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Добірка наукової літератури з теми "Education Educational change Educational innovations Education"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 1 лютого 2022

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Статті в журналах з теми "Education Educational change Educational innovations Education"

1

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 Servic

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2

Siebert, Ernestine, Michael Wasserman, and Sandra Fisher. "Using Innovation Hubs as Global Educational Collaboration Centers: Changing the International Education Model." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 4, no. 5 (2019): 19–23. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.45.3003.

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This paper adapts existing international educational models to address collaborative education using innovation hubs as the coordinating mechanism. Our goal is to improve global engagement and mobility of students during their educational path. In this paper, we address challenges in international education through an approach based on collaboration among universities with innovation hubs. We base our discussion on theories of organizational change and knowledge management. Qualitative data collected from three partner universities, two in Germany and one in the United States, are presented. E

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3

Yaroshenko, Evgeniya Valerievna, Yulia Ivanovna Zhuravleva, and Zakir Magomedovich Zapirov. "The implementation of the gender approach in the educational organization." KANT 38, no. 1 (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 t

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4

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 (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 al

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5

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) (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 co

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A. Evreeva, O., and . "Innovation in Education: Goals and Prospects." International Journal of Engineering & Technology 7, no. 4.38 (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 importan

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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 (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 eth

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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 (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, n

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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 (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

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de Kock, A. (Jos). "Educational Change and Christian Ideology: How Identity Shapes Educational Innovation." Christian Higher Education 8, no. 4 (2009): 304–26. http://dx.doi.org/10.1080/15363750902821254.

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Дисертації з теми "Education Educational change Educational innovations Education"

1

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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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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Lai, Han-lan. "Evaluating teacher education to determine teachers' readiness for change /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24702080.

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Edwards, Thomas Grover. "Looking for Change in Teaching Practice in a Mathematics Curriculum Innovation Project: Three Case Studies." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1395853446.

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Irwin, Rita Louise. "The practical knowledge of a fine arts supervisor in educational change : a case study." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/29235.

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Few naturalistic studies exist that take an in-depth look at the lifeworlds of consultants and supervisors. This single case study describes and interprets the practical knowledge of an exemplary Fine Arts Supervisor. In this study, the investigator acted as a participant-observer while "shadowing" Ruth Britten (a pseudonym) over a four month period. Data were derived through field research techniques, and were subjected to data analysis and interpretation. Drawing upon a body of literature dealing with the nature of practical knowledge, this study concludes that a supervisor's practical know

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6

Moore, Julia Marie. "Virginia Technology Education Teachers' Implementation of Standards for Technological Literacy." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29620.

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The International Technology Education Association published Standards for Technological Literacy (STL) to assist technology educators in establishing curriculum to reflect technological literacy. Presently, the extent to which STL and the individual Standards are being used is not known. The problem of this study was to determine the extent to which Virginia secondary technology education teachers are implementing STL. A questionnaire was sent to 285 randomly selected Virginia secondary technology education teachers seeking information concerning their use of STL, their use of the individual

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Schulz, Amelia B. "Conditions for Innovation for Education Systems Change| Co-creating an Academic Makerspace at a Community College." Thesis, Saybrook University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786365.

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<p> The research design was a blended methodology of social systems design and action research applied through the lens of transdisciplinarity to create the conditions for innovation in an educational institution. This research examined the barriers and opportunities for innovation to support community college students learn the skills and traits to thrive in the 21st century. Research participants were community college educators who, while acknowledging this need for change, have experienced institutional stagnation. The purpose of this research was to study how educators can be empowered to

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Harrington, Helen Lucille. "The policy-formulation process in higher education as an aspect of organizational change." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184576.

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The current educational reform movement mirrors reform recommendations of the past fifty years. The response of institutions of higher education to these recommendations has been limited. Some attribute this poor record to a variety of factors including a lack of understanding of the process of change, a lack of understanding of the complexity of organizations, a failure to address the constraints inherent in systems of higher education, and a failure to address the cultural characteristics of schools, colleges, and departments of education. There are a limited number of studies of teacher edu

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黎杏蘭 and Han-lan Lai. "Evaluating teacher education to determine teachers' readiness for change." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256302.

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Trainum, Matthew Trent. "Initiating a Disruptive Innovation| An Early Acting College's Perceptions of Change in Its Institutional Field and Justification for Action." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3718809.

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<p> Change in higher education is a topic of growing urgency and national prominence. The study addressed the limited understanding through institutional theory of how a team at one traditional university interpreted its changing environment and justified adoption of an educational innovation prior to other actors in the field. This effort used the dynamics of institutional change model (Hinings, Greenwood, Reay, & Suddaby, 2004), which tracks the process of de- and reinstitutionalization to understand how change happens within the isomorphic context of the institutional theory framework

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Книги з теми "Education Educational change Educational innovations Education"

1

Transforming public education: Cases in education entrepreneurship. Harvard Education Press, 2010.

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2

Educational reforms: New trends and innovations in educational development text and case studies. Deep & Deep Publications, 2005.

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3

The process of change in education: moving from descriptive to prescriptive research. Nova Science Publishers, 2009.

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4

Means, Barbara. Studies of education reform. Office of Educational Research and Improvement, U.S. Dept. of Education, 1997.

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5

International Institute for Educational Planning., ed. Planning for innovation in education. Unesco, International Institute for Educational Planning, 1996.

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6

Bailey, Thomas R. Working knowledge: Work-based learning and education reform. RoutledgeFalmer, 2004.

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7

Ėskindarov, M. A. Prepodavatelʹ--osnovnai︠a︡ figura v realizat︠s︡ii innovat︠s︡ionnoĭ sistemy obrazovanii︠a︡. Finansovyĭ universitet pri Pravitelʹstve Rossiĭskoĭ Federat︠s︡ii, 2011.

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8

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

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9

Lucarelli, Elisa A. Teoria y práctica como innovación en docencia, investigación y actualización pedagógica. Universidad de Buenos Aires, Facultad de Filosofía y Letras, 1994.

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10

Research, National Research Council (U S. ). Committee on the Federal Role in Education. Research and education reform: Roles for the Office of Educational Research and Improvement. National Academy Press, 1992.

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Частини книг з теми "Education Educational change Educational innovations Education"

1

Stojcevski, Alex, Xiangyun Du, and Tomas Benz. "Educational Innovation and Change for PBL." In Project Approaches to Learning in Engineering Education. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-958-9_6.

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2

Matveev, Alex V., and Andrei B. Serpilin. "Business Education in Russia Needs Change." In Educational Innovation in Economics and Business IV. Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9181-2_3.

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Kalman, Calvin S. "Educational Models Based Upon Philosophy of Science." In Innovation and Change in Professional Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66140-7_6.

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Schlossberg, Marc, Nico Larco, Carissa S. Slotterback, Charles Connerly, and Mike Greco. "Educational Partnerships for Innovation in Communities (EPIC): Harnessing University Resources to Create Change." In Urban Planning Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55967-4_17.

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5

HUO, Liyan. "The Centennial Change from Imitation to Innovation: Early Childhood Education and Curriculum Reform in China." In New Frontiers of Educational Research. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44986-8_1.

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Oude Groote Beverborg, Arnoud, Maarten Wijnants, Peter J. C. Sleegers, and Tobias Feldhoff. "Recurrence Quantification Analysis as a Methodological Innovation for School Improvement Research." In Accountability and Educational Improvement. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_11.

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AbstractSchool improvement and educational change can be facilitated by learning through reflection, as this allows teachers to discover ways to develop and adapt to change. Higher levels of engagement in reflection have been found to be beneficial, but it is unclear from which everyday routine in engagement in reflection higher levels arise, and thus whether occasions to make knowledge explicit should be organized with a certain constancy. In this study, we therefore used a conceptualization of teacher learning through reflection as a situated and dynamic process in which available environmental information, learning activities, and professional practices are interconnected, and co-develop. Seventeen Dutch Vocational Education and Training teachers participated over a period of 5 months. We explored the use of daily and monthly logs as measurement instruments and Recurrence Quantification Analysis (RQA) as the analysis technique applied to the time-series generated from the daily logs. The findings indicated that teachers who make information from their working environment explicit more are also able to make new insights explicit more. The routine with which teachers make information explicit was found to be mostly unrelated to making new insights explicit. To reach their levels of engagement in reflection, some teachers organized opportunities to reflect with determined intervals, others seemed to recognize those opportunities as the working environment provided them, and some used a combination thereof. Moreover, the use of daily and monthly logs seemed to fit better to some participants than others. Only sometimes does organizing constancy in engagement in reflection seem to relate to the levels thereof. This study provides an example of how logs and RQA can be adopted to tap into professional learning as a dynamic and situated process in support of school improvement and educational change.

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Orr, Dominic, Maren Luebcke, J. Philipp Schmidt, et al. "Outlook on a New University Landscape in 2030." In Higher Education Landscape 2030. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44897-4_4.

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Abstract Reflecting the change in perspective taken in this book, our survey put questions about institutional support, governance, quality assurance or financial issues aside. Moreover, digitization is not only a technical innovation but always a social one as well. This fundamental change of perspective leads to questions such as “What does the learner need?” that universities will have to face in the future. Within the survey, international experts were requested to assess the quantitative success of the different learning pathways, distributing current and future students among the four models. Unsurprisingly, the “new” learning paths were expected to become more important, although the actual prospective importance of these learning paths will depend on the supply and demand for academic studies, allowing decision-makers to rethink the educational designs based on the AHEAD modeling.

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Vischi, Alessandra. "Employability and Transitions towards Work: MSc Degree Programme in Educational Planning and Human Resource Development, Catholic University of the Sacred Heart of Brescia." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.50.

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The acceleration of changes underlines the need to enhance our efforts to adapt education to the dynamics of the current economic situation and the issue of employment. In the framework of the circular economy, pedagogy, which is based on the educability of individuals, takes into consideration forms of educational planning to identify a long-lasting balance between economic prosperity, social wellness, and environmental development. The challenge of the future is the possibility of increasing youth employment; this calls for pedagogical expertise and organizational planning to ensure that everyone’s development is authentic and holistic. To this end, the MSc Degree programme in Educational Planning and Human Resource Development offered by the Catholic University trains graduates to become professional figures with expertise in coordinating and managing the development of human resources (guidance, selection, personal services); the professional training and retraining of project managers in social and educational contexts for both academic and corporate spheres. The guiding vision behind the MSc in Educational Planning and Human Resource Development is fully in line with the Catholic University of the Sacred Heart’s educational project, to support a culture of responsibility and creativity, entrepreneurism and collaboration, multi-disciplinary knowledge and skills, and scientific research for the purpose of holistic human development. Educational planning, in a period of socio-economic and social change, involving the whole planet in many respects, can relaunch an ‘integral model of development’, based on long-term wellbeing, technological innovation, ‘human development’, and the dignity of work

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Mortensen, Lynn L. "Global Change Education." In Innovations in Science Education and Technology. Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4277-3_3.

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Law, Nancy, Allan Yuen, and Robert Fox. "Education Innovations Beyond Technology." In Educational Innovations Beyond Technology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71148-5_11.

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Тези доповідей конференцій з теми "Education Educational change Educational innovations Education"

1

Narkhova, Elena Nikolaevna, Dmitry Yur'evich Narkhov, and Ekaterina Gennad'evna Kalyuzhnaya. "THE HIGHER EDUCATION IN MODERN RUSSIA AS INSTITUTE OF CULTURAL TRANSFER AND TRANSFORMATION." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8106.

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The problem of changes in modern Russian education is analyzed in the article. Modernization of the Russian education system staticized questions of a ratio of traditions and innovations in education, about maintaining parity of training and education. The aerticle’s purpose is to define the mechanism of implementation of education in the system of modern Russian education as traditions of culture (2014-2017). The research of the relation of scientific and pedagogical workers, students, administrative and managerial personnel to the matter influences effectiveness of their activity. Extent of

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Skvorcovs, Aleksandrs, Tatjana Titareva, and Graurs Igors. "The development trends of the main drivers for attracting students into the tertiary education sector in Latvia – distance learning and internationalization." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8013.

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The European Union (EC-JRC, 2010), has stressed that higher education must change and adapt to economic and social needs, that institutional change is essential to educational innovation, and that information and communication technologies (ICT) must form part of the teaching and learning process. The second international challenge is to encourage international cooperation between institutions in order to share knowledge across borders and facilitate collaboration (Morin, 2009) and post-cosmopolitan citizenship (Dobson and Bell, 2006). The dramatic decrease of the number of students in Latvia

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Reyes, Luisa-Eugenia, Elena Fernández-Gascueña, and Rocío Usero. "From Business Agile to Agile Education: a response to change in times of pandemic." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13168.

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The aim of this document is to present a new teaching model in higher education focus on the student. The model develops an iterative and incremental learning system based on the fundamentals of agility and the organization of agile work, improving learning performance and the benefit of students. This model develops a system based on the Scrum methodology that allows continuous deliveries of value from the student to the teacher, adapted to the learning goals of the educational programs, approaching a cultural, organizational and structural change through the application of methods, Agile pra

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Saura-Mas, Sandra, Asunción Blanco-Romero, and Jaume Barrera. "Towards a transdisciplinary approach in the training of teachers: Creating procedures in learning and teaching in higher education." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13037.

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For decades we have been immersed in a constant change in our society, registered together with an increase in its degree of complexity. This greatly affects the currently prevailing educational axioms, making them obsolete, which implies, according to our hypothesis, the need for a process of revision and innovation of existing models. Our proposal starts from a bibliographic review of some existing proposals in innovation, to create a new pedagogical model based on polyhedral and transdisciplinary methodologies. At the same time, we offer a case study in a core subject of the first teacher t

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Raimúndez-Urrutia, Elena, and Mariella Azzato Sordo. "New pedagogical configurations for traditional learning tools: a proposal." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5149.

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Digital technologies have changed the world dramatically and, as a consequence, higher education is undergoing significant teaching and learning transformations based on their use. The need to plan and produce disruptive innovations for traditional learning tools brings a challenge in this sense. One of these modern pedagogical perspectives is the use of transmedia storytelling in education, which has given a new configuration to instructional tools and have changed their forms and educational function. We present a proposal of specialized vocabulary in reproductive biology of plants using the

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Lucena, Juan, Jason Delborne, Katie Johnson, Jon Leydens, Junko Munakata-Marr, and Jen Schneider. "Integration of Climate Change in the Analysis and Design of Engineered Systems: Barriers and Opportunities for Engineering Education." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-64975.

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The goal of this paper is to begin mapping perspectives of engineering faculty on barriers and opportunities related to the integration of climate change in the analysis and design of engineered systems (CC&ES). Although both sustainability and renewable energy have been receiving increasing attention in engineering education for quite some time, climate change, especially as it relates to engineered systems, has yet to become a widely accepted topic of teaching and research. From recent literature on engineering education and from interviews with engineering faculty, a picture emerges of

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Arsenijević, Olja, Marija Lugonjić, and Polona Šprajc. "E-Learning Continuous Medical Education of Health Workers." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.3.

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t Continuing medical education (CME) is the right and obligation of every health worker for continuous professional development and one of the conditions for license renewal. The need for CME arose as a consequence of constant innovations in medicine as a science, as well as the introduction of new technologies in therapy, diagnostics and health care. It is necessary (mandatory) for all health workers, because it provides monitoring and reform of the education and health system according to WHO recommendations. A CME is a set of educational activities that serve to maintain, develop, or increa

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Frevert, Tonya, Audrey Rorrer, Daniel J. Davis, et al. "Sustainable Educational Innovation Through Engaged Pedagogy and Organizational Change." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658491.

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Ryan, Katie. "Supporting the development of students in the pharmacy profession through stakeholder engagement and technology innovation." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.37.

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Pharmacists are experts in safe drug usage, and are uniquely placed to provide professional advice on a range of health related issues. It is crucial that pharmacy education embodies an emphasis on creating independent and responsible learners and prioritises life-long learning in the face of rapid change. Consequently, appropriate teaching and learning modalities are essential to prepare students. Changes in the way patient’s access information and education of pharmacists call for new ways of teaching to prepare pharmacists for a changing profession. The aim of this body of work was to suppo

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Lai, Hsin-Chih, Chien-Chih Wang, and Chih-Yang Chen. "A Study on Building Knowledge Map of Climate Change Adaptation Education." In 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020). WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811228001_0012.

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Звіти організацій з теми "Education Educational change Educational innovations Education"

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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learn

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Cascio, Elizabeth, and Ayushi Narayan. Who Needs a Fracking Education? The Educational Response to Low-Skill Biased Technological Change. National Bureau of Economic Research, 2015. http://dx.doi.org/10.3386/w21359.

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Blackford, Johanna. Paradigm Shifts in Large-Scale Educational Change: Uncovering the Oregon Education Investment Board's Theory of Change-in-Action. Portland State University Library, 2020. http://dx.doi.org/10.15760/etd.7293.

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Erdoğmuş, Nihat. HIGHER EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, 2020. http://dx.doi.org/10.26414/gt009.

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This report handles important issues ranging from how to strategically manage the continuously increasing change in higher education to the possibility of a higher education structured on the basis of meeting contemporary demands, from organizing consultancy services suitable to the new career understanding to searches for sustainable sources of finance. This report consists of two primary sections: the need for change in higher education and the vision plan for higher education. The first section addresses preparing for the future in higher education and the need for change, and the second se

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Hogan, Michael, and Michael Gallaher. Quantitative Indicators for Country-Level Innovation Ecosystems. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0051.1805.

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Innovation has been shown to be a key factor in determining a country’s competitiveness and economic growth potential. Through investments in education and research and development, many developing countries have tried to avoid the “middle income trap” of stagnation by working to create high-value employment opportunities. To better understand country-level readiness to innovate, we have compiled a set of publicly available data indicators and created a data tool to illustrate innovation capabilities and infrastructure by country. Our approach builds on and advances existing national innovatio

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six cou

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six cou

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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school

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Tiefenthaler, Brigitte. Evaluierung des Netzwerks Altern. Endbericht. Technopolis Group - Austria, 2019. http://dx.doi.org/10.22163/fteval.2019.506.

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In 2015, the Federal Ministry of Education, Science and Research (BMBWF), together with the Federal Ministry of Transport, Innovation and Technology (BMVIT), the Austrian Research Promotion Agency (FFG) and other partners, founded the initiative "Strategic Networking Platforms in the Context of Major Societal Challenges", including such a platform on issues of demographic change. The BMBWF has commissioned the Austrian Platform for Interdisciplinary Ageing Issues(ÖPIA) with its implementation. The three-year BMBWF funding for the Ageing Network expired in mid-2019. Therefore, Department V/10 o

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Aiginger, Karl, Andreas Reinstaller, Michael Böheim, et al. Evaluation of Government Funding in RTDI from a Systems Perspective in Austria. Synthesis Report. WIFO, Austria, 2009. http://dx.doi.org/10.22163/fteval.2009.504.

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In the spring of 2008, WIFO, KMU Forschung Austria, Prognos AG in Germany and convelop were jointly commissioned by the Austrian Federal Ministry for Transport, Innovation and Technology and the Austrian Federal Ministry of Economy, Family and Youth to perform a systems evaluation of the country's research promotion and funding activities. Based on their findings, six recommendations were developed for a change in Austrian RTDI policy as outlined below: 1. to move from a narrow to a broader approach in RTDI policy (links to education policy, consideration of the framework for innovation such a

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