Bibliografías temáticas / Educational innovations Education

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Literatura académica sobre el tema "Educational innovations Education"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 18 de febrero de 2022

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Artículos de revistas sobre el tema "Educational innovations Education"

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Mykhailyshyn, Halyna, Oksana Kondur y Lesia Serman. "Innovation of Education and Educational Innovations in Conditions of Modern Higher Education Institution". Journal of Vasyl Stefanyk Precarpathian National University 5, n.º 1 (25 de abril de 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 y Jordi Garreta-Bochaca. "¿Innovación bajo presión? Autoridades educativas, familias y profesionales e innovación educativa". Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, n.º 16 (5 de julio de 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 y Margaret (Betsy) Babb Kennedy. "Educational Innovations for Continuing Education". Advanced Emergency Nursing Journal 40, n.º 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, n.º 12(4) (7 de mayo de 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, n.º 1 (3 de abril de 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 y Olena V. Lutsenko. "Educational Management of Innovative Pedagogical Process in Higher Education Institutions (HEIs)". International Journal of Higher Education 9, n.º 7 (4 de agosto de 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, n.º 3 (agosto de 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, n.º 2 (enero de 1986): 125–33. http://dx.doi.org/10.1080/0305498860120204.

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Towndrow, Phillip A., Rita E. Silver y James Albright. "Setting expectations for educational innovations". Journal of Educational Change 11, n.º 4 (8 de julio de 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, n.º 1 (2 de mayo de 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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Tesis sobre el tema "Educational innovations Education"

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Chunga, Bright Mwansa. "Evaluating educational innovations : a study of a Zambian upper primary schools' practical subjects education innovation". Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333734.

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Chimombo, Joseph Patrick Goodson. "Implementing educational innovations : a study of free primary education in Malawi". Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310250.

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The new democratic government of Malawi introduced free primary education (FPE) in the 1994/95 academic year. This major policy intervention included the removal of tuition and other school fees, and children were no longer required to wear a uniform to attend school. The main objectives ofFPE were to increase access to primary education and to eliminate inequalities in participation through reducing the direct costs, and to improve retention rates and thus reduce illiteracy. FPE is the most significant educational policy ever introduced in Malawi. Its development invited a detailed study of how participation has changed, what mechanisms were employed to improve retention and promotion, and what strategies were used to meet the need for additional human and physical resources. There are four main concerns which shaped this study: 1) The genesis of the policy- how was the policy initiated and for what reasons? 2) The policy itself- i.e. what did the policy consist of and what did the ministry of education do? 3) What happened after the introduction of FPE and how did enrolment, access and retention change over time? 4) Why did things happen the way they did and what are the reasons which help explain the effect of implementing FPE? Data were collected through grounded case studies of ten schools undertaken in different parts of Malawi. The literature indicates that judgements on the effectiveness of policy implementation require insights that can only be obtained from case study work at the local level. Those involved in the development of policy were interviewed and national level data were also analysed. Systems theory was used to examine the relationships between system components, between the system and its environment and between one system and another, and the major concepts of this theory of interdependence, integration and cohesion were used to analyse and interpret the findings of this thesis. At the macro level, the study also drew on functionalist theory. In order to examine how educational institutions perceive, manipulate and act within the structural constraints within which they find themselves, the socio-politico-cultural frameworks within which, and through which these institutions have shaped schooling under FPE were elaborated. The analysis has shown that the immediate goal of ensuring universal access to primary education has been largely achieved. Most children in Malawi have set foot inside a school of some kind. But when the implementation of FPE policy was examined within the Jomtien aspirations which included improving educational quality, ensuring greater equity in the distribution of educational resources, and improving retention and attendance, the thesis concludes that Malawi lacks the administrative and fiscal capacity to deliver primary education of minimum quality to all. This deficiency leads to system fragmentation and low cohesion in the implementation process which partly explains the limitations of FPE policy identified. The study established that schooling problems might have worsened since the introduction of FPE and that despite increased efforts towards girls education, gender disparities still remain one of the main problems. Further, the rhetorical association of schooling with economic opportunity is questionable, at least for those where the demand for schooling is weak and the benefits not apparent. A simulation modelling costs also indicates that achieving EFA is financially unsustainable in the short and medium term. The findings provide pointers about what needs to be done or strengthened in order to ensure a more effective implementation of an ambitious and worthwhile educational policy reform in Malawi, as well as the lessons that can be learned for the implementation of similar reforms.
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ROARK, DENIS DAREL. "FACTORS AFFECTING THE IMPLEMENTATION OF NEW EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION (COMMUNITY COLLEGES)". Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188011.

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Advances in computer and video technology, coupled with their decreasing cost, have placed considerable impetus for implementation of new technology in the educational environment. While many institutions of higher education are considering implementing systems of new educational technology, the actual process of implementing change is not well understood. The purpose of this study was to attempt to gain greater insight into the implementation process. The research questions guiding this study were: (1) What are the factors associated with the implementation of new educational technology at community colleges? (2) Who are the change agents associated with the implementaon of new educational technology at community colleges? The case study methodology was selected as the most appropriate technique for this study because: (1) research involving the implementation stage of the change process has been limited; (2) the change process does not have a single theoretical basis for conducting empirical testing; and (3) the complexity of the subject being investigated. Three community colleges in the southwestern United States, which have recently completed the implementation of an innovation, were selected for the case study research. The innovation under investigation at Vernon Regional Junior College was the implementation of a microcomputer system. The subject of investigation at Dona Ana Branch Community College was the implementation of equipment to support a word processing program. The implementation of an instructional television program was studied at New Mexico Junior College. Seven factors emerged as common to all three institutions as they implemented innovation. The seven common factors were: (1) the availability of funds outside the normal operating budget to finance implementation of innovation; (2) elimination of boundary contraction; (3) individuals affected by the innovation had input into the implementation process; (4) clear channels of communication existed among those involved in the implementation process; (5) the hierarchy involved in the approval process was limited; (6) the administration supported plans to implement the innovation; and (7) measures were taken to reduce resistance to the innovation. Change agents were found to be a necessary catalyst for change and can emerge from any level of governance.
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Robottom, Ian Morris y kimg@deakin edu au. "Contestation and continuity in educational reform: A critical study of innovations in environmental education". Deakin University. School of Education, 1985. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.092202.

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This study explores the notion of contestation in environmental education. Contestation is a process in which self-interested individuals and groups in a social organisation cooperate, compete and negotiate in a complex interaction aimed at solving social problems. A "framework for critique" is developed, comprising technicist, liberal
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Garcia, Myrna E. "The effects of whole school reform on instructional program coherence in urban elementary schools /". READ FULL-TEXT ONLINE, 2006. http://domapp01.shu.edu/depts/uc/apps/libraryrepository.nsf/resourceid/25C7D3260CA9A8D1852571570069ADE1/$File/Garcia-Myrna-E-Doctorate6.pdf?Open.

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Kityo, Sylvester. "Primary education reform in Uganda : assimilating indigenous education". Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61672.

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Taddessee, Mellesse Amossa. "The role of education in combatting famine and promoting development in Ethiopia /". Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10939258.

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Beyerlein, Ranae. "Creating hopeful learning environments collisions in practice /". Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept. of K-12 Educational Administration, 2008.
Title from PDF t.p. (viewed on March 31, 2009) Includes bibliographical references (p. 273-285). Also issued in print.
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Ridgway, Judith Sulkes. "Standards-based teaching and educational digital libraries as innovations undergraduate science faculty in the adoption process /". Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133030652.

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Bosch, Horacio E., Claudia Guzner, Mercedes S. Bergero, Blasi Mario A. Di, Adriana Schilardi y Leonor Carvajal. "Innovations in Educational Research and Teaching of Experimental Calculus". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79493.

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For several decades, there have been a varying number of books on Calculus following the classic line of mathematical thought, where Mathematics is taught for everybody by means of rigorous definitions, theorems, and carefully detailed and extensive demonstrations. For mathematical education into the XXI Century the students need to achieve ability in handling of present mathematical tools and concepts from the beginning of their courses. These needs can be achieved today by means of a paradigmatic change in the focus of mathematics teaching: to learn to develop ideas and to experiment and test those ideas in such way that students can verify their own inferences. In this paper we report an educational research in teaching and learning functions models according to a new paradigm in hands-on experimental mathematics, with applications in the real world, i.e. sciences and engineering by using Computer Algebra Systems. The study of functions is presented, focused into the framing of Exploratory Learning Systems, where students learn by means of the action and their participation in it. It is designed for teachers working together with students in a computer laboratory like hands-on workshops-type activities on other sciences. In this way students have a more “alive”, “realistic” and “accessible” touch in Calculus.
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Libros sobre el tema "Educational innovations Education"

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Lakshmi, S. Innovations in education. New Delhi: Sterling, 1989.

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T, Fouts Jeffrey, ed. Research on educational innovations. 2a ed. Larchmont, NY: Eye on Education, 1997.

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Ellis, Arthur K. Research on educational innovations. Princeton Junction, NJ: Eye on Education, 1993.

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Research on educational innovations. 3a ed. Larchmont, NY: Eye On Education, 2001.

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Vasantha, Ramkumar y National Book Trust, eds. Education in India. New Delhi: National Book Trust, India, 2005.

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Tan, Charlene y William Choy. Education reform in Singapore: Critical perspectives. Singapore: Prentice Hall, 2011.

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Dave, P. N. Educational research and innovations, 1988-1992: A bibliography. New Delhi: National Council of Educational Research and Training, 1993.

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D, Spangehl Stephen, ed. Innovations in higher education: Igniting the spark for success. Lanham: Rowman & Littlefield Publishers, Inc., 2011.

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R. F. H. de Vries. Evaluatie diepteprojecten in het basisonderwijs. Groningen: RION, Instituut voor Onderwijsonderzoek, 1989.

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Lūyi, A. Jān̲. Kar̲kat tavar̲iya pāṭaṅkaḷ. Cen̲n̲ai: Maṇivācakar Nūlakam, 1994.

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Capítulos de libros sobre el tema "Educational innovations Education"

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Law, Nancy, Allan Yuen y Robert Fox. "Education Innovations Beyond Technology". En Educational Innovations Beyond Technology, 217–32. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71148-5_11.

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Sabelli, Nora H. y Christopher J. Harris. "The Role of Innovation in Scaling Up Educational Innovations". En Education Innovation Series, 13–30. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-537-2_2.

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Lim, Fei Victor, Yew Meng Kwan y Meng Leng Poh. "Spreading Educational Technology Innovations: Cultivating Communities". En Education Innovation Series, 65–83. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6330-6_4.

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Bannasch, Stephen. "Educational Innovations in Portable Technologies". En Innovations in Science Education and Technology, 121–45. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0638-5_7.

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Sawaya, Sandra. "Wearable Devices in Education". En Educational Innovations and Contemporary Technologies, 36–50. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137468611_3.

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Looi, Chee-Kit y Laik Woon Teh. "Towards Critical Discussions of Scaling Up Educational Innovations". En Education Innovation Series, 1–10. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-537-2_1.

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Fitriati, Sri Wuli. "English Bilingual Education in an Indonesian Public School". En Educational Innovations and Contemporary Technologies, 87–102. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137468611_6.

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Gurung, Regan A. R. "Heads in the Clouds: The Evolution of Educational Technologies". En Technology Innovations for Behavioral Education, 1–6. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9392-2_1.

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Mansor, Mahaliza, Jamal Nordin Yunus y Fanny Kho. "The Development of Teacher Leadership Inventory in Malaysian Educational Context". En Technology Supported Innovations in School Education, 195–211. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48194-0_11.

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Canaleta, Xavi, Eva Villegas, David Fonseca, Rafel Zaragoza, Guillem Villa, David Badia y Emiliano Labrador. "Ñawi Project: Visual Health for Improvement of Education in High Andean Educational Communities in Perú". En Trends and Innovations in Information Systems and Technologies, 570–78. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45697-9_55.

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Actas de conferencias sobre el tema "Educational innovations Education"

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Bort, Heather, David P. Bunde, Zack Butler, Christopher Lynnly Hovey y Cynthia Taylor. "Propagating Educational Innovations". En SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287526.

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Novikova, Olga. "Widening the horizons: Information space of the library for the blind as the resource to improve quality of life of visually impaired people". En The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-162-168.

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The special library acts as the cultural and educational center for visually impaired people, and as the center for continuing education. The multifunctional performance of the library is substantiated. The joint projects accomplished in cooperation with theatres and museums and aimed at integrating the visually impaired people into the society are described. Advanced training projects for the library professionals accomplished in 2018 are discussed.
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Guerra, Cecilia y Nilza Costa. "Educational innovations in Engineering education: sustainability of funded projects developed in Portuguese higher education institutions". En 2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE). IEEE, 2018. http://dx.doi.org/10.1109/cispee.2018.8593497.

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Xiang, Dawei y Yanbo Wu. "Computer Applications Educational Reform and Laboratory Practice and Exploration in Higher Education". En 2016 International Conference on Economics and Management Innovations. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemi-16.2016.41.

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Wu, Yanbo y Dawei Xiang. "Computer Applications Educational Reform and Laboratory Practice and Exploration in Higher Education". En 2016 International Conference on Economics and Management Innovations. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemi-16.2016.44.

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Glushko, Oksana. "Competences in education in the context of modern educational reforms". En Comparative and International Education – 2021: Education Innovations in the context of European Integration and Globalisation. Krok, 2021. http://dx.doi.org/10.32405/978-966-97763-9-6-2021-165-167.

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Henderson, Charles, Andrea Beach y Michael Famiano. "Diffusion of Educational Innovations via Co-Teaching". En 2006 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2007. http://dx.doi.org/10.1063/1.2508706.

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Lindeman, Elena y Darya Moseeva. "Advanced professional education for library staff: Criteria for program selection and compromises". En The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-137-139.

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The quality of programs in library and information activity offered by various advanced professional training centers are discussed along with the issues and vectors of advanced training of the RNPLS&T staff. The RNPLS&T has to choose between expensive courses when new knowledge and skills are guaranteed, and online express courses (fast, easy, cheaply) where no new competences are guaranteed though employees get standard certificates. This trend facilitates establishing more and more online training centers that are just making money due to the demand for standardized certification. The double standards of education programs evaluation influence the quality of knowledge, though documented and certified. The authors argue that the above mentioned educational organizations have to be controlled, the more so, as the libraries are to accomplish their staff appraisal.
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Taylor, Cynthia, Jaime Spacco, David P. Bunde, Thomas Zeume, Zack Butler, Martina Barnas, Heather Bort, Francesco Maiorana y Christopher Lynnly Hovey. "Promoting the adoption of educational innovations". En ITiCSE '18: 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3197091.3205847.

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Klimuk, Vladimir V. y Andrejs Lazdins. "Modelling the neo-industrialization strategy as a mechanism of innovative activity of industrial business". En 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.013.

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Research goal: discover the importance of the innovation process in the context of education - science and production. Research tasks: describe the theoretical elements of the innovation process in relation to the Belarusian experience; to develop a model of innovation implementation science - education – production. Research methods: methods of situation description and process systematics were used in the research; statistical and modelling method of data. The most important competitive advantage of industrial enterprises, especially in the current situation - the coronavirus crisis, are innovations formed in the product concept, technological vector, management tactics and the general strategy of the organization. To bring an idea to the market requires its detailed feasibility study, testing, commercialization, scaling, and re-innovation. Successfully passed the stages of approbation and implementation of new innovations create a basic complex of competitive advantages of the industry, and its new orts of development. The role of scientific and educational potential, the introduction of a cooperative model of resource use to achieve economic and social effect has been determined. The paper proposes a toolkit for assessing the effectiveness of a neo-industrialization strategy in the direction of enhancing the innovative activity of industrial business entities, analysing the calculated results, including using the proposed visualization toolkit. Types of neo-industrialization strategies with a set of key components of the impact on the level of development of the sector are presented. Research innovation: a stage model for the introduction of useful innovations from science - education to production has been developed.
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Informes sobre el tema "Educational innovations Education"

1

Biasi, Barbara, David Deming y Petra Moser. Education and Innovation. Cambridge, MA: National Bureau of Economic Research, marzo de 2021. http://dx.doi.org/10.3386/w28544.

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John Bernard. Innovations in Nuclear Infrastructure and Education. Office of Scientific and Technical Information (OSTI), diciembre de 2010. http://dx.doi.org/10.2172/1004575.

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Chatterji, Aaron. Innovation and American K-12 Education. Cambridge, MA: National Bureau of Economic Research, junio de 2017. http://dx.doi.org/10.3386/w23531.

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Glied, Sherry y Adriana Lleras-Muney. Health Inequality, Education and Medical Innovation. Cambridge, MA: National Bureau of Economic Research, junio de 2003. http://dx.doi.org/10.3386/w9738.

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van Puffelen, Emiel y Nicolette Tauecchio. Future education Innovation at WUR : Requested topics for future education innovation at Wageningen University & Research. Wageningen: Wageningen University & Research, 2021. http://dx.doi.org/10.18174/541565.

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van Puffelen, Emiel y Caroline Vonk. Learning from education innovation using the 4tu.cee innovation map. Gothenburg, Sweden: Chalmers University of Technology, 2020. http://dx.doi.org/10.18174/532014.

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Nihayah, Risa W., Shintia Revina y Syaikhu Usman. Sociocultural Drivers of Local Educational Innovations: Findings from Indonesia. Research on Improving Systems of Education (RISE), agosto de 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/043.

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Reece, Warren. Innovations in Nuclear Infrastructure and Education From the SW Consortium. Office of Scientific and Technical Information (OSTI), marzo de 2011. http://dx.doi.org/10.2172/1010310.

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Baumol, William. Education for Innovation: Entrepreneurial Breakthroughs vs. Corporate Incremental Improvements. Cambridge, MA: National Bureau of Economic Research, junio de 2004. http://dx.doi.org/10.3386/w10578.

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Seybold, Patricia. Innovation in Education: School Children Improve their Families’ Livelihoods. Boston, MA: Patricia Seybold Group, noviembre de 2009. http://dx.doi.org/10.1571/bp11-25-09cc.

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