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Educational Research and Innovation
Measuring Innovation in Education
A New Perspective
OECD Publishing , Publication date:  25 Sep 2014
Pages: 332 , Language: English
Version: Print (Paperback) + PDF
ISBN: 9789264215689 , OECD Code: 962014051P1
Price:   €80 | $112 | £72 | ¥10400 | MXN1440 , Standard shipping included!
Availability: Available
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Other Versions:  E-book - PDF Format

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Imprint:  Centre for Educational Research and Innovation

Description

Do teachers innovate? Do they try different pedagogical approaches? Are practices within classrooms and educational organisations changing? And to what extent can change be linked to improvements? A measurement agenda is essential to an innovation and improvement strategy in education. Measuring Innovation in Educationoffers new perspectives on addressing the need for such measurement.

This book’s first objective is informative: it gives readers new international comparative information about innovation in education compared to other sectors. And it documents change in a variety of dimensions of school practices between 1999 and 2011. Its second objective is methodological: it assesses two approaches to capturing the extent and type of innovation occurring within and across education systems. The third objective is exploratory: this book showcases a large-scale pilot that presents over 200 measures of innovation in education using existing international data. Last but not least, the fourth objective is prospective: this report proposes new approaches to measuring innovation in education in the future.

This book is the beginning of a new journey: it calls for innovations in the field of measurement – and not just of education.


Table of contents:

Foreword 3
Acknowledgements 4
Executive summary 15
Overview: Why and how to measure innovation in education 19
-Objectives of the book 20
-Why measure innovation in education: context and rationales 20
-How innovation in education is measured in this publication 22
-Better understanding the role of innovation in education 26
-Summary of the main findings 27
-How to improve the measurement of innovation in education 32
-References 39
-Reader’s guide 43
PART I. COMPARING INNOVATION IN EDUCATION WITH OTHER SECTORS
Chapter 1. Highly innovative workplaces in education and other sectors 51
-Innovation occurrence and types within the education sector 52
-Innovation occurrence within the education sector compared with other sectors 55
-Innovation types within the education sector compared with other sectors 58
-Innovation within the education sector by level of education 61
Chapter 2. Employee participation in innovation in education and other sectors 65
-Innovation occurrence and types within the education sector 66
-Innovation occurrence within the education sector compared with other sectors 69
-Innovation types within the education sector compared with other sectors 72
-Innovation within the education sector by level of education 75
Chapter 3. Speed of adoption of innovation in education and other sectors 79
-Level of Innovation within the education sector 80
-Lead innovation within the education sector compared with other sectors 83
-Innovation within the education sector by level of education 88
Chapter 4. Highly innovative jobs 91
-Innovation occurrence and types within the education sector 92
-Innovation occurrence within the education sector compared with other sectors 95
-Innovation types within the education sector compared with other sectors 98
-Innovation within the education sector by level of education 101
PART II. INNOVATION AS CHANGE IN CLASSROOMS AND SCHOOLS
Chapter 5. Innovation in teaching style
107
-Use of front-of-class teaching 108
-Independent work 114
-Summary 117
Chapter 6. Innovation in instructional practices 119
-Relating lessons to real-life 120
-Data and text interpretation 125
-Reasoning 127
-Summary 131
Chapter 7. Innovation in class organisation 135
-Group work 136
-In-class ability grouping 139
-Self-directed work 142
-Individualisation 147
-Summary 150
Chapter 8. Innovation in the use of textbooks in classrooms 155
-Use of textbooks as primary resources 156
-Use of textbooks as supplementary resources 160
-Summary 163
Chapter 9. Innovation in the methods of assessment used in classrooms 167
-Test based assessment 168
-Non-test based assessments 170
-Summary 173
Chapter 10. Innovation in the availability of computers and the internet in the classroom 175
-Computer availability 176
-Network accessibility 179
-Summary 182
Chapter 11. Innovation in the use of computers in the classroom 185
-Use of computers for practising skills and procedures 186
-Use of computers for information research 189
-Use of computers for data analysis and scientific experimentation 192
-Use of computers for reading and writing 195
-Summary 197
Chapter 12. Innovation in the provision of special education in schools 203
-Remedial education 204
-Enrichment education 208
-Summary 212
Chapter 13. Innovation in the extent of teacher collaboration in schools 215
-Instructional collaboration 216
-Classroom observations 221
-Summary 224
Chapter 14. Innovation in feedback mechanisms in schools 227
-Progress benchmarking and monitoring 228
-Curriculum and instruction development 231
-Summary 233
Chapter 15. Innovation in evaluation and hiring in schools 237
-Use of data for teacher and principal evaluation 238
-External evaluation 241
-Peer evaluation 244
-Incentive use for recruitment and retention of teachers 247
-Summary 250
Chapter 16. Innovation in schools’ external relations 255
-Informing parents 256
-Parental involvement  260
-Public relations 263
-Summary 266
Chapter 17. Composite indices of innovation in classrooms and schools 271
-Composite innovation indices 272
PART III. CHANGE IN EDUCATIONAL OUTCOMES
Chapter 18. Innovation and educational outcomes
279
-Composite innovation indices and learning outcomes 280
-Composite innovation indices, equality and equity 290
-Composite innovation indices and changes in education expenditure 298
-Composite innovation indices and satisfaction 301
Annex A. Data sources and methods 309
-Data sources: overview 310
-Coverage of the statistics 310
-Country coverage 311
-Sample sizes 311
-Year coverage 317
-Calculation of cross-country means and totals 317
-Calculation of effect sizes 317
-Further resources 318
Annex B. Composite innovation indices 319
-Creating the indices 320
-Missing values 321
-Criteria for including questions in the indices 322
-Developing and reporting the indices 324
-Cautions 324
-Countries’ top 5 areas of classroom-level innovations 327
-Countries’ top 5 areas of school-level innovations 329
-Country index 331

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