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Journal articles on the topic 'Educational innovations Education'
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Mykhailyshyn, Halyna, Oksana Kondur, and Lesia Serman. "Innovation of Education and Educational Innovations in Conditions of Modern Higher Education Institution." Journal of Vasyl Stefanyk Precarpathian National University 5, no. 1 (April 25, 2019): 9–16. http://dx.doi.org/10.15330/jpnu.5.1.9-16.
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The article describes the different approaches to the interpretation of educational innovations and innovations in education. The modern labor market requires graduates ability to operate such technologies and knowledge that meet the needs of the information society, prepare young people for new roles in this society.
It is necessary to distinguish between the concepts “educational innovations” and “innovations in education”. Innovation in education is a broader concept than educational innovation. They include educational, scientific and technological, infrastructural, economic, social, legal, administrative and other innovations. Educational innovations are understood as a procedure or method of educational activity that differs significantly from established practice and is used to increase the level of efficiency in a competitive environment. Educational innovations include pedagogical innovation, scientific and methodological innovation, educational and technological innovation. It is substantiated that the education market is one of the most important elements of the national innovation system. Higher education institutions that have chosen an innovation-based development, become competitive leaders on the education market. The formation of new forms of education and the use of perfect controlling mechanisms at each educational institution will give the opportunity to create single educational space, which is able to meet the needs of society in quality education with specific opportunities of customers in the educational market. The main components of the innovation development of higher education institutions are determined
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Benabarre, Rosa, and Jordi Garreta-Bochaca. "¿Innovación bajo presión? Autoridades educativas, familias y profesionales e innovación educativa." Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, no. 16 (July 5, 2021): 187–208. http://dx.doi.org/10.15257/ehquidad.2021.0019.
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INTRODUCTION. Educational innovation is experiencing in Catalonia (Spain) what has begun to be called a "third pedagogical spring" that is leading to a significant increase in schools that make changes at different levels. METHOD. In this context, taking as a reference classifications of types of educational innovation (innovations in the formative structure, pedagogical, process, teacher training and the educational chain), the article presents the analysis of questionnaire carried out on the whole of the population (N) of non-university educational centers of the Territorial Education Service of Lleida (Catalonia). The intention of the questionnaire, and of the research project, was to detect: the degree of innovation of the non-university educational centers as a whole (differentiating the different educational levels), the degree to which this innovation is sustainable over time, the reasons that lead to innovation and its degree of success. In summary, the RESULTS indicate that there really is an "innovative spring" (although some levels of education are higher than others) that can be generalized, as other studies indicate, to the whole of Catalonia. This spring focuses mainly on the implementation of pedagogical actions, formative structure and with the educational chain and is motivated by the interest of improving results, motivation, learning... of students. Although entering into DISCUSSION with other studies also responds to pressure from society and families for educational change.
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Wilbeck, Jennifer, and Margaret (Betsy) Babb Kennedy. "Educational Innovations for Continuing Education." Advanced Emergency Nursing Journal 40, no. 3 (2018): 194–97. http://dx.doi.org/10.1097/tme.0000000000000198.
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Sahuichenko, Valentyna. "INNOVATION IN EDUCATION: THE PHILOSOPHICAL AND EDUCATIONAL ASPECT." Educational Discourse: collection of scientific papers, no. 12(4) (May 7, 2019): 7–27. http://dx.doi.org/10.33930/ed.2019.5007.12(4)-1.
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Turning to the classics of innovative pedagogy, it is necessary to look for practical ways to implement the normative and legal documents of Ukraine on issues of innovation in education, namely: to pay attention to the terminology, purpose and principles of state innovation policy, objects of innovation activity, subjects. It is important to emphasize that innovations are determined by newly created (applied) and / or improved competitive technologies, products or services, as well as organizational and technical decisions of an industrial, administrative, commercial or other nature that significantly improve the structure and quality of production and (or) social sphere. when educational innovations recognize the first created, improved or applied educational, didactic, educational, management systems, their components, which significantly improve the results of educational activities and reforms.
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Serdyukov, Peter. "Innovation in education: what works, what doesn’t, and what to do about it?" Journal of Research in Innovative Teaching & Learning 10, no. 1 (April 3, 2017): 4–33. http://dx.doi.org/10.1108/jrit-10-2016-0007.
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Purpose The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system. Design/methodology/approach The paper is based on a literature survey and author research. Findings US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning. Practical implications Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education. Social implications Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society. Originality/value Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.
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Kravchenko, Olena I., Dmytro S. Tymchuk, Tetiana H. Pavlych, Dmytro P. Kyslenko, and Olena V. Lutsenko. "Educational Management of Innovative Pedagogical Process in Higher Education Institutions (HEIs)." International Journal of Higher Education 9, no. 7 (August 4, 2020): 1. http://dx.doi.org/10.5430/ijhe.v9n7p1.
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The article proves that one of the objectives of the contemporary high school is developing the potential of all participants of the pedagogical process, giving them opportunities for revealing creative abilities. Such a change in the role of education in society has led to innovative processes. We distinguish the following elements of innovative activity in HEIs: the goal (increasing the efficiency of resource use in the HEIs), the content (the processes of creating and applying the innovations, including regular ones) and the product (the quality of training the graduates of the HEIs). We also identified the following types of innovation: organizational, processive and productive, which are the subjects of innovative activity in the HEIs. Under these circumstances, the planning and application of innovations are considered as the area of involving teachers into innovation activity. We specified the factors increasing the number of innovative activities: organizational and technological preparation of creating innovations is considered pre-innovation activity; the production of innovations depends on research and scientific work; the application of innovations includes the stages of implementation, design and dissemination. We distinguished contextual, educational, scientific and innovative processes and the process of strategic development of human potential. We identified the prospects of researching the innovative environment of HEIs as a condition for effective innovative activity of teachers. Generally, the structure of indirect management of the innovative process includes the main stages of the reflexive regulation of searching a new idea: the stages of criticism, conscious rethinking and normalization of the activity. The organizational structure of such management includes the following stages: diagnostic, regulatory, analytical and verification. Knowledge of the varieties of structures and their main stages is necessary to define the whole system of reflective management, because the innovation process consists of micro-innovation processes, which need to be adjusted in communication. We analysed the basic structural components of the authors’ technology of managing the innovation process at the department level as a structural part of НЕІs.
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Fullan, Michael. "Managing Educational Innovations. Audrey Nicholls." Comparative Education Review 29, no. 3 (August 1985): 421–22. http://dx.doi.org/10.1086/446540.
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Fitouri, Chadly. "Cultural Models and Educational Innovations." Oxford Review of Education 12, no. 2 (January 1986): 125–33. http://dx.doi.org/10.1080/0305498860120204.
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Towndrow, Phillip A., Rita E. Silver, and James Albright. "Setting expectations for educational innovations." Journal of Educational Change 11, no. 4 (July 8, 2009): 425–55. http://dx.doi.org/10.1007/s10833-009-9119-9.
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Beck, Sarah W. "Educational innovation as re-mediation: a sociocultural perspective." English Teaching: Practice & Critique 16, no. 1 (May 2, 2017): 29–39. http://dx.doi.org/10.1108/etpc-07-2016-0085.
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Purpose The purpose of this theoretical essay is to discuss recent scholarship in sociocultural studies of literacy – including two recent books by Peter Smagorinsky (2011) and Luis Moll (2013) and recent articles by Gutierrez and Engestrom – and to synthesize ideas from this scholarship into a coherent lens for understanding innovations in language and literacy education and in education more broadly, when language is seen as the means through which transformation of thought is achieved. Design/methodology/approach This essay uses ideas from Vygotskian theory, as interpreted by Moll, Smagorinsky, Gutierrez and Engestrom, to re-conceptualize innovation – a theme of current importance in literacy education and indeed education broadly – as culturally mediated. The author discusses specifically two examples of recent innovations in educational practice – the notion of multiliteracies and approaches to teacher education based on hybrid activity settings that link researchers and teachers, university and school. Findings As this is not an empirical study, there are no findings per se. However, the author’s discussion of innovation through a sociocultural lens focuses on re-mediation and the deliberate, conscious setting of goals as a means for construction knowledge in, and about, innovations in literacy teaching and learning. Also, the author concludes the essay with several principles by which to evaluate innovations from a sociocultural perspective. Research limitations/implications This conceptual paper has the potential to contribute to new ways of applying sociocultural theory in literacy teaching and research, particularly research that involves the study of innovative, transformative practices in teaching and learning. Originality/value This essay offers a theory-driven reconceptualization of innovation for use in educational research and practice, which has a potential value as an antidote to shallow, narrow and/or prescriptive models of language and literacy innovations that are offered to practitioners. Put another way, it offers readers a new way to think about innovation in sustainable and culturally relevant terms.
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Bogush, Alla. "Pedagogical message of innovative activity of future specialists." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 2 (131) (June 25, 2020): 31–37. http://dx.doi.org/10.24195/2617-6688-2020-2-4.
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In the article, based on the analysis of the source and scientific base of the problem of innovation and innovative activity, the key concepts of further research are described, the discussion issues are characterized and our view on the studied construct is outlined. We understand the pedagogical message as a pedagogical professional orientation and the content of innovative activity of future specialists in various fields of education. Definitions of concepts and phenomena “innovation”, “innovation in education”, “innovational activity”, “pedagogical provision in innovation education” are considered. The origin in the scientific circulation of the concept of “innovation” has been clarified. We understand pedagogical innovations as a creative educational process of innovations aimed at updating the content, forms, means and methods of teaching and education, application of new (both in content and form) technologies, organizational dialogue, interactive forms of teacher interaction with students who change globally the nature of the acquisition of professional skills by future specialists and certify the effectiveness of the end result. We consider the innovative activity of students as the orientation of the student’s personality to active scientific and pedagogical activity to obtain new educational, scientific or professional information, immersing themselves in a new information space. The origins of research on the problem of “innovation” and “innovative activities” date back to the second half of the ХІХ century in foreign pedagogical science with the emergence of a new pedagogical field – experimental pedagogy (A. Binet, O. Decroly, A. Lai, E. Clapered, V. Kilpatrick, E. Mayman, E. Thorndike and others), the core of which was creative development of the personality. The historical scientific digression on the studied construct testified to the priority of the functioning of the related term “innovation”, which was formulated by E. Rogers. According to M. Lapin, “innovation” is a conscious introduction also in the main features of reproduction (replication), change of the structure and (or) process of functioning of the sociotechnical system as an element or subsystem and meet both the laws of society development and internal laws of development of object that changes. Under pedagogical innovations we will understand the creative educational process of innovations aimed at updating the content, forms, means and methods of teaching and educating future professionals, the use of new (both in content and form) technologies, organizational dialogue forms of teacher-student (professor-students) interaction, which globally change both the content and forms of its acquisition and educational outcomes. We understand innovative activity in the educational process of higher education institutions as an integrated interaction of teachers-innovators of professional disciplines, activities of students-performers and students-initiators, ready not only to introduce innovations in the process of their professional training, but also to initiate innovations.
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Yaroshenko, Evgeniya Valerievna, Yulia Ivanovna Zhuravleva, and Zakir Magomedovich Zapirov. "The implementation of the gender approach in the educational organization." KANT 38, no. 1 (March 2021): 357–62. http://dx.doi.org/10.24923/2222-243x.2021-38.75.
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The genderalization of the learning process is currently of key importance for the formation of the academic and political foundations of pedagogical innovations in the education system. This article presents the results of a study aimed at defining the concept of modern pedagogical innovations in the field of gender education. The analysis of the obtained data allowed us to identify seven different concepts of the concept of gender pedagogical innovations, formulate an updated definition and propose a cycle of the pedagogical innovation concept. The article analyzes the factors contributing to the successful implementation of gender-based innovative pedagogical practices in the education system. Considers the issues of configuration and level of intensity of the influence of different gender factors involved in the implementation of innovative pedagogical practices, the relationship between the level of intensity of the identified factors affecting the dynamics of pedagogical innovation and change level of the education system as a whole.
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A. Evreeva, O., and . "Innovation in Education: Goals and Prospects." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 163. http://dx.doi.org/10.14419/ijet.v7i4.38.24344.
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The focal point of the paper is the study of one of the actual challenges of the modern educational philosophy, i.e., the problem of innovations in education. This point encompasses the definition of targets and prospects describing the development of an educational environment. The focus of the paper is the essence of innovations in an educational process. We proceed from the idea that it is critical to outline the reasons that determine innovations. We believe that they emerge as necessary changes in a traditional educational paradigm and the model of the educational system. Of much importance is the understanding of the goals and the prospects of innovative educational processes. Therefore, we describe the goals, methods and means of modern educational innovation policy. Our major finding is that they stem from global economy’s challenges emerging in the conditions of postindustrial society both at global and local levels. Consequently, education, as a unique resource for the development of society, is a subject for transformation of its structure and content. Another important finding is the critical role of innovative education as the major shaper of the relations that will determine the future of our civilization. This future depends on the personality that originates from the new educational system.The authors’ conclusions emerge as a combination of empirical facts from the sphere of Russian and foreign educational experiences, and as the provisions of selected educational concepts and strategies.
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Danilov, Sergey, Margarita Lukyanova, and Irina Aryabkina. "Methodological and practical aspects of pedagogical innovation logistics application in the regional educational holding." Revista Amazonia Investiga 9, no. 28 (April 21, 2020): 30–41. http://dx.doi.org/10.34069/ai/2020.28.04.4.
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Transition to a post-industrial society determines the development of an educational system through innovations. To address the related issues, we need a methodology lined up with the post-industrial society and capable of maintaining effective innovation management in education. Creation of much-in-demand, competitive, and economically attractive educational innovations is largely associated with combined efforts of several educational organizations. Once merged in a territorial educational cluster, they establish conditions for a complete innovation life cycle. A driving mechanism for innovations to move throughout the entire life cycle is logistics. So far, two scientific positions have been formed in relation to the use of logistics in education. The first position is represented by educational logistics aimed at sustainable functioning of the educational system infrastructure. The second one encompasses pedagogical logistics, which facilitates effectiveness and quality of the teaching and educational process. None of them aim at development of an educational organization or its pedagogical system being implemented. Boosting the situation already in place could be done through integration of the educational and pedagogical logistics’ achievements supplemented by the idea to develop an educational infrastructure with a pedagogical system already in place into pedagogical innovation logistics. This logistics serves as a methodological basis of pedagogical innovations management in education. The scope of such logistics is a territorial educational cluster; its subject is infrastructural, educational, integrative flows, a flow of obstacles, and a pedagogical innovation flow. As a matter of applicability, the efficiency of pedagogical innovation logistics has been tested with a regional educational holding being an example. Its performance has been analyzed by using six criteria that evaluate the changes in the pedagogical innovation flow: rate, capacity, reference quality assessment, density, content variability, and uniformity. The data obtained have provided the evidence of practical efficiency of pedagogical innovation logistics.
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Mullakhmetov, Khanif Sharifzyanovich, Rosalia Mullamehametovna Aminova, and Ilnara Ilshatovna Filimonchuk. "Administrative Innovations as Necessary Condition of Competitiveness in Schools." Journal of Educational and Social Research 9, no. 4 (October 1, 2019): 21–26. http://dx.doi.org/10.2478/jesr-2019-0050.
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Abstract In the present-day education environment, requiring managerial flexibility in assessing ongoing changes, innovation becomes a prerequisite for effective management, and professional and psychological readiness of managers to apply management innovation – an indicator of managerial potential. Management innovation is today the “bottleneck” of educational management theory and practice. There are no theoretical models that are directly related to managerial innovation; technological innovations take priority in the practice of educational management; incorrect interpretation of innovations blunts their effectiveness. The school's competitive advantage today is not determined primarily by capital accumulation, but by the ability of management to initiate, appreciate and use changes, to learn faster than the rest from the experience of the changes. New theories of growth emphasize that it is the development of innovations that is an engine of sustainable educational growth. These circumstances determine management innovations as the domain that is the most in-demand for the development of education under the conditions of today.
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Schröder, Antonius, and Daniel Krüger. "Social Innovation as a Driver for New Educational Practices: Modernising, Repairing and Transforming the Education System." Sustainability 11, no. 4 (February 18, 2019): 1070. http://dx.doi.org/10.3390/su11041070.
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Based on the results of the EU funded Social Innovation – Driving Force of Social Change (SI-DRIVE) project the major challenges and needs of education and lifelong learning worldwide are revealed, focusing on solutions via new educational practices delivered by social innovations and embedding civil society. Against this background, a more learner-oriented approach instead of institutional improvements is presented. Based on the results of SI-DRIVE’s global mapping of more than 200 innovative education initiatives and 18 in-depth case studies, the article spotlights the relevant settings and success factors of social innovations in education, leading to a system related typology of social innovation. New ways of repairing, modernising and transforming education as well as separated approaches are illustrated showing the underdeveloped, unexploited and unrecognised potential of this kind of innovation. For setting up a more innovation friendly environment, it is particularly important to realise a paradigm shift towards a learner perspective and rationality. More leeway and new governance structures for integrating and fostering social innovations and unfolding the potential of all societal sectors for enhancing education are necessary. This especially includes a more active and new role of universities in enabling, exchanging, moderating and researching social innovation.
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DESYATOV, Tymofiy. "MODERN INNOVATIONS IN PEDAGOGICAL EDUCATION." Cherkasy University Bulletin: Pedagogical Sciences, no. 1 (2021): 5–9. http://dx.doi.org/10.31651/2524-2660-2021-1-5-9.
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The article is devoted to technologicalization in higher pedagogical education, specific features of technological approach to teaching, expansion of innovations, including creation and constant updating of digital content for each educational program, providing free access to information resources, extensive use of external and internal platforms for professional develop-ment. It is proved that the “clip” specifics of assimilation of information by modern youth should be taken into account in the teacher’s professional activities, which requires a new idea for didactics and subject methods of diagnostic whole teaching. It is investigated that the personal-and-activity approach is the concept of learning through activities, which is formed in the activities, determines the nature of this activities and communication. It is emphasized that creative educational activities are focused on the creation of a creative educational project by students, but the main emphasis of creative activities is a creative personality that has specific characteristics of quality and properties. The article proves that the basic potential of individual learning is laid in a relatively new scientific direction, called “neurodidactics” – “neuroeducation”, “neuropedagogy” – “neuropsychopedagogy”, based on the study of the interaction of brain and psyche, functional brain.
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Mikheeva, Tatyana, and Viktoriya Pankova. "On the theory of innovative education." E3S Web of Conferences 273 (2021): 12111. http://dx.doi.org/10.1051/e3sconf/202127312111.
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Innovative education is a purposeful process of education and innovative training of a person, contributes to the development of his creative abilities, self-learning skills, self-improvement. The main objective of innovative education, formulated from the perspective of the mechanisms for the development of post-industrial civilization, is to ensure that the quality of human development is ahead of the way. As an important area of social activity, education outpaces other forms of social activity in its development. Innovative activity in education is a multi-component social activity. Innovations in professional education express the integrative content of technical and technological, pedagogical, organizational and managerial, socio-economic innovations. These innovations ensure the innovative development of not only professional education, but also science, production, economy, management and the social sphere. Innovative processes in vocational education are put into practice in innovative education. Pedagogical innovations involve a personal and creative process of organizing the educational process, they cover the entire field of education. The contradiction between the demand of society for the quality of vocational training of university graduates, able to purposefully and effectively carry out self-education and self-preparation for productive activities in the constantly changing external environment and the real practice of educational process in universities, actualizes the problem of self-education and self-training of students for innovative professional activities. Innovative process and innovation in connection with the implementation of new state educational standards in Russian secondary and higher education are gaining special status.
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Caliskan, Aysun, and Chang Zhu. "Organizational Culture and Educational Innovations in Turkish Higher Education: Perceptions and Reactions of Students." Educational Sciences: Theory & Practice 20, no. 1 (January 28, 2020): 20–39. http://dx.doi.org/10.12738/jestp.2020.1.003.
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With the enormous scientific and technological developments, higher education institutions are facing rapid structural, social, technological changes. Because they are considered as an important center of talent development and knowledge production and sharing for countries. To fulfill their educational, social and economic needs, higher education institutions need to respond to changing education needs, to adopt the more flexible modes of organizational culture. Organizational culture is a promotive environment which influences values, assumptions and beliefs. In an innovative culture, people can easily develop new ideas and exhibit collaboration. Therefore, this paper examines the relationship between the organizational culture features and the perceptions and student reported implementation with regard to student-centered learning, collaborative learning and use of innovative educational technologies in Turkish higher education. Four universities were involved, and 894 students responded to a questionnaire comprising three groups of questions. The three groups of questions capture (i) demographic characteristics, (ii) student perceptions of organizational culture, (iii) students’ perceptions of and responses to educational innovations comprising the following scales in a survey study. The results show that features of organizational culture affect students’ perceived need for innovation, their views about innovative approaches to instruction, responsiveness to instructional innovations and the perceived implementation level of educational innovations. In addition, differences among the institutions were examined and discussed. The study concludes that hierarchical structure, lack of open communication and autonomy, workload, lack of financial resources and support are main barriers for educational innovations in Turkish universities. It also implies to understand the link between organizational culture and educational innovations in Turkish higher education context.
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Bezliudna, Vita. "EFFICIENCY OF INNOVATIVE TECHNOLOGIES APPLICATION IN THE PROCESS OF TEACHING FOREIGN LANGUAGES AT NON-LANGUAGE SPECIALTIES IN HIGHER EDUCATIONAL INSTITUTIONS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 54–59. http://dx.doi.org/10.31499/2307-4906.1.2021.228590.
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Innovative processes in the field of education and innovation as a scientific discipline are designed to reveal the essence of scientific design and masterful implementation of innovative technologies, to identify regular links between traditions and innovations, to substantiate management models of systemic innovations in educational institutions.The article analyzes the effectiveness of innovative technologies in the process of teaching foreign languages at non-language specialties in higher educational institutions. The concepts of “innovation”, “educational innovations”, “innovative learning” in the context of foreign language training of students of non-language specialties of higher education institutions are characterized. It was found out that innovative technologies in the process of teaching foreign languages in higher education institutions are considered by scientists on the basis of the principles of competence, activity and communicative approaches, in developing effective teaching models based on systematic research, application of modern teaching methods, involvement of students in project activities, problem methods using, application of information and telecommunication technologies. The author emphasized that the most effective among educational innovations that promote the study of foreign languages in non-language higher education institutions are interactive and information and communication technologies that give the educational process a dialogical nature, which can significantly improve and facilitate foreign language learning. The study confirms the effectiveness and efficiency of innovative technologies in the teaching of foreign languages in non-language HEIs, which provide unlimited opportunities for independent work of students, are the means by which teachers can develop individual characteristics of students, their intellectual, communicative and creative abilities, increase motivation to learn a foreign language, create a comfortable learning environment.
Keywords: innovations, innovative technologies, foreign languages, students, institutions of higher education, competence approach.
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Thomas, Kris G., Andrew J. Halvorsen, Colin P. West, Eric J. Warm, Jerry Vasilias, Eileen E. Reynolds, John G. Frohna, and Furman S. McDonald. "Educational Innovations Project—Program Participation and Education Publications." American Journal of Medicine 126, no. 10 (October 2013): 931–36. http://dx.doi.org/10.1016/j.amjmed.2013.06.023.
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Code, Jonathan M. "Innovations in Agroecology Education." Journal of Education 197, no. 3 (October 2017): 34–45. http://dx.doi.org/10.1177/0022057418782353.
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Due to the complexity of agroecological studies and contexts, some agroecology educators are seeking to innovate in their pedagogical approach and course design. Through action research enquiries, “action education” innovations are being developed which not only shift and explore new approaches to the learning process, but also shift the relationships and dynamics between students and faculty, between learners and practitioners, and between people and place. Action enquiry has revealed a “learning-doing” gap that agroecology educators identify as an unintended consequence of lecture-based, and theory dominant, pedagogies. A critical stance to epistemological and ontological aspects of their approach would further enhance these innovative educational initiatives.
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Maiorov, Andrey A. "Management of a higher education institution and ways to implement effectively its innovation policy." Economic Consultant 34, no. 2 (June 1, 2021): 42–51. http://dx.doi.org/10.46224/ecoc.2021.2.5.
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Introduction. The utilization of innovation activity mechanisms increases the competitiveness and quality of educational services. The necessity to develop an innovative environment, to intensify the innovative activity of higher education institutions determines the relevance of research in the field of innovative management. The purpose of the article is to identify ways to implement effectively the innovation policy of a higher educational institution. Materials and methods. A theoretical analysis of research materials (data of ratings of technological innovations in education, publications in periodicals, conference proceedings, and analytical materials) was used. Results. The main innovative educational factors and technologies were identified: educational virtual and media technologies, human resource management, balanced scorecard as an innovative technology, bimodal educational systems. Discussion. The main functions of the educational knowledge management system are in solving interrelated problems: in the formation of innovative and self-learning corporate human capital; in social conditions, within which this capital realizes itself in the creation of innovations demanded by the market and other consumers in the form of educational products.
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Abdelhamid, Mariam. "Innovations in economic education." Journal of Interdisciplinary Studies in Education 8, no. 1 (April 7, 2019): 175–78. http://dx.doi.org/10.32674/jise.v8i1.678.
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Economic integration in the K-16 space is one facet of the American education system that depicts inadequacy yet potential. Mary Beth Henning alongside several educational specialists and economists illustrate how economics can be taught in a multidisciplinary manner through the mandated disciplines, such as math, reading, and history. The authors of this book demonstrate the need for students to develop an economic way of thinking through three majors themes focusing on: interdisciplinary integration of economics, blended learning, and economic educator preparation. I would highly recommend this book to K-16 educators looking to integrate economics into core academic subjects through age-appropriate and relevant examples intending to promote economic ways of thinking among students.
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Nezhyva, Olga. "SMART-EDUCATION IN TODAY'S EDUCATIONAL SPACE." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 37–40. http://dx.doi.org/10.36550/2415-7988-2021-1-194-37-40.
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The article considers Smart-education and its basic principles. The author presents that Smart-education is a learning process which uses technological innovations and Internet resources. After all, it gives students the opportunity to acquire professional competencies based on a systematic multidimensional vision and study of disciplines, taking into account their multifaceted nature and continuous updating of content. The article shows the concept of Smart-education, which reflects the creation of an intellectual environment, continuous development of competencies of participants in the educational process, including formal and informal learning activities based on the latest technologies. Thus, the introduction of Smart-technologies in education will lead to the transition from the old system of reproductive knowledge to a new, creative form of learning using innovative methods, and will provide the necessary knowledge and skills that will not be necessary for students in the future. In the article, the author notes that education, which is based on three educational activities, ie arithmetic, reading, writing, moves to education that improves such seven skills as: creativity and innovation; communication; intercultural understanding; cooperation and leadership; ICT literacy; career and life skills, critical thinking and problem solving. These are the seven skills that Smart-education in the 21st century will incorporate. At the same time Smart-education implies that the teacher must use technological innovations and Internet resources. Thus, smart education provides new opportunities for teachers, namely to share experiences and ideas, do more research, save time, and so on. As a result, in Smart-education the teacher is the person who is represented on the Internet through: distance learning, presentation of courses; conducting video lectures; consultancy; checking tasks; conducting face-to-face and correspondence seminars and web conferences. Smart education also has certain tasks, namely the development and implementation of electronic textbooks; strengthening education in the field of ethics of using ICT to solve ICT-related social problems; creating a basis for educational services; etc.
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Sysoieva, I., O. Miklukha, N. Pozniakovska, О. Balaziuk, O. Miklukha, L. Akimova, and B. Pohrishchuk. "SOCIAL INNOVATIONS IN THE EDUCATIONAL SPACE AS A DRIVER OF ECONOMIC DEVELOPMENT OF MODERN SOCIETY." Financial and credit activity: problems of theory and practice 3, no. 38 (June 30, 2021): 538–48. http://dx.doi.org/10.18371/fcaptp.v3i38.237486.
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Abstract. The main provisions of the conceptualization of the introduction of social innovations in education and science, which constitute the internal content and is one of the main essential forms of economic development of modern society, are substantiated.
It has been studied that the leading countries in terms of the number of the most innovative companies in the world are industrialized countries, high-income countries, as the United Kingdom (not a member of the EU since 2020), Ireland, Cyprus. However, Bulgaria, Italy, Malta, Germany, Portugal, Slovakia, Hungary, Croatia and the Czech Republic remain the least educated countries in recent years.
There is a need for in-depth reforms of the education system and focusing on additional research missions. and business activities.
It has been proven that one of the most important and widespread elements of the architecture of innovation infrastructure in the world, which is a supply component, is higher education institutions (HEIs), and the largest number of leading universities is in the United States and the United States. Kingdom. The role of social initiatives in increasing the competitiveness of Ukrainian higher education institutions is highlighted. budget funds in the future. The normative basis for such implementation may be the EU Public Procurement Directive.
Based on a study of foreign experience in innovation, it was found that to stimulate innovation of domestic enterprises is important to improve the legislation governing issues related to innovation; improvement of innovation structure: creation of innovation centers, consulting centers, innovation banks; development of development programs and active state support of innovatively active enterprises and financial stimulation of competitiveness of Ukrainian universities and increase of motivational incentives for teachers of educational institutions.
Keywords: social sphere, innovations, innovation project, rating of world innovations, investments, sustainable development, innovations in education.
JEL Classification M41, H20, Н44, А1
Formulas: 0; fig.: 1; tabl.: 7; bibl.: 13.
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Nunnery, John A. "Book review of Research on Educational Innovations." Journal of Education for Students Placed at Risk (JESPAR) 3, no. 2 (April 1998): 197–99. http://dx.doi.org/10.1207/s15327671espr0302_8.
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Syman, Kuanysh Zh, Vladimir P. Andronov, Zoya I. Girich, Irina V. Rodionova, and Marina Y. Litwinowa. "Professionals and the problem of introducing innovations in the university: prospects for the development of distance education, advantages and disadvantages." LAPLAGE EM REVISTA 7, no. 3B (September 21, 2021): 202–12. http://dx.doi.org/10.24115/s2446-6220202173b1538p.202-212.
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The purpose of this work is to identify and substantiate the problems of introducing innovations in the university. For the purpose of the study the following methods are used systematic analysis of philosophical, pedagogical and psychological scientific literature, researching and summarizing of educating experience; the survey. Education badly needs effective innovations of scale that can help high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the teacher readiness to innovative activity. The analysis of the teachers accepts to innovations demonstrate that the implementation of pedagogical innovations accompanies certain problems of future teacher activity during training at the university. Main factors and reasons determining the teachers’ innovation resistance could be considered when preparing them for innovative activity as a crucial factor for modernizing the country’s education system.
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Posypanova, Olga, Petr Menshikov, Anastasia Demchuk, Albina Sibagatullina, Ekaterina Kraynova, Aleksandr Kosov, and Mariam Arpentieva. "Environmental friendliness of educational innovations and agency of consumption of educational services." E3S Web of Conferences 284 (2021): 09004. http://dx.doi.org/10.1051/e3sconf/202128409004.
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The environmental imperative is one of the leading imperatives of our time. Its understanding varies widely in different contexts. One such object is educational innovation. The theoretical basis of variations is two main groups of ideas: 1) the idea of development as a process and a result of gradual, “stable”, often “planned” / projected quantitative “accumulations”, and 2) the idea of development as a crisis, coupled with periods of abrupt / revolutionary, “emergent integrative and qualitative transformations, the exit of the system from the state of homeostasis to a new state, transparent for its members. The purpose of the study is to analyze the problems of environmental friendliness of educational innovations in the context of ensuring the subjectivity of the consumption of educational services. The research method is a phenomenological theoretical analysis of the problems of educational innovations within the framework of traditional and modern concepts of the development of society. The concept of the development of society, reflecting the general ideas about its functioning and improvement, as well as the formation and development of its members, acts as the basis for education reforms. Each of the concepts provides its own view of the forms and goals of education as a process of formation and improvement of subjectivity.
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Aprielieva, Iryna, Viktoriia Yatsenko, Vasyl Vasenko, Valentyna Vasenko, and Oleksandr Vasenko. "A pedagogical profession in the context of the latest educational research and innovative pedagogical knowledge (consider the pedagogical profession in the context of preschool education)." LAPLAGE EM REVISTA 7, Extra-A (May 17, 2021): 491–501. http://dx.doi.org/10.24115/s2446-622020217extra-a850p.491-501.
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This article aims to establish how effective it is to introduce information about innovative pedagogical knowledge into training courses, how educators perceive the latest educational research and innovations, practices of preschool educational space, how to motivate integration into professional activities; identified several characteristics of forecasting (attitude to innovation, alarming use of innovation, external barriers to integration of innovation into pedagogical practice, courses related to innovative pedagogical practices and previous experience, readiness to use innovative pedagogical knowledge in the space of preschool education). Empirical, statistical, and theoretical methods were used in this research. The result of this study is to prove that training programs for educators in preschool education, new pedagogical knowledge, and courses, related to innovations, have the effect of enabling preschool teachers to use innovations in their professional practice. A further perspective is the study of effective ways to introduce innovative pedagogical knowledge to teachers in the field of preschool education.
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Hall, Andrew K., Carly Hagel, Teresa M. Chan, Brent Thoma, Aleisha Murnaghan, and Farhan Bhanji. "The writer’s guide to education scholarship in emergency medicine: Education innovations (part 3)." CJEM 20, no. 3 (June 20, 2017): 463–70. http://dx.doi.org/10.1017/cem.2017.28.
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AbstractObjectiveThe scholarly dissemination of innovative medical education practices helps broaden the reach of this type of work, allowing scholarship to have an impact beyond a single institution. There is little guidance in the literature for those seeking to publish program evaluation studies and innovation papers. This study aims to derive a set of evidence-based features of high-quality reports on innovations in emergency medicine (EM) education.MethodsWe conducted a scoping review and thematic analysis to determine quality markers for medical education innovation reports, with a focus on EM. A search of MEDLINE, EMBASE, ERIC, and Google Scholar was augmented by a hand search of relevant publication guidelines, guidelines for authors, and website submission portals from medical education and EM journals. Study investigators reviewed the selected articles, and a thematic analysis was conducted.ResultsOur search strategy identified 14 relevant articles from which 34 quality markers were extracted. These markers were grouped into seven important themes: goals and need for innovation, preparation, innovation development, innovation implementation, evaluation of innovation, evidence of reflective practice, and reporting and dissemination. In addition, multiple outlets for the publication of EM education innovations were identified and compiled.ConclusionThe publication and dissemination of innovations are critical for the EM education community and the training of health professionals. We anticipate that our list of innovation report quality markers will be used by EM education innovators to support the dissemination of novel educational practices.
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Kalashnikov, Vitalii Grigorevich. "Contextual Approach as an Integrator of Innovations in Education." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2017): 86–97. http://dx.doi.org/10.51314/2073-2635-2017-3-86-97.
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The article discusses the contextual approach developed in the scientific school of A. A. Verbitsky. This approach is presented as a meta-approach that allows to integrate various innovations in education. Educational innovations are a necessity today and for the foreseeable future. However, innovative approaches, concepts, technologies and techniques can enter among themselves the contradiction that complicates the process of their introduction to the theory and practice of education. As a result, there is a need in a general approach, the role of which and applies the contextual approach. The context is interpreted in it as a mental semantic mechanism for the generation of meaning and sense of the perceived phenomena in their correlation with each other as a psychic content (representations). The different contexts of the educational process represent different, complementary ways of understanding the one reality. In the event of a conflict between different private approaches are removed by identifying the boundaries of their applicability, that is, those contexts in which each of these approaches is most appropriate. Contextual approach integrates all educational approaches and innovation into a single synergistic system.
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Tateo, Luca, and Paola Adinolfi. "Integrating Educational and ICT Innovations." International Journal of Digital Literacy and Digital Competence 1, no. 4 (October 2010): 16–29. http://dx.doi.org/10.4018/jdldc.2010100103.
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The paper explores the effectiveness of a new computer-supported collaborative problem solving educational approach in higher education at a master’s course level. After outlining the technological and pedagogical characteristics of a new digital cooperative environment, as well as the constructivist, learner-centered philosophy of the Daosan Master (Management of Health-care Services) at the University of Salerno, the integration of the educational approach and the technological support is reported and discussed in an exploratory case-study. The authors show that a large number of post-graduate students have been able to participate in a dense collaborative problem solving activity within a relatively short lesson period, working and reflecting on a real problem of healthcare management. This indicates that the experience is effective in fostering reflexivity, collaboration and situated learning in management training.
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Duong, David B., Tom Phan, Nguyen Quang Trung, Bao Ngoc Le, Hoa Mai Do, Hoang Minh Nguyen, Sang Hung Tang, et al. "Innovations in medical education in Vietnam." BMJ Innovations 7, Suppl 1 (March 2021): s23—s29. http://dx.doi.org/10.1136/bmjinnov-2021-000708.
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Medical education reforms are a crucial component to ensuring healthcare systems can meet current and future population needs. In 2010, a Lancet commission called for ‘a new century of transformative health professional education’, with a particular focus on the needs of low-income and-middle-income countries (LMICs), such as Vietnam. This requires policymakers and educational leaders to find and apply novel and innovative approaches to the design and delivery of medical education. This review describes the current state of physician training in Vietnam and how innovations in medical education curriculum, pedagogy and technology are helping to transform medical education at the undergraduate and graduate levels. It also examines enabling factors, including novel partnerships and new education policies which catalysed and sustained these innovations. Our review focused on the experience of five public universities of medicine and pharmacy currently undergoing medical education reform, along with a newly established private university. Research in the area of medical education innovation is needed. Future work should look at the outcomes of these innovations on medical education and the quality of medical graduates. Nonetheless, this review aims to inspire future innovations in medical education in Vietnam and in other LMICs.
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Klyap, Marianna, and Mykhailo Klyap. "Innovative Directions of the Higher Education of Ukraine." Studia Universitatis „Vasile Goldis” Arad – Economics Series 26, no. 4 (November 1, 2016): 54–66. http://dx.doi.org/10.1515/sues-2016-0019.
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Abstract The article clarifies the concept of “innovation”, including “educational innovation”, examines some innovative teaching methods in universities. The main approaches of implementation innovations in modern higher education of Ukraine are analysed. It also defines the differences between traditional and innovative teaching, discovers different variants of the classification of innovative teaching methods and formulates basic approaches to the selection of innovative didactic purpose in accordance with the classes, the advantages and disadvantages of the use of certain methods. It tightly describes actual interpretation of innovative study methods in the Ukrainian higher educational institutions, as well as the realization of the innovative aspects in the separate Ukrainian universities. The importance of innovation in the learning process of entering higher education of Ukraine into the European educational space is also being highlighted.
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Martynenko, Maryna Victorivna, Nadiia Myhailivna Lysytsia, and Tamara Ivanivna Prytychenko. "INNOVATIONS IN MARKETING OF ECONOMIC EDUCATIONAL SERVICES." SCIENTIFIC BULLETIN OF POLISSIA 1, no. 2(14) (March 1, 2018): 212–20. http://dx.doi.org/10.25140/2410-9576-2018-2-2(14)-212-220.
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Urgency of the research. The quality of the provided educational services determines the competitiveness of the workforce and the state as a whole, therefore, marketing of educational services and innovative approaches to it become of paramount importance, which determines the urgency of the chosen topic of research. Target setting. The number of entrants in Ukraine is decreasing every year. This tendency has a negative impact on the formation of intellectual capital in Ukraine and explains the expediency of the use of innovative marketing technologies by institutions of higher education . Actual scientific researches and issues analysis. The publications of such economists as R. Veerappan, V. Johnson, S. Ilyashenko, N. Kalenska, F. Kotler, I. Mashtakov, A. Oberdhain, K. Fox and others are devoted to the problems of innovations and marketing in education. Uninvestigated parts of general matters defining. The approaches to marketing of educational services based on new technologies which influence on consumers’ choice of higher education institution, should be developed and substantiated. The research objective. The purpose of the paper is to substantiate the list of innovative technologies and types of marketing of economic educational services, taking into account the characteristics of segments of their consumers, based on the study of the opinions of graduates of schools, technical schools and colleges and their attitude to sources of information about institutions of higher education The statement of basic materials. A survey of graduates of schools, technical schools and colleges in various cities of Ukraine was conducted. Segments of potential consumers of economic educational services were selected. The set of innovative technologies and types of marketing for each segment are substantiated taking into account the characteristics of consumers and their attitude to sources of information about institutions of higher education. Conclusions. The scientific novelty of the results is in the developed sequence of stages of substantiation of innovative marketing technologies, which are expedient to be used by institutions of higher education, depending on the characteristics of the segments of consumers.
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Leliugiene, Irena, Ieva Simonaitytė, and Angelė Kaušylienė. "EDUCATIONAL INNOVATION EXPRESSION IN COMMUNITY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2017): 120. http://dx.doi.org/10.17770/sie2017vol2.2406.
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In the article solves the following problematic issue: 1.What educational tools occur in the educational innovation community? The aim of article is to base the resolution of the educational innovations theoretically and empirically. The object of the researches resolution of the educational innovation. General research results. Performed the data analysis suggests that the surveyed communities are sufficiently concentrated, and members of the activity level is high enough, focus and activity is sufficient. As well as in communities dominated by positive approach to training and education, the absolute majority of respondents are motivated to learn and improve. An analysis chairman of community operational assessments showed that most community leader applies novation to develop an innovative learning environment in the planning and allocation of resources as well as finding new opportunities for business development and community members in education
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Wilson, Kenesha, and Jobila Sy. "A framework for managing innovation in higher education: lessons learnt from the UAE iPad initiative." Learning and Teaching in Higher Education: Gulf Perspectives 17, no. 1 (March 9, 2021): 16–28. http://dx.doi.org/10.1108/lthe-08-2020-0013.
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Purpose Managing educational innovation in higher education institutions is a complex process that requires specific strategies based on research and proven frameworks. The aim of this paper was to examine how Bolman and Deal’s (2003) theoretical framework can be used to analyse organisational change processes and to evaluate the progress and outcomes of an educational innovation initiative at a university in the Gulf. This educational innovation involved the use of iPads in curricular practices to enhance pedagogical strategies and student learning outcomes. Design/methodology/approach An ethnographic case study methodology was used to make an empirical inquiry that investigated data obtained from direct observations, informal interviews, holistic field notes and documents to better understand a contemporary phenomenon within its real-life context. Findings A critical analysis of this iPad initiative suggested that the main areas of leading and managing this innovation, through Bolman and Deal’s framework, were effectively centred around the human resources, structural and political frames but were less affected by the symbolic frame. Originality/value The authors provide suggestions, based on their experiences as faculty members and academic administrators, on how such innovations can be effectively led and managed. In addition, a new cross-cultural model is proposed for managing future educational innovations in higher education, particularly in the Gulf region. This new model could also be used to effectively evaluate the implementation and management of other educational changes such as those precipitated by the COVID-19 pandemic.
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Van Eijl, Pierre, and Albert Pilot. "Good practices in honors education with examples to follow." Journal of the European Honors Council 3, no. 1 (January 7, 2019): 1–25. http://dx.doi.org/10.31378/jehc.87.
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Honors education offers students challenging experiences and teachers a laboratory for educational innovation. Successful innovations can stimulate other teachers to experiment and improve their educational practice. This requires that innovations become known to other teachers. For this reason, a project on good practices in honors education has been started in The Netherlands, where good practices in honors education of universities were described and published on a website of the Dutch Honors Network. Until now, 19 good practices are described, 17 from The Netherlands and two from the United States. Nine are selected for this issue. In this introductory paper, the good practice project and research about good practices are described. Different views and principles about honors education are discussed. A series of keywords to bridge the different views and the principles with the nine good practices published in this issue are presented. An analysis of the collected data of the good practices is carried out, followed by conclusions, discussions, and reflections. It appears that six good practices already led to innovations elsewhere in curricula.
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Kotlyarova, I. O. "DEVELOPMENT OF INNOVATIONS IN CONTINUING PROFESSIONAL EDUCATION." Bulletin of the South Ural State University series "Education. Educational Sciences" 13, no. 3 (2021): 6–22. http://dx.doi.org/10.14529/ped210301.
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The paper aims to study the methodological and theoretical foundations of the development of innovations in the field of continuing professional education (CPE). The methodological foundations of the study of the phenomenon of innovation in CPE (general laws of dialectics, systemic, synergetic and acmeological approaches) are identified and characterized. The external factors of the education sector cased by globalization, internationalization, digitalization and the “force majeure” of pandemic were determined and their influence on the development of CPE in the first quarter of the XXI century was revealed. The features of the current continuing education were revealed. They were developed both under the influence of environmental factors and as a result of internal tendencies of self-organization. On the basis of a theoretical analysis of the requirements for education caused by these factors, the types of CPE problems were formulated. The necessary nature of educational innovations was substantiated. The role of innovations in resolving the problems of continuing education was described. Typical modern innovations and their role in the development of continuing education as an aspect of a person's lifelong education were characterized.
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Merzon, Elena E., Irene Sibgatullina-Denis, Alica Vančová, and Snezhana G. Ushakova. "Features of Digital Education Mentors’ Innovations." Development of education 4, no. 2 (June 25, 2021): 20–25. http://dx.doi.org/10.31483/r-98810.
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Introduction. The strategy for the development of international education 20.30 stimulates the study of the issues in the implementation of digital education around the world. The article discusses current applied and practical issues of digital education that educational management specialists came across. Materials and Methods. The authors research management of digital education through mentoring, mentoring pedagogy and mentoring innovations in traditional learning environments and during the time of crisis. The study presents an applied comparative analysis of the questions of targeted intensities, digital footprint, the SELFIE portal usage features, objectives and technologies for training digital mentors. Results. The research findings show an underutilisation of informal education ideas and technologies in the in the process of training digital mentors. The predominance and stable efficiency in the use of informal education takes place at leading European universities. From the standpoint of a humanistic view, exactly informal education is able to balance and regulate the need for knowledge of technologies of an innovative digital economy and its own individual resource for preserving itself, basic life values, and form digital education informal mentors. Discussion and Conclusion. Why does the mentor of a targeted digital educational intensive have a psychological advantage? Can everyone become a mentor in network communication for the rest, and what are the digital education mentor’s competencies? What contribution can everyone make to the training of the others? The discussion these issues in the context of management strategies for the development of international education, and the implementation of the European plan for the quality of digital education will be useful to for heads of educational organizations, departments of continuing professional education and academic mobility of educators.
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Ng, Wei Sheng Timmy, and Elaine Wilson. "A perspective of teachers’ appropriation of educational innovations." International Journal for Lesson and Learning Studies 6, no. 3 (July 10, 2017): 202–15. http://dx.doi.org/10.1108/ijlls-12-2016-0052.
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Purpose The purpose of this paper is to propose a framework describing teachers’ affective and cognitive thought processes, as well as the sensemaking and decision making ongoing within them, during the various stages of the appropriation of an educational innovation. Design/methodology/approach The Rubicon model of action phases, borrowed from psychology, is first used as a lens to understand teachers’ will. The model is subsequently adapted to reconcile it with existing literature on teacher beliefs, teacher sensemaking, and teachers’ resistance. Findings The proposed framework shows that teachers’ appropriation of an educational innovation is multi-layered and multi-dimensional. This contradicts appropriation as simply a procedural implementation of research recommendations, culminating in only success or failure. Originality/value The paper sensitises policymakers, school leaders, and teacher educators to the complexity of the appropriation process. The proposed framework serves as a starting point for school and reform leaders, to re-examine their school’s implementation of an educational innovation from a more human relations perspective.
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Marques Souza, Tatiane de Jesus, and Mamen Cuéllar Padilla. "School gardens and their potential as educational innovations." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 39, no. 2 (June 3, 2021): 163. http://dx.doi.org/10.5565/rev/ensciencias.2886.
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Yusuf, Muhammad, Iip Syarifah, and Uyu Wahyudin. "EDUCATION INNOVATION MODEL WITH STRATEGY IMPLEMENTATION OF THE "DARE TO BE DIFFERENT" CONCEPT." Jurnal Ilmiah Teunuleh 2, no. 2 (June 8, 2021): 285–99. http://dx.doi.org/10.51612/teunuleh.v2i1.35.
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In the face of rapid and complex and unpredictable changes in life, educational innovation must be an important and critical priority because education is still the main support for improving the quality of human resources. The educational innovation model in the Indonesian Ministry of Education and Culture still tends to be more dominant in using a “top-down model” strategy, namely educational innovation developed from above by policy makers from the central level, to be implemented imperatively down to the lowest level of educational institutions. This will dull the creativity of the teaching staff and education staff. Thus, educational innovation should be balanced with a "bottom-up model" strategy, namely a model of educational innovation developed from below, which originates from the creativity of education personnel and educational staff in each educational institution implemented as an effort to improve the quality of education delivery. In order for educational innovation to run faster than other changes, it is necessary to look for more powerful models and strategies through various scientific approaches. The educational innovation model with a strategy of implementing the concept of "Dare to be different" is a concept used to motivate education providers to carry out educational innovations by not contradicting existing educational innovation models and strategies. This model focuses more on internalizing the enthusiasm for educational innovation, especially by educators. Dare to be different means daring to be different, so start with the word dare which stands for the words dream, attitude, relationship, and excellence.
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Gannon, Amy, and Mallory Mount. "P76 Innovations in Dietetics Education: An Educational Case Study." Journal of Nutrition Education and Behavior 51, no. 7 (July 2019): S66—S67. http://dx.doi.org/10.1016/j.jneb.2019.05.452.
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Minin, M. G., E. O. Frantcuzskaia, A. S. Minich, K. A. Smyshlyaev, and A. V. Smyshlyaev. "Export of Higher Education: Innovations in Physical Education Practice." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 6 (July 2, 2020): 129–35. http://dx.doi.org/10.31992/0869-3617-2020-6-129-135.
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Creating conditions for the export potential is one of the drivers for the development of the domestic higher education. All the factors of socio-cultural adaptation of foreign students are to be identified in order to build a world-class educational background in Russian universities. The potential of physical education to solve the problems of foreign student integration into the Russian social environment is an urgent area of modern pedagogical research. The article presents the authors’ vision of organizational and pedagogical methods to transform physical education practice at university and to designate some new types of professional teaching activities of a physical education instructor. The research centered in the following Tomsk universities: Siberian State Medical University, National Research Tomsk Polytechnic University, and Tomsk State Pedagogical University. The international component in the educational ecosystem development in Tomsk Region is outlined in the field of the regional project to create the Big University. The applied methods for the research involved analysis of theoretical sources, surveys, observations, product analysis, and the expert assessment method.
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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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Jurgena, Inese, Dagnija Cēdere, and Ingrīda Keviša. "Innovative and Traditional Elements in the Work of Academic Staff: The Views of Pre-service Teachers." Journal of Teacher Education for Sustainability 17, no. 2 (December 1, 2015): 74–90. http://dx.doi.org/10.1515/jtes-2015-0012.
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Abstract The academic staff of the institutions of higher education plays a key role in the implementation of innovations in the study process. This article aims to analyze the views of students, pre-service teachers, on the role of innovations and traditions in the work of the academic staff at their institution of higher education. The survey data from 192 full-time and part-time first year students at Riga Teacher Training and Educational Management Academy show that readiness for innovative activity and active involvement in the creation, acquisition and implementation of innovations is an essential factor in the work of the academic staff. The results indicate that according to the views of pre-service teachers, in the context of pedagogy, the term ‘innovation’ refers to the process of renewal, educational reforms, selection of the most appropriate teaching material, and the elaboration, adoption and utilization of innovations in the pedagogical practice.
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Airasian, Peter W. "Symbolic Validation: The Case of State-Mandated, High-Stakes Testing." Educational Evaluation and Policy Analysis 10, no. 4 (December 1988): 301–13. http://dx.doi.org/10.3102/01623737010004301.
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Because the wisdom and likely effects of educational innovations rarely are established before their adoption, the innovations must seek their legitimacy in nonempirical sources. This paper uses the example of the rapid rise of state-mandated, high-stakes testing programs to suggest that proposed innovations find their way into practice by virtue of their potency as symbols of prevalent value orientations in the wider culture. Thus, innovations undergo a type of consensual, symbolic validation that determines their acceptability. State-mandated, high-stakes testing programs have gained widespread popular support in the quest for heightened educational standards because they symbolize order and control, desired educational outcomes, and traditional moral values.
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Maghfiroh, Laila, Nanik Setyowati, and Tina Zulfa Suryani. "Al-Ibtikārāt fi Istikhdām Wasāil Ta’līmiyyah al-Lugah al-‘Arabiyyah Litaḥsīn al-Mahārāt al-Lugawiyyah fi 'Aṣri al-Wabā' Covid-2019." Aphorisme: Journal of Arabic Language, Literature, and Education 2, no. 1 (February 10, 2021): 23–32. http://dx.doi.org/10.37680/aphorisme.v2i1.669.
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This research is about innovations in using Arabic language learning media to improve Arabic language skills in the sixth semester of the Islamic elementary school, Arrisalah Slahung- Ponorogo 2019-2020. In this paper, we talk about the process of teaching the Arabic language, its innovations and the benefits of its innovation in the VIB class. In the sixth semester, we need innovation, education, the Arabic language, so that students do not feel afraid to study the Arabic language. By creating this, teaching Arabic is fun and joyful and students do not feel afraid to learn Arabic.
This research is qualitative , the researcher obtained data from observation, interview, and documentation in the Islamic Primary School of arrisalah. Innovation from the Latin language, innovation means renewal and change. Innovation is the idea, event, and method as something new to a community of people. Education innovation is an innovation in education or innovation to improve problems in education. So, educational innovation is the idea, method, and new state of a person or community, either discovery or interference, which is used to achieve the goals of education or to improve the problems of national education.
By innovating education in the sixth semester, students' ability increases in the Arabic language lesson better than ever before. And students do not feel afraid when learning Arabic. The Arabic language lesson was fun and enjoyable for the students.