School improvement, like motherhood, has many advocates. Everyone is for it, without having to campaign actively on its behalf. And just as the 100% of people who have had mothers think they know how mothering could be done better, so the (nearly) 100% of people who have been pupils in schools, or have even taught in or managed them, think they know how schools can be im proved. More precisely, they are sure that schools ought to be improved. The trouble is that they propose a staggering, conflicting range of methods of improving the schools, from ;'back to the woodshed" to teacher merit pay, a stiffer curriculum, a stronger tax base, reorganization, a more humane climate, "teacher-proof" innovations, community involvement-the list is nearly end less. Furthermore, the issues are not merely technical, but normative and po litical. The term improvement is itself problematic. One person's version of improvement is another's version of wastefulness or even of worsening the schools. Furthermore, the versions that win out in any particular school are not Improvement sometimes turns out to be merely a necessarily technically "best. " code word for the directives that administrators have successfully put into place, or for the agreements that teachers have lobbied into being. How much do we really know about school improvement? The available research literature is quite substantial, but not as helpful as it might be.
Innovation Up Close
Read this book to learn how you can implement evidence-based innovation strategies in your own educational setting. “Building on experience from around the world, Liz Dawes Duraisingh and Andrea Sachdeva show in insightful and practical ...
The goal of this book is not just better leaders, but educational organizations that are entrepreneurial in nature.
In this book Henry Chesbrough, the originator of open innovation, examines the hype behind its practice, shows where real results are taking place, and explains how companies can move beyond the hype to achieve real business results.
They will visualise a solution, quickly test it in their head, and either discard it or use it as input for a new iteration of ideation. ... In other words, they don't think of a problem as something static and well defined.
Building on the work of strategy guru Gary Hamel, this guide shows organizations how to move innovation from a buzz word to a core competency.
Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector.
Startup Learning and attribution 2^ disabilities Ss AT A `A Success Failure OUniCOIsles: Out COIntes: confidence ... innovations up close and personal, whereas resource controllers were more detached and regarded the innovations as but ...
HUBERMAN, M. and MILES, M. 1984 Innovations up close. New York: Plenum. HURST, P. 1983 Implementing educational change: a critical review of the literature. EDC Occasional Papers 5. University of London Institute of Education.
As such, he believed in the importance for the success of a firm in the close working relationship between these disciplines, especially as they come together on what counts in the end: what happens on the factory floor. Iverson grew up ...