Innovative School Research Articles

Best practices in teachers' training and school innovation in Greek schools of secondary education

In the present study, we conducted a primary survey to capture the knowledge, the views and attitudes of the principals of the Greek public schools in secondary education, on issues related to school administration, teachers' training and implementation of innovation. The results reflect the positive attitudes of the principals regarding teachers training through the implementation of educational actions and training seminars organized by the state. The school principals applaud the teachers' training mainly because it offers opportunities for professional development and updating on the content and principles of innovation and school administration. In addition, the principals believe that the integration of innovation in schools, in addition to being a socialisation factor of the students, helps towards the understanding of the terms and conditions that are formed because of the multiculturalism of the Greek school. Moreover the difficulties of implementing school innovation are revealed.

School and Community Relations in the Kansans Can School Redesign Project

Since July of 2017, approximately 72 Kansas school districts and approximately 183 schools have volunteered to redesign their schools around four redesign principles as part of the Kansans Can School Redesign Project. The earliest cohort of volunteer schools were led by the two redesign specialists through a planning process that included engaging community stakeholders in developing a shared vision for their redesigned and innovative school. Many of the earliest launch schools proved to be very successful in engaging stakeholders to collect authentic feedback early in the process. However, some school districts were surprised by pushback from stakeholders early in the implementation phase of the Redesign. This paper will review pertinent literature regarding best practices for family, school, and community engagement when initiating major change initiatives, describe scenarios from several redesign districts, and reflect on lessons learned that may help to inform future schools attempting a large-scale innovation.

A Lab for a New Civitas. An Innovative School in the Po Valley

Sorbolo is a beautiful town located halfway between the ancient ducal city of Parma and the Po River, within a countryside that developed from marshes, rows of poplars, embankments, vineyards. In 2016, after an initial planning process, the municipality of Sorbolo submitted to the MIUR (Ministero dell’Istruzione, dell’Università, e della Ricerca) a plan for the development of a school campus. The facility was meant to be open to the local territory and community, parents, and citizens wishing to have a stake in the decision-making processes that apply to the education and training of young people. The first step was the construction of a new building complex destined to a 24 hour school system, accomodating approximately 450 students, ten to fourteen years old, supported by a cross-disciplinary approach: “a school for everyone, motivational, open, innovative.” The firm UFFICIO PROGETTI Architetti Associati Bertani & Vezzali, with the Sorbolo project, was the second winner of the MIUR international contest for the creation of 52 innovative schools over the entire Italian territory.

Scientific-educational and scientific-research centers as important elements of innovation clusters

The purpose of the article is to theoretically substantiate the role of scientific-educational and scientific-research centers in the creation and functioning of innovation clusters. Methodology of research. Achieving the goal is carried out using methods of analysis and synthesis, systematization, theoretical generalization, induction and deduction, comparative analysis. Findings. The necessity of attracting scientific-educational and scientific-research centers to the creation and activity of innovation clusters is justified in order to ensure close cooperation between science and business. Education and science are essential for the effective functioning of innovation clusters, since innovation development depends on the quality of education and scientific research. Scientificeducational and scientific-research centers are able to provide the generation of new knowledge and innovative ideas, the conduct of scientific research, the training of highly qualified personnel. By the example of a number of countries of the world, in particular Japan, the USA, Canada, Norway, France, Estonia, Kazakhstan, Belarus, it is proved that scientific-educational and scientific-research centers are not only important elements of innovation clusters, but also the initiators of their creation. As world experience shows, scientific-educational and scientific-research centers can become the core of the innovation cluster. It is concluded that the effective functioning of innovation clusters is due to the development of their scientific, educational and research base. The state financial support of education and research is advisable. Practical value. The main scientific results of the article can be used in the formation and functioning of innovation clusters in the domestic economy. The prospect of further research is to clarify the role of regional and local authorities in the process of formation and development of innovation clusters. Keywords: innovation, innovation cluster, scientific-educational center, scientific-research center, science, education, knowledge, competitiveness. REFERENCES 1. Itskovits, G. (2011). Model troynoy spirali [Triple Helix Model]. Innovatsii – Innovation, 4 (150), 5–10. Retrieved from https://cyberleninka.ru/article/v/model-troynoy-spirali (accessed 10 August 2019) [in Russian]. 2. Most Innovative Schools. National Universities. Retrieved from: https://www.usnews.com/best-colleges/rankings/national-universities/innovative (accessed 12 August 2019). 3. What is the Knowledge Cluster? MEXT. Retrieved from: http://www.mext.go.jp/component/a_menu/science/micro_detail/_icsFiles/afieldfile/2010/02/01/1288448_1.pdf (accessed 18 August 2019). 4. National Research Council of Canada. Clusters. Retrieved from: http://www.nrc-cnrc.gc.ca/eng/dimensions/issue1/clusteroverview.html (accessed: 16 August 2019). 5. NCE clusters. Retrieved from: http://www.nceclusters.no/about-nce/nce-klyngene/ (accessed 04 August 2019). 6. Pôle de compétitivité Minalogic. Retrieved from: http://www.minalogic.com/ (accessed 24 July 2019). 7. Chiffres clés de la Cosmetic Valley. Retrieved from: http://www.cosmetic-valley.com/page/presentation/chiffres-cles/ ( accessed 18 July 2019). 8. Estonian ICT cluster. Retrieved from: https://e-estonia.com/meet-the-industry/ict-cluster/(accessed 26 July 2019). 9. Tartu Biotechnology Cluster. Retrieved from: https://biopark.ee/tartu-biotechnologycluster?lang=en (accessed 01 August 2019). 10. Kontseptsiya formirovaniya perspektivnykh natsionalnykh klasterov Respubliki Kazakhstan do 2020 goda. Retrieved from: https://tengrinews.kz/zakon/pravitelstvo_respubliki_kazahstan_premer_ministr_ rk/hozyaystvennaya_deyatelnost/id-P1300001092/ (accessed 27 July 2019) [in Russian]. 11. Minekonomiki podgotovilo kartu klasterov Belarusi. Retrieved from: https://primepress.by/news/ekonomika/minekonomiki_podgotovilo_kartu_klasterov_belarusi-11310/ (accessed 30 July 2019). 12. The Global innovation index 2018. Energizing the World with Innovation. 11th edition (2018). Cornell University, INSEAD, WIPO. Switzerland, Geneva: WIPO. Retrieved from: http://www.wipo.int/edocs/pubdocs/en/wipo_pub_ gii_2018.pdf (accessed 29 July 2019). Published: 2020-03-26

Pedagogical Supervision and Change: Dynamics of Collaboration and Teacher Development

The present study aims to analyse how pedagogical supervision can contribute to the change and innovation of the dynamics of collaboration and professional development of teachers in an educational community. After a decade of innovation and change in Portuguese schools, with the implementation of new collaborative supervision practices, it was interesting to carry out an analysis of their potentialities and constraints, about teacher professional development, focusing on collaborative work between peers. In the research, carried out in schools in the district of Porto, mixed methodological, qualitative and quantitative procedures were used. As a qualitative strategy, interviews with supervisors were conducted and analysed, and as a quantitative strategy, surveys were applied and analysed by teachers, aiming at the triangulation of the information collected. The results prove the potential of supervision, regarding the change in collaborative supervision practices, in peer work, with real construction of learning communities and improvement of school success. Both supervisors, as middle managers, and teachers positively highlight teamwork, especially in sectoral meetings and in the observation of classes between peers, valuing feedback, reflection, action research and the improvement of pedagogical intervention in the classroom. However, despite the recognition of the advantages of peer training supervision, the constraints of supervision still understood as evaluative are confirmed, showing the confusion between supervision and teacher performance evaluation. Indeed, some teachers continue to associate supervision with evaluative and bureaucratic procedures, which affects interpersonal relationships between supervisors and teachers, especially about class observation. Overall, supervisory action, based on democratic management practices and collaborative work, is considered essential for the reinforcement of continuous teacher training and the evolution of the dynamics of schools, as educational communities.

The role of Cooperative Learning in Attaining Inclusive Education in the Classroom, Creativity and Innovation in Secondary schools in Mwanza Region- Tanzania

The role of Cooperative Learning in Attaining Inclusive Education in the Classroom, Creativity and Innovation in Secondary schools in Mwanza Region- Tanzania

Serious games in learning factories: perpetuating knowledge in learning loops by game-based learning

The usage of gamification in the contexts of commerce, consumption, innovation or eLearning in schools and universities has been extensively researched. However, the potentials of serious games to transfer and perpetuate knowledge and action patterns in learning factories have not been levered so far. The goal of this paper is to introduce a serious game as an instrument for knowledge transfer and perpetuation. Therefore, reqirements towards serious games in the context of learning factories are pointed out. As a result, that builds on these requirements, a serious learning game for the topic of Industry 4.0 is practically designed and evaluated.

Conditions for Innovation of Public Sector Organisations Based on Selected Primary Schools

Objective: The aim of this article is to present and analyse the results of pilot studies relating to the diagnosis and evaluation of conditions for innovation of public sector organisations based on selected primary schools operating in a large city in Małopolskie Voivodeship, Poland.Research Design & Methods: The theoretical part of the article was based on the literature on the subject, both Polish and foreign. The pilot study was carried out by means of a guided, semi-structured interview with 17 teachers from four primary schools in Małopolskie Voivodeship, Poland. Undoubtedly, the results of the study have numerous limitations, which result mainly from the pilot nature of the survey and its limited scope (only selected teachers from four primary schools in a large city were willing to participate in the survey and were interviewed). Therefore, the results cannot be generalised and their analysis should be approached from a critical perspective.Findings: In the schools analysed, both the teachers and the management are aware of the importance of innovations in building the position of the school on the market of educational services, as well as of the fact that they are a key factor in teachers’ personal development. The innovation policy in the schools was generally known, while teachers are inspired to seek and implement innovations, and the attitude of the management in the majority of cases stimulates the creativity of the teachers, which is additionally supported by tangible or intangible incentives, e.g. commendations or awards.Implications / Recommendations: New ideas and solutions undoubtedly improve the teaching process, which is appreciated both by students and by their parents. In the primary schools participating in the study, the most important sources of innovation were the teachers, their level of knowledge, competence, creativity, commitment and personality.Contribution: Given the clear need for changes in the education sector, the study of innovation in primary schools is important and insufficiently recognised in Poland.

Significance of emotional intelligence for the innovative higher school teachers readiness for a person-centered interaction

The article examines actual problems of the strategy of the educational process in the aspect of humanization of education, which should be based on genuine self-regulation and active self-determination of the student's personality. Inthecontextof the humanistic paradigm of the educational system, an individual approach to students, encouraging the disclosure of personal potential and creative development, the possibility of emotional contact with students are investigated. The purpose of the article is to study the relationship between the innovative readiness of higher education teachers and emotional intelligence. The methodological basis of the research are the works of such researchers in the field of a personality-centered approach to education as K. Rogers, I.V. Abakumova, I.S. Yakimanskaya, V.V. Serikov, E.V. Bondarevskaya, M.A., Andreev V.I. and others, as well as conceptual provisions in the field of emotional intelligence of scientists (J. Meyer, P. Salovey and D. Caruso R. Bar-On and D. Goleman N. Hall). We have chosen as research methods: diagnostics of "emotional intelligence" (N.Hall); questionnaire to identify the level of innovative readiness for personality-centered interaction of university teachers (author's methodology). As a result of the conducted empirical research, the hypothesis put forward by us about the presence of a positive correlation between emotional intelligence and the innovative indicator of the ability for person-centered interaction of higher school teachers was confirmed.

A Consideration of Teachers’ Professional Development in Innovation School Policy in Korea

A Consideration of Teachers’ Professional Development in Innovation School Policy in Korea

Characterising innovative primary schools and their teachers in Spain

This study sought to gain insight into the characteristic features defining innovative schools and teachers in Spain. Its design was descriptive-interpretative/ex-post-facto targeting primary schools in a large province in north-eastern mainland Spain (León). Data were collected including a quantitative approach based on data from a questionnaire completed by 86 teachers selected through stratified random sampling. Our findings point to a large percentage of teachers carrying out educational innovations, especially in state schools. Through logistic regression, it emerged that teachers older than 50 years were more likely to be innovative compared to their younger colleagues. The main difference between innovators and non-innovators was that the latter had been working for less than a year at the school. Despite our representative sample of teachers, other studies have attributed innovations to younger teachers. Most innovations were implemented in state schools though state-funded private schools also instigated innovations though in a more structured manner. Our results suggest that for effective long-lasting innovations, schools need to have a fairly stable core of teaching staff.

CHARACTERIZING INNOVATIVE PRIMARY SCHOOLS AND THEIR TEACHERS IN SPAIN

This study sought to gain insight into the characteristic features defining innovative schools and teachers in Spain. Its design was descriptive-interpretative/ex-post-facto targeting primary schools in a large province in north-eastern mainland Spain (Leon). Data were collected including a quantitative approach based on data from a questionnaire completed by 86 teachers selected through stratified random sampling. Our findings point to a large percentage of teachers carrying out educational innovations, especially in state schools. Through logistic regression, it emerged that teachers older than 50 years were more likely to be innovative compared to their younger colleagues. The main difference between innovators and non-innovators was that the latter had been working for less than a year at the school. Despite our representative sample of teachers, other studies have attributed innovations to younger teachers. Most innovations were implemented in state schools though state-funded private schools also instigated innovations though in a more structured manner. Our results suggest that for effective long-lasting innovations, schools need to have a fairly stable core of teaching staff.

A Study on the factors Affecting Growth Belief of Middle School Students: Focused on the Differenoes between Innovation school and General School

본 연구는 경기교육종단연구 초4 패널 4~6차년도 데이터를 사용하여 중학생의 성장신념에 대한 영향요인을 구명하였다. 아울러 분석대상을 혁신학교와 일반학교로 구분하여 중학생의 성장신념에 영향을 미치는 요인들이 혁신학교 여부에 따라 어떠한 양상으로 나타나는지를 확인하였다. 이를 위해서본 연구는 패널자료 분석 방법 중 고정효과모형과 확률효과모형의 장점을 결합하여 집단 내 변화와집단 간 차이의 영향력을 동시에 파악할 수 있는 하이브리드 방법을 사용하였다. 주목할 만한 결과를중심으로 제시하면, 첫째, 혁신학교와 일반학교 모두에서 공통적으로 중학생의 성장신념에 영향을 미치는 요인은 진로자기이해와 차별경험으로 나타났다. 둘째, 혁신학교와 일반학교에서 중학생의 성장신념에 영향을 미치는 요인 중 통계적으로 유의미한 차이가 있었던 요인은 가구소득과 교사의 수업방식인 것으로 분석되었다. 셋째, 혁신학교 여부에 따른 통계적 차이를 보이지는 않았지만 혁신학교와 일반학교 중학생의 성장신념에 상이한 영향력을 보인 요인은 학업성취도가 있었다. 마지막으로 일반학교에서 나타나는 특징으로 이들의 성장신념에는 교내 구성원과의 관계가 긍정적인 영향을 미치는 것으로 나타났다는 점이다. 이상의 결과를 바탕으로 학교 특성에 따른 중학생의 성장신념 제고 방안, 성장신념 제고와 관련한 혁신학교 정책에 대한 평가와 보완점 등에 대해 제언하였다.This study used 4th to 6th data of the primary 4th Panel of the Study of Gyeonggi Education to examine the factors that influence middle school students growth belief. In addition, we identified what factors differ according to whether or not they were innovative schools. To this end, this study used a hybrid method that combines both fixed and random effects. The main findings of this study are as follows. First, the factors that affect the growth belief of middle school students in both innovative and general schools were understanding of self career and discrimination experiences. Second, the variables that showed the significant difference between innovation and general schools were changes in household income and relationship with teacher. Third, although there was no statistical difference between the innovative schools and general schools, the achievement showed different influence on the belief of growth students. Finally, in general schools, their relationship with members of the school has a positive effect on their growth belief. Based on the above results, we proposed the evaluation of the policy of innovative schools and the supplementary task with policy.

Organizational Culture and It’s Relation to Administrative Innovation in Private Schools in Jordan from the Point of View of Teachers.

The study aims to recognize the relationship between organizational culture and administrative innovation in private schools in Jordan. The study uses the descriptive method through the distribution of two questionnaires: the first is to measure the organizational culture, and the second is to measure administrative innovation. The study sample consists of (197) teacher from private schools during the academic year 2018/2019, Validity and reliability coefficients were ensured for the tool. The results of the study shows that the organizational culture level among the principals of private schools is high, and the level of administrative innovation is moderate. The results of the study show a statistically significant positive correlation relationship between the organizational culture and administrative innovation. The study shows no statistically significant differences in teachers' estimates of the level of organizational culture among school principals due to gender and experience variables.

Tanggapan Guru dan Peserta Didik terhadap Implementasi Pembelajaran IPA (Fisika) SD dengan Kit Alternatif

Alternative Science kits are made for science learning innovations in elementary schools. This Natural Science Kit is made using materials from the surrounding environment and is very easy to get. This Natural Science Kit can be an option if in a school does not have Kit from the factory (INPRES Kit and SEQIP Kit) so there is no reason for teachers not to teach varied. There are several benefits to be gained by making and implementing this alternative Science Kit in learning in schools, namely: (1) Teaching and learning activities will be more meaningful if they involve all the senses. By seeing, hearing, feeling, observing and experiencing or practicing on their own, students will experience internalization of the concept of learning science in depth, (2) It will be more fun and impressive for students if the tools in this Kit are packaged by the teacher in the form of a game, and a healthy competition atmosphere to move forward together, (3) science experiments designed using this kit are expected to develop and train students' scientific attitudes and discover science concepts such as: the process of volcanic eruptions, the formation of igneous rocks, simple submarines, water flow, simple calorimeters, simple stopan lights, wind power plants, hydrostatic pressure, and others. This Alternative Science Kit also comes with a user manual that contains: Class / Semester, Indicators, Learning Objectives, Suggestions for application in learning, Tools and materials, Procedures, Questions and Explanation. The response of teachers and students towards the implementation of science learning with alternative kits is strongly agree, namely 80.02% and 76,25 %

IMPACT OF THE FOURTH INDUSTRIAL REVOLUTION ON EDUCATION AND THE PRINCIPALS’ CHALLENGES

The digital revolution led to the birth of the Fourth Industrial Revolution, which opened new, unlimited areas of creativity and innovation in various scientific fields. It has created a set of new technologies that combine three key elements: physical, digital, and biological, to produce unprecedented rapid variables in human life. The problem is that this revolution created the challenges facing all organizations and institutions, including educational institutions, when it imposed requirement of highly efficient, the education is required to keep abreast of technological developments, while today's schools are in dire need of further development and innovation in the world Fast changing. Therefore, the school faces many problems through a flood of new information accelerated according to the rapid changes, and need to be creative and more comprehensive assimilation of modern technology. Through the descriptive and analytical approach, the subject was discussed in three sections, first: the dimensions of the fourth industrial revolution. Second: the use of modern technology in schools of basic education, and finally the challenges facing school principals. The findings showed that: The Fourth Industrial Revolution constituted technological breakthroughs, such as artificial intelligence, cybersecurity, biotechnology, and the mass chain. These technologies have challenged all societies in how to exploit these opportunities. Educational institutions must develop. There was a need for quality graduates characterized by creative thinking, innovative production and adaptation to innovations and inventions. As such, school principals have had many burdens and responsibilities to employ maximum creative management skills to keep pace with scientific and technological progress. The need for an innovative and effective school administration capable of managing change and employing technology in administrative work. Keywords modern technology, education, challenges, principals

The Direction of school innovation from the becoming perspective

The Direction of school innovation from the becoming perspective

A student affairs podcast as novel communication tool

Podcasts are prevalent within medical education, but not within medical student affairs. Our Office of Student Affairs (OSA) created a podcast focusing on topics relevant to the medical student experience. There have been over 20,000 downloads thus far. Survey responses and feedback have been positive and highlight the podcast’s utility as a communication tool, with 96% of respondents saying they would recommend this podcast to others. Given the mission of student affairs offices to advise, mentor, and educate students, a student affairs podcast is an exciting innovation for medical schools to consider.

The use of gamification in xMOOCs about energy: Effects and predictive models for participants’ learning

Open access education has significantly grown in strength as a new way of fostering innovation in schools. Such is the case of massive open online courses (MOOCs), which have the added benefit of encouraging the democratisation of learning. In this sense, the Bi-National Laboratory on Smart Sustainable Energy Management and Technology Training between Mexico and the United States of America was launched with the purpose of trying MOOC technology and measuring its impact on the academic, business, and social sectors. Under this scenario, this study aimed to show the relationship between using gamification and level of performance in a MOOC on energy topics. The methodology was quantitative, using the course analytical data for socio-demographic information and predictive models. A total of 6246 participants enrolled in the MOOC and 1060 finished it. The results showed that participants aged between 20 and 50 had the highest completion rates in the gamified challenge; the higher academic degree, the more inclined participants were to solve the gamified challenge; and no such distinction exists by gender.

УРОВЕНЬ ФУНКЦИОНАЛЬНЫХ РЕЗЕРВОВ УЧАЩИХСЯ ИННОВАЦИОННОГО ОБРАЗОВАТЕЛЬНОГО УЧРЕЖДЕНИЯ С РАЗНОЙ ДВИГАТЕЛЬНОЙ АКТИВНОСТЬЮ

Functional body reserves determine the level of functional systems activity, the state of performance and indicate the impact of environmental factors on health as a whole. The paper presents an assessment of the level of adaptive body capabilities in high school students with different motor activity in innovative school. The study involved 308 students (girls – 211, boys – 97) at the age of 15–18 years. The functional tests with a load are used to assess the functional reserves: Martin Kushelevsky test, Orthostatic Test, Shtange’s test, Genchi test, Rhomberg’s Test. The method of step counter «Pedometer by ITO Technologies, Inc» and the method of survey «Questionnaires for the study of medical and social causes of deviations in health and diseases in children» are used to assess the motor activity of students. Screening results of the functional reserves level showed that more than half of students in innovation school performed functional tests only satisfactorily, high school students with an excellent level of functional reserves were identified only among girls in 10th grade (0.6 %). Functional indicators of persons with a higher level of motor activity are higher than those with lower motor activity.