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Relevant bibliographies by topics / Curriculum innovation

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Academic literature on the topic 'Curriculum innovation'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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Journal articles on the topic "Curriculum innovation"

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Matorevhu, Alois, and Havatidi Madzamba. "The hidden curriculum and its role in curriculum innovation implementation." Journal of Research in Instructional 2, no. 2 (2022): 163–74. http://dx.doi.org/10.30862/jri.v2i2.96.

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The hidden curriculum comprises unspoken or implicit values, behaviors, procedures, and norms in an educational setting. This can be an alternative to empowering attitudes, values, and non-cognitive skills, for example, politeness, honesty, hard work, cooperation, and tolerance in students during the implementation of curriculum innovations.. An alignment between the intended/official curriculum innovation implementation and the implemented curriculum innovation encourages the positive manifestation of the hidden curriculum. Negative manifestation of the hidden curriculum due to misalignment

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Clavijo Olarte, Amparo, Carmen Helena Guerrero Melo, Claudia Torres Jaramillo, Luz Maribel Ramírez Galindo, and Nelly Esperanza Torres Mesa. "Teachers Acting Critically Upon the Curriculum: Innovations that Transform Teaching." Íkala, Revista de Lenguaje y Cultura 9, no. 1 (2004): 11–41. http://dx.doi.org/10.17533/udea.ikala.3141.

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This article describes the results of an interpretative qualitative research study in the field of teacher education carried out to identify the processes of innovation in the language curriculum by a group of public school teachers in Bogotá. The innovation process was observed in three stages: identification of the area of intervention, planning, and implementation of the innovation. Data was collected through interviews, videotaped sessions, tutors' reports, and the final documents of the innovation projects. The unit of analysis was the declarative statements of teachers. Two broad aspect

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Kongchan, Chada, and Nunthana Pichaipathanasopon. "Teacher’s Reactions towards Curricular Innovation." rEFLections 3 (December 31, 2001): 8–18. http://dx.doi.org/10.61508/refl.v3i0.114340.

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In the last issue of rEFLections, there is an article about the curricular innovation at King Mongkut’s University of Technology Thonburi (Watson Todd, 2000). This article shows how the curriculum innovation was conducted. Now that the curriculum innovation has been implemented, evaluation of the innovation is needed. This paper presents a case study of what one teacher thinks about the new curriculum. A diary was chosen as the instrument to gain in-depth information. The findings indicate that the teacher analyzed the materials or activities and also her students and her teaching situation si

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Asrizallis and M. Yemmardotillah. "ANALISIS INOVASI KURIKULUM DAN PEMBELAJARAN PADA MADRASAH ALIYAH SWASTA DI KOTA PADANG PANJANG." El-Rusyd : Jurnal Sekolah Tinggi Ilmu Tarbiyah STIT Ahlussunnah Bukittinggi 7, no. 2 (2023): 25–40. http://dx.doi.org/10.58485/elrusyd.v7i2.130.

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This study aims to analyze curriculum innovation and learning at private Madrasah Aliyah in Padang Panjang City in an effort to improve the quality of graduates, through madrasa programs in order to develop mental, moral and intellectual as well as improve students' soft skills and hard skills in dealing with life in society and continue on to higher education. Private Madrasah Aliyah needs to continue to make reforms in the education system, even though currently the quality of private Madrasah Aliyah still needs a lot of innovation, so that graduates of private madrasas are able to compete w

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Meyer, Margaret R., Truus Dekker, and Nanda Querelle. "Innovation in Curriculum: Context in Mathematics Curricula." Mathematics Teaching in the Middle School 6, no. 9 (2001): 522–27. http://dx.doi.org/10.5951/mtms.6.9.0522.

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The past few years have seen the emergence of five mathematics curricula developed with support by the National Science Foundation for the middle grades: Mathematics in Context (MIC) (National Center for Research in Mathematical Sciences Education and Freudenthal Institute 2001), Math Thematics (Billstein and Williamson 1999), Connected Mathematics (CMP) (Lappan et al. 1998), MathScape, a View of the World from a Mathematical Perspective (Education Development Center 1998), and Pathways to Algebra and Geometry (Institute for Research on Learning 1997). One striking similarity that characterize

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Amelia Simeoni, Irene, Romina Caballero, and Carlos Oscar Lepez. "Curricular innovation in the knowledge society." Seminars in Medical Writing and Education 3 (January 27, 2024): 58. http://dx.doi.org/10.56294/mw202458.

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Introduction: the problematization of the phenomenon of curricular innovation has been approached by research in the international and local context and confronting positions have emerged around the curriculum; and in order to make effective the transformation in the educational field and in a peculiar way in the decisions of the Curriculum, it is necessary to assume policies of change in the educational management. The objective of this work focuses on the characterization, reflection and theoretical deepening of curricular innovation within the framework of the knowledge and information soci

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Jo, Mi Jeong, and Seong Cheon Kim. "Analysis of Curriculum Innovation Implementation Patterns in Innovation School." Convergence Education Research Institute, Korea National University of Education 11, no. 1 (2025): 127–60. https://doi.org/10.69742/cer.2025.11.1.127.

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This study aimed to explore the vision of innovation schools and their implementation patterns through interviews with educational stakeholders who have experienced these schools. For this purpose, FGI (Focus Group Interviews) were conducted with 9 teachers, 3 parents, and 6 students from elementary, middle, and high schools who have a strong understanding of and experience in interactions within innovation schools. The results of this study revealed 3 major themes and 9 sub-themes. Through these findings, innovations in curriculum, instruction, and assessment were identified. It was observed

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Ira Yanti, Ira Yanti, Darul Ilmi, Ali Mustopa Yakub Simbolon, Beni Harbes, and Weni Sumarni. "The Concept of Curriculum Innovation Today." GIC Proceeding 1 (July 31, 2023): 184–93. http://dx.doi.org/10.30983/gic.v1i1.116.

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The mismatch between the curriculum and real-world needs necessitates innovation or curriculum changes for improvement. Therefore, this research aims to explore innovations in the curriculum to foster the development of education and learning, keeping pace with the times and aligning with expectations and standards. A qualitative approach utilizing a literature review method with reflective analysis of sources such as scientific journals, books, research reports, policy documents, conference proceedings, online media and blogs, as well as theses and dissertations, was employed. The research fi

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Sheeley, Vernon. "Fostering Curriculum Innovation." Counselor Education and Supervision 25, no. 4 (1986): 258–59. http://dx.doi.org/10.1002/j.1556-6978.1986.tb00675.x.

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Rozi, Fathor, and Moh Aminullah. "Inovasi Pengembangan Kurikulum Sekolah Berbasis Pesantren dalam Meningkatkan Kepercayaan Masyarakat." MANAZHIM 3, no. 2 (2021): 183–200. http://dx.doi.org/10.36088/manazhim.v3i2.1286.

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This study aims to find out innovations in developing a pesantren-based school curriculum in increasing public confidence in SMP Islam Sumberranyar Paiton Probolinggo. This research uses a qualitative approach, while the type of research used is a case study. The results of the study show that: innovations in developing pesantren-based school curriculum in increasing public trust are as follows; The innovation of developing a pesantren-based school curriculum in Islamic junior high schools has improved very well, from the development of the school curriculum trying to develop a pesantren curri

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Dissertations / Theses on the topic "Curriculum innovation"

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Leung, Chit-wan, and 梁哲雲. "The new sixth form curriculum (1992): an issue of implementing innovation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959556.

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Thorsteinsson, G., H. Denton, T. Page, and E. Yokoyama. "Innovation Education within the Technology Curriculum in Iceland." 名古屋大学大学院教育発達科学研究科技術・職業教育学研究室, 2005. http://hdl.handle.net/2237/12014.

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Rahman, Azizah Abdul. "Curriculum innovation in Malaysia : the case of KBSR." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019124/.

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This study of KBSR, the New Primary School Curriculum in Malaysia, Is based on the proposition that- as a response to the Cabinet Committee Report (1979) recommendation for 'overall development' - it Is an Innovation which seeks to replace the traditional with a more child-centred curriculum. It is argued that such a change is fundamental, involving not only classroom practices but also the philosophical-pedagogical assumptions underlying them. Further it is suggested that conditions in Malaysia are not conducive to such a change and that consequently KBSR Is most likely to meet with difficult

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Rhoton, Jack, and Chih-Che Tai. "ETSU Northeast Tennessee STEM Innovation Hub Curriculum Resources." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3305.

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Williams, William Bryant Jr. "Middle school innovation: Interpretation and assessment." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618631.

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The purposes of this study were to present a historical interpretation and explanation of the middle school innovation and to examine the characteristics of model middle schools. In light of the available body of knowledge is the middle school a reasonable innovation to sustain and implement? A subsidiary purpose was to determine if there were any consensually agreed upon characteristics. The main research question is:;A comprehensive review of the literature was completed to provide the history of middle level education. Beginning with an explanation of the work of the Committee of Ten in 189

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Dalton, Thomas H. "Innovative opportunity and school culture : a study of curriculum innovation in two secondary schools." Thesis, University of Leicester, 1985. http://hdl.handle.net/2381/35633.

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The aim of this research is to explore the social mechanisms and processes of curriculum change in two secondary schools, an urban secondary modern and a rural high school. The implementation of the Geography for the Young School Leaver Project provided the initial impetus for the research but as the schools' response to innovation was explored, other Projects and school-based initiatives became an integral part of the study. A first assumption was that the teaching in any curriculum area is partly determined by the system characteristics or cultural norms of the school. The thesis examines th

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Sikoyo, Leah Namarome. "Primary teachers' recontextualization of a curriculum innovation in Uganda." Doctoral thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8219.

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Includes bibliographical references (p. 280-295).<br>This study constructs an account of teachers' recontextualizations of the 'problem solving approach', a pedagogic approach prescribed for teaching primary school science by Uganda's official curriculum. It describes how sixteen teachers, located in eight primary schools, interpret and enact the pedagogic prescriptions of the problem solving approach. The study further explores the extent to which school contexts in which the teachers work influence their recontextualizing processes. The conceptual and analytical framework for the study draws

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Pack, Robert Harold. "Charter schools: Innovation, autonomy, and decision-making." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288954.

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This multiple case study examined one start-up and one conversion charter school in California. Eighty hours of classroom observations and thirteen teacher interviews were the basis for this descriptive comparative study. The research was guided by the following questions: (1) Do classrooms and school structures in these two charter schools appear different than traditional public schools; (2) Have teachers' methodologies changed since coming to teach at the charter school; (3) What are the similarities and differences between these two charter schools; and (4) Has teachers' autonomy changed s

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Syed, Zin Sharifah Maimunah. "Curriculum innovation - case studies of man and the environment in the Malaysian primary school curriculum." Thesis, University of East Anglia, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236385.

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Gugushe, Tshepo Sipho. "Perceptions of curriculum innovation among educators in South African dental schools - an explorative study." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2047.

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Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2009.<br>Curriculum changes that have occurred in most South African dental schools have been influenced by several factors such as organizational outlook (the dental school as a learning organization), legislative frameworks that have had an influence on higher education in South Africa and epistemological interpretations of these changes by educators within dental schools. Very little is known about how medical and dental educators experience curricular change or innovations that in effect may contest their established pe

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Books on the topic "Curriculum innovation"

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Yang, Siqi. Curriculum change and innovation. Hong Kong University Press, 2012.

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Asia-Pacific Symposium on Music Education Research (4th 2003 Hong Kong, China). Curriculum innovation in music. Edited by Yip Lai-Chi Rita, Leung Chi-Cheung, Lau Wai Tong, and Hong Kong Institute of Education. Dept. of Creative Arts. Dept. of Creative Arts, Hong Kong Institute of Education, 2003.

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1953-, Williams Scott A., and Phi Delta Kappa. Center on Evaluation, Development, and Research., eds. Restructuring through curriculum innovation. Phi Delta Kappa, Center on Evaluation, Development, and Research, 1993.

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Adeyemi, Martina A. Curriculum change and innovation: Impact on science curriculum projects. Deutchetz Publishers, 1995.

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Markee, Numa. Managing curricular innovation. Cambridge University Press, 1997.

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Jack, Sanger, ed. Inside information: Evaluating a curriculum innovation. University of East Anglia Centre for Applied Research in Education], 1985.

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Xu, Huixuan. Curriculum Innovation in East Asian Schools. Routledge, 2024. http://dx.doi.org/10.4324/9781003396284.

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Paechter, Carrie. Crossing subject boundaries: The micropolitics of curriculum innovation. HMSO, 1995.

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White, Roger Crombie. Curriculum innovation: A celebration of classroom practice. Open University Press, 1997.

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White, Ronald V. The ELT curriculum: Design, innovation, and management. Blackwell, 1988.

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Book chapters on the topic "Curriculum innovation"

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Docking, Sylvia. "Curriculum Innovation." In The Curriculum in Nursing Education. Routledge, 2025. https://doi.org/10.4324/9781003626008-7.

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Quek, Chwee Geok. "Curriculum Evaluation." In Education Innovation Series. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2697-3_14.

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Becher, Tony, and Stuart Maclure. "Evaluating curriculum innovation." In The Politics of Curriculum Change. Routledge, 2024. http://dx.doi.org/10.4324/9781003514251-9.

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Tan, Liang See, Letchmi Devi Ponnusamy, and Chwee Geok Quek. "Reclaiming the Curriculum." In Education Innovation Series. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2697-3_1.

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He, Ming Fang. "Diaspora Curriculum Theorizing." In Encyclopedia of Educational Innovation. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-2262-4_244-1.

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Mak, Barley, Chrysa Keung, and Alan Cheung. "Analyzing Curriculum Orientations of Kindergarten Curriculum." In Teacher Education, Learning Innovation and Accountability. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2026-2_9.

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See, Tan Liang, and Letchmi Devi Ponnusamy. "Weaving and Anchoring the Arts into Curriculum: The Evolving Curriculum Processes." In Education Innovation Series. Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4560-55-9_21.

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van den Bosch, Herman, and Mario Kieft. "The Hybrid Curriculum." In Educational Innovation in Economics and Business. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-017-1392-4_3.

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Gopinathan, S., and Abu Bakar Mardiana. "Globalization, the State and Curriculum Reform." In Education Innovation Series. Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-57-4_2.

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Little, Catherine. "Designing and Implementing Concept-Based Curriculum." In Education Innovation Series. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2697-3_4.

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Conference papers on the topic "Curriculum innovation"

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Gaggioli, Cristina, Claudia Lafranconi, Silvia Micheletta, Laura Menichetti, and Maria Ranieri. "THE JOINT CURRICULUM FOR INCLUSION. A CURRICULUM CENTERED ON TEN INNOVATIVE AND CREATIVE TEACHING METHODS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0894.

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Wang, Yan. "A Curriculum System Development Method of Embedded Curriculum Innovation and Entrepreneurship Based on Sentiment Analysis Model." In 2024 8th Asian Conference on Artificial Intelligence Technology (ACAIT). IEEE, 2024. https://doi.org/10.1109/acait63902.2024.11021838.

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Chacon, Fabio. "AI-BASED CURRICULUM EVALUATION IN HIGHER EDUCATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0216.

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Zhan, Hongchen, Xuxiu Yan, and Zhijian Zhang. "Exploration and practice of Curriculum-Competition-Innovation trinitycollaborative education system." In 2024 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2024. https://doi.org/10.1109/tale62452.2024.10834345.

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Halim, Erwin, Dhana Suvilitta Sie, Gregorius Hansel, Anderes Gui, Dedy Syamsuar, and Ai Ping Teoh. "Revamping Curriculum Designs in Digital Talent Accelerators for the Modern Technological Landscape." In 2024 Research, Invention, and Innovation Congress: Innovative Electricals and Electronics (RI2C). IEEE, 2024. https://doi.org/10.1109/ri2c64012.2024.10784443.

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Grundke, Ernst. "Session details: Curriculum innovation." In SIGCSE09: The 40th ACM Technical Symposium on Computer Science Education. ACM, 2009. http://dx.doi.org/10.1145/3247351.

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Ridgway, Jim, James Nicholson, and Sean Mccusker. "Embedding statistical assessment within cross-curricular materials." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07903.

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Many subjects in the school curriculum engage with contexts where multiple factors interact. Historically however, data have rarely been used at school level in such contexts because of the difficulties inherent in understanding multiple variable relationships. Stronger links across traditional subjects has proved an elusive aspiration for curriculum developers. We are currently engaged in a pilot project with the Northern Ireland Curriculum Authority (CCEA) to use some innovative interfaces with multivariate summary data as a focus for multiple perspectives on various contexts. Innovations in

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Siddique, Zahed, Patricia Hardre´, Amy Bradshaw, Mrinal Saha, and Farrokh Mistree. "Fostering Innovation Through Experiential Learning." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28892.

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Globalization has put engineering education and the profession at a challenging crossroad. The impact of rapid technological innovations on modern societies has been amplified by the globalization of the economy. The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on the research and development of instructional activities that address the engineering competencies related to innovation. Engineering educator

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Eisenbart, Barbara, and Johannes Kirch. "CURRICULUM DESIGN AND INNOVATION – TEACHING DIGITAL INNOVATION AND TECHNOLOGY." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1553.

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Galego, Diego, Waldo Soto, Gabriela Carrasco, Marlene Amorim, and Marta Ferreira Dias. "Embedding Social Innovation in Latin America Academic Curriculum." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8184.

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Recently we have witnessed the growth of social innovation initiative as a viable approach to address many challenges of contemporary societies across the social, cultural, economic, educational and environmental domains. Social innovation stes up to develop alternative, and sustainable solutions to social issues by means of organizational models that rely on strong civic engagement and participation across private and public sectors. As such, social innovation holds a strong potential for the transformation of societies and has attracted a growing interest from researchers, practitioners and

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Reports on the topic "Curriculum innovation"

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Kwek, Dennis Beng Kiat. A theory-driven synthesis and evaluation of NIE curriculum and pedagogical innovation and reform research. National Institute of Education, Nanyang Technological University, Singapore, 2022. https://doi.org/10.32658/10497/29671.

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There have been increasing calls to determine the impact of educational research in Singapore. "What works" is a key question that has been asked of many programmatic interventions and innovations that attempts to change or improve particular aspects of teaching, schooling and learning. This Start-Up Grant (SUG) application sought to use theory-driven evaluation (TDE) approaches on an important research niche area in NIE- curriculum and pedagogical innovation and reform (CPIR) research. It builds on the understanding of casual mechanisms developed in realist synthesis approaches to evaluate an

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Lim, Chae-Mi. Not by making things better but by playing the game differently: Business Models Innovation course for fashion curriculum. Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-279.

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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and p

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Green, Crystal, and Lauren Ziegler. The Messy Middle. HundrED, 2023. http://dx.doi.org/10.58261/kgic1847.

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In the last decade, HundrED has collaborated and learned from a diverse global community of innovators, educators, school leaders, and other stakeholders in over 100 countries. This paper begins to address questions from our research agenda, particularly those related to the complex process of innovation implementation at scale. We define the messy middle as the phase marked by complexity and uncertainty that occurs after an innovation has been tested and validated but before it has been institutionalised as part of standard practice in a classroom, school, or system. Following Rogers’ diffusi

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McElhaney, Kevin, Rochelle Urban, Danae Kamdar, Anthony Baker, KellyAnn Tsai, and Jeremy Roschelle. Practitioner-reported Needs for Enacting, Implementing, and Adopting OpenSciEd Curriculum Materials. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/215.

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OpenSciEd curriculum materials and professional learning resources are Creative Commons licensed, freely available, and aligned with the Next Generation Science Standards (NGSS). This report offers direction to researchers, practitioners, policymakers, and developers by identifying OpenSciEd practitioners’ most urgent needs, the factors driving these needs, promising approaches for addressing these needs, and implications for OpenSciEd-enabled research. We gathered survey responses from 155 teachers and leaders and conducted focus group interviews with 28 of the survey respondents. Our analysi

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Lim, Kenneth Yang Teck, and Longkai Wu. The development of a framework for the effective translation of educational research into sustained practice in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27412.

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This project arose from the need to engage in translation and scaling efforts from previous technologically mediated research projects; this is in line with the strategic direction set by the third tranche of research funding at the OER. The concepts of diffusion, scaling and translation are contested and are sometimes framed too narrowly from the paradigm of numbers progressing along a unilinear trajectory alone; to an extent, this paradigm arises from how translation has been understood from the bioscience and pharmacological industries. Transposing these understandings to the Social Science

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Chuulu, Yvonne M., Smith K. Bweupe, Ing’utu A. Kalumiana, Barbara M. Kasonde, and Mathews Musonda. Increasing Access to Open Schooling through an e-Learning Intervention: A Case Study from Zambia. Edited by Tony Mays. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5223.

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During 2019–21, the Ministry of General Education in Zambia piloted an open and innovative schooling (OIS) programme. It used an e-learning model that involved developing and sharing curriculum-based open educational resources (OER) to supplement other teaching and learning processes. The resources could be accessed through both online and offline means. The programme was implemented in 15 centres that supported distance learners and five schools where traditional face-to-face learning took place. A tracer study was conducted among learners, teachers and head teachers who participated in the p

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Day, Rita. Integrating a Business Industry Advisory Board within the Triple Helix Framework. Vilnius Business College, 2024. https://doi.org/10.57005/ab.2024.4.2.

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The Triple Helix Model of Innovation, which emphasises the dynamic interactions between academia, industry, and government, offers a powerful framework for fostering innovation and economic development. Embedding a Business Industry Advisory Board (BIAB) within this model can enhance collaboration, ensure alignment with market needs, and provide a strategic platform for knowledge transfer. A BIAB typically consists of industry leaders, business experts, and policymakers who advise academic institutions on curriculum development, research agendas, and engagement with industry trends. This advis

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Sidneva, Maria. Formation of innovative perception of the curriculum. Intellectual Archive, 2024. https://doi.org/10.32370/iaj.3213.

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Abstract:

Классические учебные пособия , как правило не содержат в учебном материале инновационной составляющей и молодые специалисты , для того что бы успешно конкурировать на инновационном и высокотехнологическом рынке труда вынуждены самостоятельно готовиться и познавать новые технологии с точки зрения их инновационного применения Естественно специфика применения приёмов и методов оптимизации и модификации известной технологии для её использования в комплексном инновационном процессе могут существенно отличаться для каждой отрасли , но в учебном заведении важно довести до слушателей , прежде всего ба

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Voutilainen, M. Mariah, and Crystal Green. Spotlight on Gamified Curricula. HundrED, 2024. http://dx.doi.org/10.58261/ikck1648.

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Abstract:

Given its potential for motivating and engaging learners and teachers alike, HundrED and partner Supercell teamed up with the aim of bringing attention to and curating education innovations that gamify curricula. Our assertion is that gamification should be used more systematically; it has the potential to foster innovative learning environments for young people aged 16-25, especially those from marginalised backgrounds, often difficult for the gaming industry to reach. Our search for and identification of 10-15 impactful and scalable education innovations fulfilling the Spotlight criteria rev

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