Purpose




The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system.




Design/methodology/approach




The paper is based on a literature survey and author research.




Findings




US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning.




Practical implications




Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education.




Social implications




Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society.




Originality/value




Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.

/pdf/innovation-in-education-what-works-what-doesn-t-and-what-to-30kk3mbl8f.pdf

Innovation in education: what works, what doesn’t, and what to do about it?

This report is about three new forces that are converging to break open prodigious learning possibilities. The first force, ‘new pedagogies’, springs from the new learning partnerships that emerge between and among students and teachers when digital tools and resources become pervasive. The second, ‘new change leadership’, merges top-down, bottom-up and sideways energies to generate change that is faster and easier than anything seen in past efforts at reform. The third, ‘new system economics’, makes the powerful learning tools and resources that accelerate the first two forces more affordable for all. These forces are nascent, but we see them expanding rapidly – together acting as a form of positive contagion that becomes unstoppable given the right conditions.

A rich seam:How new pedagogies find deep learning

Teacher Reform in Indonesia: The Role of Politics and Evidence in Policy Making is the result of seven years of collaborative effort between the Human Development Sector of the World Bank Indonesia country office and the Government of Indonesia. The Human Development Sector, led by Mae Chu Chang, produced over 50 independent background papers by Bank staff, government researchers, and international consultants, as well several major research projects including an impact evaluation and in-depth classroom observations. This synthesis report was prepared under the team leadership of Mae Chu Chang and included as mem- bers Samer Al-Samarrai, Andrew Ragatz, Joppe de Ree, Sheldon Shaeffer, and Ritchie Stevenson (co-authors) as well as Rina Arlianti, Susiana Iskandar, and Titie Hadiyati (contributors). Research assistance was provided by Shahnaz Arina, Megha Kapoor, Imam Setiawan, and Susie Sugiarti. Mary Anderson provided editorial support, and the graphic designer was Yvonne Armanto Ramali. 
The production of this report, as well as the variety of research studies con- ducted over the past seven years on which the book is based, was generously supported by the Dutch Education Support Program (DESP) funded by the Government of the Kingdom of the Netherlands. The team is indebted to Arnold Vander Zanden (First Secretary Education, Royal Netherlands Embassy, Indonesia) for his strong support throughout the years for demand-driven and “just-in-time” policy work that has been carried out under DESP. Technical con- tributions from AusAID-supported consultants, Graham Dawson and John Bladen, are also acknowledged. 
It should be noted that although inputs of various officials have been incorpo- rated into the report, the policy recommendations in this document do not necessarily reflect the policies of the Government of Indonesia, the Government of the Kingdom of the Netherlands, or the World Bank. 
The team of authors who produced this report is grateful to the officials and staff of the Ministry of Education and Culture for their overall support. Special thanks are in order to Fasli Jalal, former Vice Minister of Education, who was the visionary behind the Teacher Law that inspired this report and a key supporter of many of the teacher management studies that contributed to it. The current Minister of Education and Culture, Mohammad Nuh; Vice Minister of Education, Musliar Kasim; the Special Advisor to the Minister, Taufik Hanafi; the Head of 
the Board of Education and Culture, Human Resources Development and Quality Assurance for Education, Syawal Gultom; and the former Director General for Quality Improvement of Teacher and Education Personnel, Baedhowi, played major roles in using the evidence produced to improve the teacher regula- tions. The report also benefited greatly from the inputs of the Ministry of Religious Affairs, the National Development Planning Agency, the Ministry of State Administration Reform, the Ministry of Finance, and the Civil Service Agency, together with inputs of donor agencies that were received during various consultation meetings and policy forum discussions. Key government support came from the directors, the head of centers, and senior key staff of the Ministry responsible for teacher management, quality assurance, and teacher-related stud- ies: Sumarna Suryapranata, Surya Dharma, Hendarman, Unifah Rosyidi, Abi Sujak, Muchlas Samani, Anah Suhaenah, Gogot Suharwoto, Maria Widiani, Poppy Puspitawati, Dian Wahyuni, Santi Ambarukmi, E. Nurzaman, Giri Suryaatmana, Ahmad Dasuki, Bambang Indriyanto, Nugaan Yulia Wardhani Siregar, Hari Setiadi, Burhanudin Tola, Yendri Wirda Burhan, Simon Sili Sabon, Rahmawati, Handayani Sumarno, Rumtini, Yaya Zakaria, and M.S. Sembiring. 
Insightful comments from stakeholders were provided by Lilian Rahman (Gorontalo district), Sulistiyo (Chair of the Teacher Association of Republic of Indonesia, PGRI), Sahiri Hermawan (PGRI), Arief Rahman (Chair of the Indonesian National Commission for UNESCO), Heri Akhmadi (a member of Parliament), Anies Baswedan (Rector of Paramadina University and Chair of Indonesia Mengajar), Hetty Herawati (Principal of SD Taruna Bangsa), Sudarwan Danim and Anthony Crocker (consultants at the Board of Education and Culture, Human Resources Development and Quality Assurance for Education), Agus Supriatman (Head of the Education Office, Karawang District), Nanda Suhanda (a member of the Karawang District Parliament), Obang Nurbayu (Head of PGRI, Karawang District), and Nanang Muchlis (Chair, Board of Education, Karawang District). 
The report was improved by detailed feedback from the following principal reviewers: F. Halsey Rogers, Venkatesh Sundararaman, and Helen J. Craig (World Bank); Molly Lee (formerly UNESCO); and Tom Lowrie (Charles Sturt University). Helpful comments were also received from William Wallace, James A. Brumby, and Yasuhiko Matsuda (World Bank). The report was prepared under the guidance of Luis Benveniste, Sector Manager, East Asia and Pacific Region, and the support of Stefan Koeberle (Country Director for Indonesia).

/pdf/teacher-reform-in-indonesia-the-role-of-politics-and-4u4mnm4s6t.pdf

Teacher Reform in Indonesia: The Role of Politics and Evidence in Policy Making

Purpose – The purpose of this paper is to outline how collective capacity building is supporting system‐wide reform in one country. It seeks to outline the way in which professional learning communities within, between and across schools are creating an infrastructure for improving professional practice and raising standards.Design/methodology/approach – The paper is both descriptive and analytical. It draws on the international literature pertaining to system‐wide reform and the empirical evidence concerning professional learning.Findings – The paper highlights some of the challenges in building the collective capacity for change throughout an entire system and reflects on progress to date. The paper concludes by arguing that despite the compelling case for collective capacity building, the real test is to make it happen.Research limitations/implications – The professional learning communities (PLC) programme in Wales is gathering evidence about impact but as the programme is just completing its first ye...

System improvement through collective capacity building

Action research shifts the paradigm of contemporary educational reform by emphasizing inquiry and placing teachers at the center of research-into-practice. By situating teachers as learners, action...

https://journals.sagepub.com/doi/pdf/10.3102/0091732X18821132

Action Research and Systematic, Intentional Change in Teaching Practice:

Foreword by Peter Senge Preface Acknowledgments About the Author Part I. The System 1. The Idea and Importance of Whole System Reform 2. Deceptive Inadequacies Part II. Getting There 3. Collective Capacity at the School and District Level 4. The State We Are In 5. Individual Capacity Building Part III. A New Era 6. Politicians and Professionals Unite References Index

All Systems Go: The Change Imperative for Whole System Reform

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All Systems Go: The Change Imperative for Whole System Reform