Implementation Of Educational Innovations Research Articles

Digital technologies of methodological support for the professional growth of special and inclusive education teachers

Introduction. In a rapidly changing society educational institutions should create conditions for professional growth of special and inclusive education teachers that meet the objectives of modern school practice. These conditions can be built through digitalization and flexible use of network methodological support of teachers. It allows coordinating the actions of teachers on the use of training and education technologies for children with disabilities, carrying out scientific and methodological support of the implementation of new methods and forms of inclusion in educational practice, and assessing the quality of the resulting educational experience. Study objective: to substantiate the effectiveness of using digital technologies in the establishment of scientific and methodological support for the professional growth of special and inclusive education teachers. Materials and methods. The empirical study was conducted with 232 teachers of special and inclusive education in general educational institutions in Russia and neighboring countries. It included the ascertaining and forming experiments. Methods of observation, questionnaires, surveys as well as the results of assessment and self-assessment of teachers’ abilities to innovative activity were used to solve the research problems. Mathematical and statistical data processing was carried out using Student’s t-criterion. Research results. The effectiveness of digital forms of network methodological support of professional growth of special and inclusive education teachers is proved by the qualitative growth of indicators of their readiness for inclusive activity. The increase in the readiness level allowed expanding the content-meaningful and technological components of educational activity due to the implementation of methodic and systemic professional interaction in the network space. Results of the repeated diagnostics showed a statistically significant increase (p < 0.001). Conclusion. The proposed scientifically substantiated approach to the construction of network methodological support as a specially organized professional interaction allows increasing the effectiveness of professional growth of teachers of special and inclusive education. It also contributes to more effective and relevant construction of inclusive educational space at school, helps in the development, effectiveness evaluation and implementation of educational innovations in working with children with disabilities. Keywords: inclusive education, special and inclusive education teachers, professional growth of teachers, methodological support, digital technologies, network methodological support

Effect of Communication Strategies for Implementation of IT-based Educational Innovation During COVID-19 Pandemic on Students’ Motivation, Attitude, and Intent

The COVID-19 pandemic made the world come to a halt, but the number and pace of innovation responses became faster than ever. However, there is a paucity of studies concentrating on the management/implementation of innovation in educational institutes. Moreover, no in-depth study has been conducted on the effect of communication strategies adopted for educational innovation implementation on the students’ motivation, attitude, and intent to use, particularly in India, to the best of the writer’s information. Accordingly, the present study aims to address the research gaps by measuring the effect of select communication strategies used for implementing IT-based educational innovations. Grounded on prior research, the study scrutinizes the effect of rational persuasive strategy (utilizing legitimate contentions), assertive strategy (utilizing intimidation), and consulting strategy (engaging in the act of giving expert advice), and inspirational (evoking feelings of appreciation) strategy. To address the hypotheses framed, the data for the cross-sectional quantitative study was collected from engineering students using an e-questionnaire from Rajasthan, India. The sample comprised 305 (84.3% male and 15.7% female) students, with a mean age of 18.16 years. The findings of PLS-SEM using SmartPLS 3.2.9 confirmed that all strategies except assertive strategy had a positive and significant effect on motivation, attitude, and intent, thereby confirming the role of communication strategies. The study adds to the extant studies on communication strategies, innovation implementation, and adoption of Information Technology for education. The managerial implications include assisting institutes, faculty, and administration in providing insight into appropriate tactics to encourage the implementation of educational innovations among students. The study will also be useful for the administrators/policymakers, for better comprehension of issues and finding solutions for innovation implementation.

The problem of pedagogical innovations and trends in the development of the educational environment

Pedagogical innovations are an important component of the educational environment both in the period of its sustainable development and in times of change and transformation. Characteristic features of new ideas of educational and pedagogical space are their dynamism and continuity. If the educational system has its fundamental stages of development (approval, functioning, transformation), the practically oriented cluster of pedagogy is always focused on progress in the form of changes, improvements, and transformations. The purpose of scientific exploration is to structure and systematize pedagogical innovations in the main segments of the educational environment. The article aims to determine the differences between the declarative elements of innovative educational strategies and the practical implementation of pedagogical innovations demanded by time and reality. The methodological basis for scientific research is concentrated around general scientific, scientific-pedagogical, and philosophical-scientific segments. Prospective directions of pedagogical innovations research is to determine the role in the development of the educational environment and to develop mechanisms to overcome the problems associated with pedagogical innovations in the education system. So, the range of problematic issues on pedagogical innovations concerns the following moments: the mismatch between the needs of the educational environment and innovative manifestations; risks caused by the aggressiveness of innovation and its negative impact on the fundamental educational principles; socio-cultural realities that do not allow the implementation of educational innovation in different dimensions (global, regional, professional).

INNOVATION IN EDUCATION – ADMINISTRATION AND ACTIONS OF ENCOURAGEMENT & SUPPORT IN PRIMARY EDUCATION

<p>The promotion and implementation of educational innovations by the principal of a school organization is an important challenge that he is called upon to undertake together with the teachers of the educational organization. This paper focuses on leaders̉ actions to encourage the organization and implementation of innovations in the school organization. In the present work, an attempt is made to investigate in a sample of 104 directors of Primary Education in the Region of Western Greece issues related to the necessity and climate of introducing innovative actions in the school organization they serve, the suitability of specific models - leadership style for implementing innovations in school organization and encouraging and supporting actions to implement innovations in schools. The research highlighted the need for education through the implementation of innovative actions with an important factor being the existence of a positive communication climate through a democratic leadership style. Innovation incentives seem to be related to having a relevant master's degree, training and years of management, while in-school training as an innovation support action seems to be related to the years of management. In fact, the success of an innovative action is never guaranteed, but it depends on many factors, making the role of the principal in the school organization crucial.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0847/a.php" alt="Hit counter" /></p>

DEVELOPMENT OF FUNDAMENTAL PRINCIPLES OF EDUCATIONAL INNOVATIONS MARKETING AND MANAGEMENT AMONG HEADS OF NEW UKRAINIAN SCHOOL

Abstract. Ukraine’s integration into global and European educational space, efficient implementation of educational reforms in this direction, the improvement of the quality of children and young people education is impossible without proper development of fundamental principles of marketing and management of educational innovations, first of all, among the Heads of New Ukrainian School. However, the absence of efficient mechanisms in Ukraine for training the above-mentioned Heads on marketing and management of educational innovations in New Ukrainian School negatively affects the quality of education therein and undermines the State education system in general. Therefore, the pressing issue at the current stage of education development in Ukraine is to determine the modalities and resources for the development of entrepreneurial and managerial competencies among the Heads of general secondary education institutions in the context of the power decentralization and establishment of consolidated territorial communities. With due regard for priority and pendency of the above-mentioned issue, its incomplete study, the principal objective of this study is to determine the key stages and describe the process of developing fundamental principles of marketing and management of educational innovations among the Heads of New Ukrainian School and measures for their efficient implementation. After performing analysis we have found that marketing and management of educational innovations of the Head of New Ukrainian School is his/her integrated, consistent and purposeful activity along with analysis and satisfaction of fundamentally new types of demand for educational services in the context of taking unconventional managerial decisions at his/her institution during such process. Moreover, with due regard to the aforementioned approach, we outlined the key stages of the fundamental principles development of marketing and management of educational innovations among the Heads of New Ukrainian School. So they include: the formation and control of specialists team towards development and implementation of educational innovations; determination of educational services market segment, demand for which needs to be satisfied; definition of criteria and conditions towards formation and satisfaction of demand for providing certain types of educational services etc. It is established that there are problems in the process of implementation of all above-mentioned stages, namely: absence of financial independence of educational institutions; the desire of the Heads of educational institutions to have legal and financial independence; positive managerial experience of the Heads of educational institutions regarding development and implementation of educational innovations etc. In order to avoid all above-mentioned problems, we have determined measures for the efficient implementation of marketing and management of educational innovations by the Heads of New Ukrainian School. They include: providing financial autonomy to educational institutions; performing professional training of the Heads of educational institutions, their deputies and teaching staff in general; forming new and improving the existing material and technical resources of educational institutions; implementing professionally oriented staff policy by the Heads of educational institutions in order to attract the most promising and young professionals to work as teachers etc. The scientific novelty of the obtained results is to determine, substantiate and analyze the key stages of fundamental principles development of marketing and management of educational innovations by the Heads of New Ukrainian School in the context of transformation of regulatory system and scientific and pedagogical approaches to children and young people education (shift in priorities and components of the development in this area of social activity). The obtained results of the research is the ground for studying and providing a practical solution of the problem regarding the formation of high-quality staffing and provision of fundamentally new educational services at educational institutions. Keywords: head of educational institution, educational innovations marketing of the Head of educational institution, educational innovations management of the Head of educational institution, New Ukrainian School, educational innovation. JEL Classіfіcatіon I20, I21, I22, I28, I29 Formulas: 0; fig.: 2; tabl.: 2; bibl.: 11.

Social Intelligence as A Condition of Partnership Between Young Men as Participants of The Reformation Process

Student youth are potential future parents, which is why the problem of the conditions of partnership interaction among adolescents as participants in the process of educational reform is becoming more relevant and practical. Defining the conditions for partnerships, establishing partnerships with young people as participants in the reform process will lead to effective implementation of educational innovations. Social intelligence is an essential intellectual ability that acts as the cognitive basis of communicative competence and determines social adaptation, communication effectiveness, ability to understand and adequately evaluate other people and themselves and their actions, actions towards others, ability to predict different behaviours, intentions, feelings and emotional states of a person by verbal and non-verbal expression. In order to study the psychological features of social intelligence of the individual, attitude to reform in the field of general secondary education, we used the following psychodiagnostic methods: 1) the technique of research of social intelligence of J. Guilford (in the adaptation of A.S. Mikhailova); 2) a special variant of the semantic differential technique for studying the psychological elasticity of the individual (S.L. Kravchuk); 3) the test of the viability of S. Maddy (in an adaptation by D.O. Leontiev and O.I. Rasskazova); 4) author's research questionnaire aimed at the study of subjective attitudes towards educational innovations; 5) general self-efficacy scale (Schwartz Ralph, Matthias Jerusalem). In our empirical study, 106 adolescents participated. It has been found that young people with a strong and active attitude towards educational innovations are more likely to believe in the effectiveness of their actions; think optimistically about their achievements; create optimistic scenarios, compared to adolescents, who are characterized by an active negative attitude to educational innovation.

The current technologies and innovation approaches in educational activities of the Institute of Pharmacy Professionals Qualification Improvement

The modern pharmaceutical industry is dynamically developing and requires qualified and competitive professionals capable of continuous professional development. This problem is successfully solved by the Institute of Pharmacy Professionals Qualification improvement at the National Pharmaceutical University (IPhPQI NUPh). It provides the need of the continuous postgraduate training of the staff of the pharmaceutical sector from the primary specialization (internship) and during further professional development throughout the period of the pharmaceutical activity. Aim. To summarize the experience of using the modern educational technologies and innovative approaches applied in the education of adults in the IPhPQI educational process. Results. The continuous process of innovations, which is present in all spheres of activity, dynamizes the labor market and requires pharmacists to adapt to changes in the socio-economic environment as soon as possible and their willingness to develop professional competence during the professional life. According to modern challenges the IPhPQI is updating its educational platform, which reflects the main activities with implementation of global trends in development of higher pharmaceutical education. The involve ment of innovative technologies is due to the specificity of the postgraduate education, which is carried out in a rapidly updated information space. The academic staff of the postgraduate education system should make maximum use of interactive methods aimed at enhancing the attention of students to the educational material and its critical thinking. Conclusions. Modern continuous professional development of employees of the pharmaceutical sector of healthcare is impossible without development and introduction of innovative forms of education. Implementation of the educational model “life-long education” is currently important and realistic for Ukraine; it requires the support and development of subsystems of this model: non-formal and informal education, online education, and other models of education, which correspond to modern educational needs due to the widespread implementation of educational innovations.

Fostering teachers' team learning: An interplay between transformational leadership and participative decision-making?

The implementation of educational innovations by teachers seems to benefit from a team approach and team learning. The study's goal is to examine to what extent transformational leadership is associated with team learning, and to investigate the mediating roles of participative decision-making, team commitment, task interdependence and teachers' proactivity in this association. Data were analysed using multilevel structural equation modeling (N = 992 teachers, 92 teams). Results show that transformational leadership had direct and indirect positive associations with team learning through all mediators. These results provide insights into how transformational leaders can have a positive influence on team learning.

Involving users in the refinement of the competency-based achievement system: An innovative approach to competency-based assessment

Background: Competency-based assessment innovations are being implemented to address concerns about the effectiveness of traditional approaches to medical training and the assessment of competence.Aim: Integrating intended users’ perspectives during the piloting and refinement process of an innovation is necessary to ensure the innovation meets users’ needs. Failure to do so results in no opportunity for users to influence the innovation, nor for developers to assess why an innovation works or does not work in different contexts.Methods: A qualitative participatory action research approach was used. Sixteen first-year residents participated in three focus groups and two interviews during piloting. Verbatim transcripts were analyzed individually and then across all transcripts using a constant comparison approach.Results: The analysis revealed three key characteristics related to the impact on the residents’ acceptance of the innovation as being a worthwhile investment of time and effort: access to frequent, timely, and specific feedback from preceptors. Findings were used to refine the innovation further.Conclusion: This study highlights the necessary conditions for assessing the success of implementation of educational innovations. Reciprocal communication between users and developers is vital. This reflects the approaches recommended in the Ottawa Consensus Statement on research in assessment published in Medical Teacher in March 2011.

Implementation of Effective Health Innovations and Pediatricians

Implementation of Effective Health Innovations and Pediatricians

Book review: Basics in medical education

Book review: Basics in medical education

School support and teacher motivation to implement project-based learning

The present study investigated how school support was related to teachers' motivation and willingness to persist in project-based learning. The participants were 182 Hong Kong teachers who completed a questionnaire about their school's support and their motivation to implement project-based learning. The results of structural equation modeling indicated that when teachers perceived their schools as being stronger in collegiality and more supportive of teacher competence and autonomy, they had higher motivation in project-based learning and stronger willingness to persist in this educational innovation. Perceived school support predicted teachers' attitude for future persistence both directly and indirectly through its influence on teacher motivation. The results suggest that social-contextual factors are important for teacher motivation in the implementation of educational innovations.

Commentary: The Course, Curriculum, and Laboratory Improvement (CCLI) Program: What's New About the Current Solicitation and Suggestions for the Geosciences' Community

The Course, Curriculum, and Laboratory Improvement (CCLI) program recently released the program guidelines (NSF 09-529) for the next round of the program. There are several changes to the CCLI program and a new program opportunity that invites proposals for projects that would provide leadership and contribute to transforming undergraduate STEM education. This article provides some basic background about the program, points out changes in the new solicitation, and encourages geoscience faculty to submit proposals to this program. BACKGROUND The CCLI program at the National Science Foundation (NSF) makes grants for projects that improve undergraduate education in the sciences, engineering, mathematics, and technology at all types of institutions. The CCLI program has its 'roots' in several merged DUE programs (Instrumentation and Laboratory Improvement (ILI), Course and Curriculum Development (CCD), and the Undergraduate Faculty Enhancement (UFE)). It would not be surprising for early career faculty who ask senior colleagues about the ILI program to receive in response a smile and a tour of a laboratory or instrument made possible by ILL The current CCLI program has evolved from earlier versions that included Adaptation and Implementation (A&I), Educational Material Development (EMD) proof-of-concept and full development, and National Dissemination (ND). More recently, CCLI introduced the 'cycle of innovation', phases (1, 2, and 3), and combined with the Assessment of Student Achievement (ASA) program. Suffice to say, CCLI has had a long history and remains one of DUE's most flexible programs that has and continues to support a wide range of activities aimed at improving the quality of science, technology, engineering, and mathematics (STEM) undergraduate education for all students. Additional information about the CCLI program and examples of how this program can support student research activities can be found in the CUR Quarterly (McBride and Singer, 2002). CCLI has a wide scope The CCLI program supports efforts that: * Bring advances in STEM disciplinary knowledge into the curriculum * Create or adapt learning materials and teaching strategies * Develop faculty expertise * Promote widespread implementation of educational innovations * Prepare future K-1 2 teachers * Enhance our understanding of how students learn STEM topics * Enhance our understanding how faculty adopt instructional approaches * Build capacity for assessment and evaluation The program especially encourages projects that will have the potential to transform undergraduate STEM education, produce widespread adoption of classroom practices based on how students learn, and explore cyberlearning. The most recent program solicitation (NSF 09-529) also invites proposals for Central Resource Projects that provide leadership and implementation of activities that sustain a community of practice engaged in transforming undergraduate STEM education. CCLI Central Resource projects would support activities intended to increase the communications among the STEM education community and increase the impact of CCLI projects. Central Resource projects could provide leadership in the dissemination of STEM instructional materials and practices and ways to integrate research experiences into the undergraduate curriculum. Resource projects could provide expertise about assessing student learning and findings on what we know about how students learn and what pedagogies work under what conditions. Resource Projects could provide for a series of meetings designed to increase cooperation and collaboration among large groups of PIs with similar interests. Examples of possible Central Resource projects are provided in the solicitation. It should be noted that Central Resource projects most likely would extend beyond a single discipline to impact CCLI grantees and other broad communities of NSF grantees. …

Dental Education in Wuhan, China: Challenges and Changes

The aim of this article is to describe the innovations in the School of Stomatology at Wuhan University (WHUSS) that are likely to shape the future of dental education in the People's Republic of China. There are forty dental schools in China; the five most well known are located in Beijing, Chengdu, Shanghai, Xi'an, and Wuhan. Although patient-centered, comprehensive care has been recommended as the future of dental education, traditional dental education in China still faces many challenges to accomplish this goal. WHUSS, one of the more progressive dental schools in China, has implemented several educational innovations to traditional dental education by restructuring the curriculum through the introduction of problem-based learning (PBL) and other strategies in clinical training. Although implementation of educational innovations is still at an early stage throughout China, it is reasonable to speculate that many schools will develop similar strategies as those developed at Wuhan to improve dental education during the next several years. However, additional research is necessary to evaluate the efficacy of such educational strategies and to determine the appropriate implementation of a contemporary dental curriculum and pedagogic methodology. The curriculum modifications that have been achieved to date as well as the existing challenges are discussed to provide the reader with an understanding of contemporary dental education in China.

In Search of a Perfect Power Engineering Program

Following a prolonged decline in enrollment and interest in power engineering, educators have formulated a variety of responses they believe will stem the tide of woes that seem to have besieged the profession. The range of creative solutions proposed in many programs are centered around what a power engineering curriculum should contain, how course materials should be delivered, and how to market (or promote) the program. This paper takes a critical look at a number of studies on curriculum development and learning in higher education. It examines the role that should be given to students' conception about learning, instructors' experience and teaching philosophies, and the impact of curriculum organization on students' performance in the design and implementation of educational innovations. The best aspects of the new innovations in a power engineering curriculum are then combined with other components that are deemed necessary to come up with what a model power engineering program should look like.

School Characteristics Inventory: Investigation of a Quantitative Instrument for Measuring the Modifiability of School Contexts for Implementation of Educational Innovations

The purpose of this study was to collect reliability and validity data on the School Characteristics Inventory (SCI), a quantitative measure based on Sternberg's (2000) theory of contextual modifiability. Data were collected from a national sample of middle school teachers and from teachers participating in a 3-year study investigating teachers’ willingness to implement differentiated instruction or differentiated authentic assessments. Factor analysis indicated 6 factors (School Reputation, General School State, Staff Attitudes, Responsiveness to Change, General Perceptions of the School, and Administration Responsiveness), accounting for 42% of the variance. Reliability estimates of the factors ranged from a low of .76 (Responsiveness to Change) to a high of .94 (School Reputation and SCI Total Scale Score). Quantitative and qualitative data give credence to the reliability and validity of the SCI and tentatively support the organizational modifiability construct theorized by Sternberg.

Staff development as a condition for computer integration

Staff development is a basic and necessary component of the continuing education of teachers, administrators and other staff as they extend their professional or technical knowledge (Orlich, 1989). Codianni and Wilbur (1983) compared the findings of seventeen major studies on effective schools and found systematic staff development as being one of six important aspects of effective schools. Besides regular updating of knowledge in one's subject, professional development and assistance are important for both the dissemination and implementation of educational innovations (Fullan & Stiegelbauer, 1991). Teachers need to learn new roles in order to work effectively with new programs and technologies (van den Akker, 1988). It is therefore no surprise that staff development and training is one of the factors that determine the success of implementing an innovation in the educational practice (Fullan & Stiegelbauer, 1991). There are no reasons to expect that this should not also hold for the use of computers in education. The crucial role of staff development in the introduction of computers in the school is also emphasized by Moskowitz and Birman (1985), Walker (1986), Brody (1987) and the US Congress (1988). Since the introduction of the computer in education, many authors claim that the beneficial aspects of computer use in education are related to the integration of computers in the existing subjects (e.g. Collis, 1988, Hunter, 1984). However, the findings of the first stage of the International Association for the Evaluation of Educational Achievement (IEA)-international research project 'Computers in Education' (Comped) revealed that the use of computers in existing subjects as an aid in teaching and learning is limited. In most countries participating in this study, the introduction of the computer in schools is predominantly occurring through the introduction of a new subject like computer education or informatics, while the use of computers in existing subjects is still an activity of a rather small group of teachers. The group of intensive computer using teachers will at the best not exceed 15% (Pelgrum, in preparation). One may argue that computer use in existing subjects is not fully integrated because this form of using computers is the most complex part of the innovation: this type of computer use requires (unlike the introduction of a new and additional subject like

The implementation of educational innovations: Lessons from Pakistan

Under what conditions will innovations in education be successfully implemented? A study of five innovations in Pakistan allows us to explore that question. They include the use of learning coordinators to improve school supervision; the adoption of teaching kits; adding primary schools to mosques; building residences for women teaching in rural schools; and the Nai Roshni project of drop-in schools for students who had never attended or had left school. Information about these innovations comes from interviews with over 100 Pakistani officials and experts on education and from a random sample survey of nearly 500 primary (elementary) schools and 1000 teachers. ∗ ∗ The research was carried out jointly by Project BRIDGES of the Harvard Institute for International Development and the Academy of Educational Planning and Management in Pakistan. Special thanks go to Huma Nauman, who conducted many of the interviews used in the paper. The study was funded by the Agency for International Development. The paper draws on the five cases to illustrate a model of implementation that can be used for planning, managing, or evaluating educational innovation. The summary of each innovation contains only those details necessary to show key features of the model. Further information about the cases can be found in Warwick et al. (1991) The Implementation of Educational Innovations in Pakistan: Cases and Concepts. Development Discussion Paper No. 365 ES (Education Series) Harvard Institute for International Development, Cambridge, MA.

Schools and Honeypot Management: The Impact of Project Funding Mechanisms on the Implementation of Educational Innovation

In this article Janet Ouston and Susan McMeeking of the Institute of Education, University of London and Paul Higgins of the LEA in Sefton explore the impact of different funding mechanisms on the implementation of innovation in secondary schools with examples drawn from the experience of the first Education 2000 Project in Hertfordshire. In doing so they review the models of funding identified by Brian Knight and consider the consequences of each of the models for the Project.

Features of Effective In‐service Activities: results of a Delphi‐study

Abstract In this study, conducted in the Netherlands, a modified Delphi technique was used to identify salient features of effective in‐service practices and their programming and design. It poses the question: which characteristics must in‐service activities—focused on the implementation of educational innovations—have in the opinion of experts in the field of in‐service education? After reviewing studies on in‐service teacher education and educational implementation, a list of 60 statements on effective features of in‐service education was compiled. In three rounds, the statements were reviewed by a panel of experts with regard to their appropriateness and importance for the implementation of educational changes. This review resulted in a list of 34 statements, which, according to the Delphi participants, reflect appropriate and important features of effective in‐service teacher education.