What Stops Creativity?

2018 ◽  
pp. 46-66
Keyword(s):  
Academic Achievement ◽  
Teacher Training ◽  
Educational Institutions ◽  
Educational Systems ◽  
Global Community ◽  
High Stakes ◽  
Accountability System ◽  
Admission Requirements ◽  
Creativity And Innovation

As demand for creativity increases globally the role of education is crucial to prepare future workers to deal with changing expectations of the workforce. Educational institutions should reflect intentional support for development of creativity and innovation. There is a conflicting paradigm of demands for success in the global community and the measures of academic achievement in many schools. Educational systems influence creativity and innovation through environments, socialization, and reward systems. Some specific points of interest about creativity and innovation include research on teachers' interactions and beliefs about creative students, the possible impact of a high stakes accountability system and admission requirements for teacher training.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Modelling Teachers Accountability in the Higher Educational Institutions Using Decision-making Trial and Evaluation Laboratory Approach

2020 ◽  
pp. 227853372094203
Author(s):  
Shefali Srivastava ◽  
Gyan Prakash ◽  
Ritika Gauba
Keyword(s):  
Decision Making ◽  
Building Blocks ◽  
Knowledge Generation ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Teachers Perceptions ◽  
Cause And Effect ◽  
Accountability System ◽  
Higher Educational

This article aims to identify teachers’ accountability in the context of higher educational institutions (HEIs). Most of the literature has used student-oriented outcomes as basic building blocks of accountability. This article contributes to the literature by gauging teachers’ perceptions in conceptualising accountability in the HEIs. Indicators of accountability have been identified from the literature. Decision-making trial and evaluation laboratory (DEMATEL) method has been used to explore the nature of interrelationships among these indicators. Results reveal that accountability indicators have varying impact and some of these indicators have cause and effect type of relationship among them. The article underscores the role of performance-based accountability system (PBAS) which will help in assessing and evaluating teachers in the HEIs. It is argued that accountability strengthens the autopoietic nature of the HEIs and enables underlying knowledge generation and dissemination processes. Using accountability indicators, teachers can self-assess their performance and adapt to evolving needs of students, businesses, and societal stakeholders. The relationships among accountability indicators can be used by policymakers to steer the HEIs.

scholarly journals Psychological and pedagogical aspects of the prevention of extremism in youth

2018 ◽  
Vol 8 (3) ◽  
pp. 167-178 ◽  
Author(s):  
N.V. Serdyuk ◽  
L.L. Grishenko ◽  
A.M. Stolyarenko
Keyword(s):  
Environmental Conditions ◽  
Personality Development ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Institutions ◽  
Educational Systems ◽  
Individual Experience ◽  
Environment Factors ◽  
Higher Educational

The issues of projecting personality developing pedagogical systems, such as underestimating the role of students’ educational needs in educational projects and also underestimating impetuses and opportunities of social and cultural macro-environment are considered in the article. Subjective (needs and motives, aims, individual experience) and objective (demands, contradictions and risks, communicative and pragmatist opportunities of the environment) factors which influence personality development are named. The model of personality development in its interaction with educational environment – sequential changing student’s role positions, his educational needs and necessary environmental conditions – is given. On the basis of this model the variant of a questionnaire which investigates students’ educational needs, is suggested. The process of testing the questionnaire is described briefly. The results of questioning students of higher educational and further vocational educational institutions are given and analyzed. Practically significant conclusions for pedagogical projecting personality developing educational systems are made.

scholarly journals The Quadro Helix Perspective: Micro Small Medium Enterprises Development (MSMEs) in Boyolali Regency

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Endang Wirjatmi Trilestari ◽  
Heny Handayani
Keyword(s):  
Small And Medium Enterprises ◽  
Educational Institutions ◽  
Labor Service ◽  
The Government ◽  
Small Medium Enterprises ◽  
Medium Enterprises ◽  
The Village ◽  
Creativity And Innovation ◽  
Descriptive Method

The Quadro helix concept is used in the innovations for economic development. The Quadro helix elements include the government as an innovator and facilitator to facilitate the growth of business opportunities, the business as entrepreneurs, and the civil society as a source of labor, service users, innovation developers and academics as laboratories that have not run well. Meanwhile, Micro Small and Medium Enterprises (MSMEs) is a business unit of creativity and innovation that created to mobilize the economy. Boyolali's potential develops with its MSMEs in the village. In terms of Village Development Index (IPD) are 215 developing villages, namely 45 independent villages and one underdeveloped village. This has become a problem because empowering the village economy did not optimal. Referring to the regional superior potential and IPD, Boyolali Regency requires strengthening capacity especially those related to MSMEs. Total of 26,210 MSMEs and 1,103 MSMEs spread across 19 districts in all districts that are under various conditions at Boyolali Regency. This research was conducted a descriptive method by looking at the roles and conditions of various MSMEs. The results indicate the lack of the role of educational institutions or academics in participating of developing MSMEs.

scholarly journals Projecting Personality Developing Pedagogical Systems in View of Students’ Educational Needs and Factors of Social and Cultural Macro-Environment

2018 ◽  
Vol 8 (3) ◽  
pp. 240-253 ◽  
Author(s):  
N.V. Khodyakova ◽  
A.I. Mitin ◽  
O.V. Khukhlaeva
Keyword(s):  
Environmental Conditions ◽  
Personality Development ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Institutions ◽  
Educational Systems ◽  
Individual Experience ◽  
Environment Factors ◽  
Higher Educational

The issues of projecting personality developing pedagogical systems, such as underestimating the role of students’ educational needs in educational projects and also underestimating impetuses and opportunities of social and cultural macro-environment are considered in the article. Subjective (needs and motives, aims, individual experience) and objective (demands, contradictions and risks, communicative and pragmatist opportunities of the environment) factors which influence personality development are named. The model of personality development in its interaction with educational environment – sequential changing student’s role positions, his educational needs and necessary environmental conditions – is given. On the basis of this model the variant of a questionnaire which investigates students’ educational needs, is suggested. The process of testing the questionnaire is described briefly. The results of questioning students of higher educational and further vocational educational institutions are given and analyzed. Practically significant conclusions for pedagogical projecting personality developing educational systems are made.

scholarly journals The Role of Educational Institutions in Islamization, Social Reformation and National Integration in Pakistan

2018 ◽  
Vol I (II) ◽  
pp. 16-31
Author(s):  
Mr. Fida ur Rehman ◽  
Mr. Hashmat Ullah Khan
Keyword(s):  
Philosophy Of Education ◽  
Educational Institutions ◽  
Western Philosophy ◽  
Educational Systems ◽  
Economic Factors ◽  
National Integration ◽  
Human Creativity ◽  
The Rich ◽  
Made In

Education is the key to a living and dynamic human civilization based on human creativity and productivity. Uniformity in curriculum provides a well-defined and unambiguous goal and it leads toward national integration and social cohesion. Consequently, the potential and competence of the individuals are utilized in a desired and productive manner without a slightest deviation from the defined goal. Pakistan inherited two diverse educational approaches with its inception known as AlÊga’rh and Deoband approaches, commonly known as school and Madrassa educational systems. The aim and objective of both the approaches were to educate and groom the Muslims of the sub-continent in religious and modern scientific education and to preserve the rich values and traditions of Muslim civilization from the onslaught of colonial powers. Undoubtedly, both approaches followed their initial philosophies with zeal and zest. Unfortunately, with the passage of time both the approaches have been deviating from the aims and objectives due to certain unavoidable political, social and economic factors. One is blindly following the footsteps of Western philosophy of education mainly based on materialism and the other has closed its eyes from the growing religious challenges posed by various dynamics and entirely engaged in provision of sect-based education. Consequently, the outcomes are intellectual stagnation, moral degradation, no sense of responsibility and detachment from values and traditions of Muslim civilization. A grievous gap has been widening between the followers of both approaches rapidly that causes national disintegration as well as social disorder and instability. Moreover, Muslim civilization has stopped growing and inspiring others. An attempt has been made in this paper to study and analyze both the educational approaches critically and objectively and to explore a feasible and productive way out and to fill the gap. Keywords: Pakistan, Educational Reformation, Deformation, Islam

scholarly journals Local Flexibility within an Accountability System

2001 ◽  
Vol 9 ◽  
pp. 44 ◽  
Author(s):  
Benjamin Scafidi ◽  
Catherine Freeman ◽  
Stan DeJarnett
Keyword(s):  
Public Schools ◽  
Standardized Testing ◽  
Student Learning ◽  
High Stakes ◽  
Accountability Systems ◽  
The Past ◽  
Accountability System ◽  
Local Flexibility

Over the past decade, several states have created comprehensive accountability systems designed to increase student learning in public schools. These accountability systems are based on "high-stakes" standardized testing of a state curriculum. Rewards and interventions for local educators are based largely upon students' performance on these tests. Using the recent accountability reforms in Georgia as a backdrop, this article considers the role of local flexibility within such an accountability system--flexibility over paperwork, resources, personnel, and curriculum for local educators. Increased flexibility for local educators is not merely an option in a world where local educators are subject to a comprehensive accountability system imposed by a state--it is a requirement for success. We make a case for providing local flexibility and provides a discussion regarding types of flexibility, vehicles for granting flexibility, and who should receive flexibility.

scholarly journals Modification of character education into akhlaq education for the global community life

2014 ◽  
Vol 4 (2) ◽  
pp. 291 ◽  
Author(s):  
Imam Sutomo
Keyword(s):  
Character Education ◽  
Learning Model ◽  
Educational Institutions ◽  
Western Science ◽  
Community Life ◽  
Global Community ◽  
Global Society ◽  
Islamic World ◽  
Role Of Teachers

The term “character education” appears to be a massive movement aroundthe world as a concern to rise up a generation of children who have strongmoral character. All primary and secondary educational institutions socializecharacter education, including Indonesia since 2010. The Islamic world uses aspecific term “akhlaq education”. It has taken place throughout the history ofIslamic civilization and has succeeded in cultivating Muslim characters. Thecore of akhlaq education is in the spiritual purification and obedience to God.Research from various Islamic countries show that the model of akhlaq educationis not changed much. It is conserved from generation to generation, thatmake it far behind the sophistication of character education. Muslims seemnot to put up with adequate characters to mingle with the global society. Theimplementation of akhlaq education let students comprehend a peaceful lifeonly in their environment. Due to everyone’s use of the Western science andtechnology, Muslims also adapt to this phenomenon and take a benefit tofacilitate their needs. The format of character education as an instrument needsto be modified into akhlaq education, so that students are not locked into anarrow local insight and can take part in the life of the global community.This modification includes 1) adopting the content of character education for the global community, 2) providing insights for the role of teachers and educationalinstitutions, 3) variety of learning model, 4) involving parents andthe community, and 5) accommodating students from various religions.Istilah “pendidikan karakter” muncul menjadi gerakan masif di seluruh duniasebagai bentuk kepedulian untuk menyiapkan anak didik berkarakter baik.Semua lembaga pendidikan dasar dan menengah menyosialisasikan pendidikankarakter, termasuk Indonesia mulai tahun 2010. Dunia Islam menggunakanterm “pendidikan akhlaq” telah berlangsung sepanjang sejarah peradaban Islamdan telah berhasil dalam pembentukan karakter Muslim. Karakteristikpendidikan akhlaq terutama dalam penyucian rohani dan kepatuhan kepadaTuhan. Penelitian dari berbagai Negara Islam menunjukkan bahwa modelpendidikan akhlaq tidak banyak perubahan, konservasi dari generasi ke generasi,jauh tertinggal dengan kecanggihan pendidikan karakter. Anak didik Muslimtidak disiapkan dengan karakter yang memadai untuk masuk dalam kehidupanmasyarakat global. Seperti penggunaan ilmu dan teknologi Barat oleh semuaorang (termasuk Muslim), format pendidikan karakter sebagai instrumen perludiadaptasi dalam pendidikan akhlaq, agar anak didik tidak terbelenggu dalamwawasan lokal yang sempit dan dapat memasuki kehidupan masyarakat global.Adaptasi tersebut mencakup 1) content pendidikan karakter untukmasyarakat global, 2) wawasan guru dan peran lembaga pendidikan, 3) modelpembelajaran yang variatif, 4) pelibatan orang tua dan masyarakat, dan 5)menampung siswa lintas agama.

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