positioned to enhance the innovative capacity of publicly funded education. Findings The analysis indicates that educational innovations are not necessarily more prevalent in or because of the third sector, and that there are obstacles to their creation and diffusion. Moreover, schools often respond to competitive incentives in ways unanticipated by policymakers, such as school marketing rather than instructional improvement, sometimes in ways detrimental to goals set out for public education, such as social sorting. In fact, instead of the third sector simply developing or incentivizing innovations, there is evidence that this sector has adopted innovations developed in the state sector. Originality/value The analysis suggests that a third sector based more on a professional, as opposed to a competitive, model may better facilitate the development of innovative capacity in education.
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Lumadi, Mutendwahothe Walter. "School finance reform for curriculum innovation: An equity prospect." South African Journal of Education 40, no. 4 (November 30, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n4a2027.
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The advent of democracy in South Africa triggered notable reforms to the financing of quality education, and curriculum design and innovation. The ulterior motive behind this study was to underscore the correlation between inadequate financial resources and learners’ achievement. School finance reform was found to contribute to learner achievement and was viewed as a building block of every discourse related to equity. In the Eastern Cape (EC) province, the dismal percentage of Grade 12 learners who achieve success in gateway subjects, as reflected in the National Senior Certificate Examination results, was linked to the grossly inequitable distribution of funding and even the defunding of education. The 3 high schools in question were stigmatised as chronic underachievers, having reported a 0% pass rate for 5 successive years. Establishing an intervention programme to finance quality education for schools in poverty-stricken communities was an arduous undertaking. Although the windfall was temporary, it was construed as the dawn of a new age of philanthropy. The project spurred the development of local education finance to motivate South Africa’s Dinaledi (stars).
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Addi-Raccah, Audrey, and Noa Friedman. "A liminal approach to parents in leadership positions in schools with students of high socioeconomic background in Israel." Journal of Educational Administration 58, no. 1 (September 26, 2019): 96–111. http://dx.doi.org/10.1108/jea-03-2019-0042.
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Purpose Parents’ collective involvement in their children’s education takes the form of holding leadership positions in schools. Employing the concept of liminality, which is used in anthropological and sociological approaches, the purpose of this paper is to explore the features of parent leadership in schools (PLS). Design/methodology/approach Interviews were conducted with 18 individuals: 11 chairpersons and 7 members of the parent leadership of 11 primary schools in Israel attended by students of high socioeconomic backgrounds. Findings Data analyses disclose PLS as a liminal framework, which constitutes both formal and informal dimensions, whether these be its in-school limited activities or out-of-school actions in introducing change and supporting the institutions. PLS’s functions are restricted by school principals, but simultaneously enhance school principals’ position. Practical implications The study’s findings carry implications for school collaboration with external entities. School principals need to support PLS and keep encouraging entrepreneurship, creativity and innovation. There is a need for acknowledging the value of PLS’s contributions whereas policy makers must provide more guidelines and support to parent leaders. Originality/value The study focuses on exploring the position of collective parental involvement in schools. This issue is of significance in a time where parents gain more responsibility over their children’s education and schools support more collaborative relationships with external agencies. The study highlights the benefits of parents in leadership positions for school benefits and for school principals’ legitimacy, from the approach of liminality.
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Prokudin, Yuri, Anna Koroleva, Irina Kurbatova, and Antonina Ferman. "Innovative activities in modern school: realization experience." Tambov University Review. Series: Humanities, no. 183 (2019): 137–47. http://dx.doi.org/10.20310/1810-0201-2019-24-183-137-147.
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We consider the influence of innovative activities implemented in the comprehensive organization on improving the quality of students education. Also we present a characteristic of a functioning school-based apprenticeship sites innovative content. Particular attention is paid to the basic concepts and options of innovation in the educational organization. We define and reveal the basic reference points and key directions of innovative school activity, its purposes and tasks. Materials on school-laboratory of innovative development are analyzed and generalized. We develop and realize a set of innovative approaches to achieve a new quality of education and the innovative students competencies formation. As an example, we consider the main forms of the work: the department management system, the “Researchers forum”, which presents the results of design and research activities, the annual days of science, the methodological council “Development” and others. We summarize the experience of the organization of school social partnership with the region leading universities.
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Psaras, Dr Charalabos. "Teachers’ primary concerns in a case of educational innovation introduction in primary schools in Greece." International Journal for Innovation Education and Research 8, no. 8 (August 1, 2020): 203–15. http://dx.doi.org/10.31686/ijier.vol8.iss8.2508.
Full textAbstract:
By converting all-day primary schools of suburban and urban areas in Greece into schools that implement the Comprehensive Reformed Educational Programme (CREP), a set of innovations were implemented, significantly altering the Greek school. The purpose of this study was to investigate the effect of selected variables over concerns of teachers who work at such schools. Additionally, this research asked the teachers to identify the professional development support and interventions required to enable them to make better use of the Book-reading Advancement (Philanagnosia) Activities innovation. Teachers’ administrative and pedagogical guidance executives, based on the above, will design the necessary interventions to positively address teachers’ concerns and implement the specific innovation in the most effective manner. Overall, the study found that higher teacher concerns were task related, with a significant record of information and self-concerns, which may indicate that the introduction of the innovation was not properly designed to address teachers’ primary concerns.
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MERT, Pınar. "Examination of School Principals' Use of Technology and Individual Innovation Behaviors from the Perspectives of Female Teachers." Malaysian Online Journal of Educational Technology 9, no. 2 (April 13, 2021): 30–41. http://dx.doi.org/10.52380/mojet.2021.9.2.202.
Full textAbstract:
Concepts related to information and communication technologies such as technology use and individual innovation have recently become important concepts to increase educational effectiveness. Therefore, this study aims to examine school principals' use of technology and individual innovative behaviours of female teachers. The qualitative research method and phenomenology design were used in the research. The data were collected through semi-structured interviews, and twenty female teachers working in secondary schools in Ümraniye, Üsküdar, and Ataşehir participated in the study. The data were analysed with content analysis. The main themes resulting from the determined codes are ‘technological goals’, ‘pioneering behaviours’, ‘non-innovative behaviours’, ‘creative behaviours’, ‘traditionalist behaviours’, and ‘encouraging behaviours’.
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Maeda, Mitsuko, and Yumiko Ono. "Diffusion of lesson study as an educational innovation." International Journal of Comparative Education and Development 21, no. 1 (February 11, 2019): 46–60. http://dx.doi.org/10.1108/ijced-10-2018-0044.
Full textAbstract:
Purpose Lesson study (LS) is a professional development approach that has been attracting attention as an educational innovation since the late 1990s. The purpose of this paper is to investigate factors that contribute to the adoption of LS by schools in developing countries without development assistance. Design/methodology/approach The diffusion of innovation theory was used as an explanatory device. The study examined the characteristics of LS perceived by 28 teachers in an Indonesian primary school, where LS was actively and autonomously adopted without development assistance. Data were collected from multiple sources, including interviews with some teachers and a questionnaire for all 28 teachers. Findings While previous studies have indicated that LS as an educational innovation lacks the ideal sets of perceived characteristics that could promote its adoption, this study found that such negative characteristics were mitigated in the Indonesian school. It also found that some of the factors facilitating LS adoption may be information on the outcomes of LS and less hierarchical relationships among teachers and professors. Furthermore, active school leadership was found to be a significant factor in this adoption. Originality/value Regarding adoption of LS in developing countries, previous studies focused on how development assistance works, what strategies of development assistance are necessary for introducing LS and how development assistance programs can be sustained. However, scant attention has been paid to how schools in developing countries have fared without development assistance. This study sheds light on this missing point.