THE PROCESSES AND STRATEGIES FOR DEVELOPING INNOVATIONS IN SCHOOLS

2016 ◽  
pp. 95-106
Author(s):  
B.L Raina
Keyword(s):  
Learning Process ◽  
Teacher Educators ◽  
Research Work ◽  
Educational Innovation ◽  
School Education ◽  
Educational Institutions ◽  
Individual Institution ◽  
Education In India ◽  
Teaching Learning

The paper attempts to discuss processes and strategies for innovations in schools. Committed and thoughtful teacher educators, translate their knowledge, expertise, skills and research work for bringing innovations in the teaching learning process in order to keep the system most engaged and updated. The notion of shared explicit philosophy of teaching learning is central, to innovations in the schools. There are mainly four responsible factors perceived in implementation of innovation in any organisation more so, in educational institutions, namely systems support, encouragement to creativity, autonomy and conformity. Fundamentals of innovations provide some insight in to the scope of educational innovation in school education in India. These are mostly based on unique personalised experiences of the learners and the learners retain centrality of focus. Rewards and recognition are the motivating force for fresh innovative ideas and practices. Individual, Institution and Implementation were three vital points for Innovation.

scholarly journals Towards an Understanding of the Work of Teacher Education Professoriate in India

2018 ◽  
Vol 6 (1) ◽  
pp. 101-114
Author(s):  
Rajashree Srinivasan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Education System ◽  
Teacher Educators ◽  
Teacher Educator ◽  
School Education ◽  
Work Identity ◽  
Education In India ◽  
New Vision

Reforming the teacher education system has been a key government policy towards improving school education in India. While recent curriculum and governance reforms articulate a new vision of teacher education that underscores a symbiotic relationship between teacher education and school education, it fails to engage enough with the most important participant of the teacher education system—the teacher educator. Changes to curriculum and governance process in the absence of a pro-active engagement of teacher educators with the reforms can do little to influence the teacher education processes and outcomes. The work of pre-service teacher educators is complex because their responsibilities relate to both school and higher education. The distinctiveness of their work, identity and professional development has always been marginalized in educational discourse. This article analyses select educational documents to examine the construction of work and identity of higher education-based teacher educators. It proposes the development of a professional framework of practice through a collective process, which would help understand the work of teacher educators and offer various possibilities for their professional development.

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

scholarly journals E-Learning in TVET: An Opportunity for Developing Countries

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Makworo Edwin Obwoge ◽  
Okemwa Stela Kwamboka
Keyword(s):  
Developing Countries ◽  
Learning Process ◽  
Educational Institutions ◽  
Work Demands ◽  
Policy Makers ◽  
Changing Trends ◽  
The World ◽  
E Learning ◽  
Teaching Learning ◽  
Insight Into

<div><p><em>Education systems in the world today are undergoing major shifts in their delivery systems to be able to accommodate shifting demands in the lifestyles of people. ICT has greatly influenced the way institutions operate in reaching and providing services to their clients. Many educational institutions have adapted their situations to meet the work demands and changing trends in education by adopting e-learning as a mechanism to reach the students who may have no time to sit in class due to their nature of work. TVET systems in Africa are slowly and steadily also starting to move towards implementing e-learning in their teaching learning process. This paper gives insight into the potential and situation of e-learning in TVET institutions in developing countries in Africa and points out major recommendations on how to improve in order to inform policy makers and other stakeholders in the TVET sector.</em></p></div>

scholarly journals A Review on Prediction of Academic Performance of Students at-Risk Using Data Mining Techniques

2017 ◽  
Vol 5 (1) ◽  
pp. 30-39 ◽  
Author(s):  
Preet Kamal ◽  
Sachin Ahuja
Keyword(s):  
Data Mining ◽  
Learning Process ◽  
High Probability ◽  
Research Work ◽  
Educational Data Mining ◽  
Dropout Rate ◽  
Educational Background ◽  
Drop Out ◽  
Teaching Learning ◽  
The Right

Educational data mining is the procedure of converting raw data collected from educational databases into some useful information. It can be helpful in designing and answering research questions like performance prediction of students in academics, factors that affect the students’ performance, help the teachers in understanding the problems faced by the students to understand the course content and complexity of the subject taken so that the teachers can take timely action to control the dropout rate. This also includes improving the teaching learning process so that the interventions can be taken at the right time to improve the performance of the student. This paper is the review of the research work done in the field of educational data mining for the prediction of students’ performance. The factors that influence the performance of the students i.e. the type of classrooms they attend such as traditional or on-line, socio-economic, educational background of the family, attitude toward studies and challenges faced by the students during course progress. These factors leads to the categorization of the students into three groups “Low-Risk”: who have High probability of succeeding, “Medium-Risk”: who may succeed in their examination, “High-Risk”: who have High probability of failing or drop-out. It elaborates the different ways to improve the teaching learning process by providing the students personal assistance, notes, class-assignments and special class tests. The most efficient techniques that are used in educational data mining are also reviewed such as; classification, regression, clustering and and prediction.

scholarly journals Kaizen for standardizing educational institutions

2012 ◽  
Vol 1 (4) ◽  
pp. 309-316
Author(s):  
Nagaraja M ◽  
Sivakumar K ◽  
Sundaresan R ◽  
Narayanan S
Keyword(s):  
Resource Management ◽  
Continuous Improvement ◽  
Learning Process ◽  
Educational Institutions ◽  
Technological Innovations ◽  
Key Factors ◽  
Educational Institute ◽  
Short Period ◽  
Academic Organization ◽  
Teaching Learning

Teaching, scientific and technological innovations are the most important key factors and heartof an educational institute. It is necessary to monitor and focus the entire aspects of an institute to bringoverall improvements. Effective teaching –learning process, quality, resource management and otherimprovement can be achieved in a short period of time using Kaizen. This is a Total Employee Involvement(TEI) technique which brings together all the employees of an organization right from top management toworkers for bringing continuous improvement in an academic organization.

scholarly journals Including pupils who have experienced migration during the COVID-19 pandemic

2020 ◽  
Vol 15 (3(57)) ◽  
pp. 67-79
Author(s):  
Ewa Żmijewska
Keyword(s):  
Online Learning ◽  
Inclusive Education ◽  
Learning Process ◽  
Online Survey ◽  
Survey Methodology ◽  
Early Years ◽  
Educational Institutions ◽  
Starting Point ◽  
Close Cooperation ◽  
Teaching Learning

The COVID-19 pandemic, which has rapidly spread globally since the beginning of 2020, poses a number of challenges for the educational system. Educational institutions have been closed, and teaching/learning is now being done online. The coexistence of these two events, namely, online learning and pupils who have experienced migration in Polish schools, serve as the starting point for my study. The aim of the study is to obtain feedback from early years teachers on the possible inclusion of pupils who have experienced migration in the online learning process and to identify the self-reported pri- orities for teachers’ tasks during the pandemic and the actual ways in which teachers offer opportunities for inclusion to the students involved in the study. An online survey was used in the study as the research method. The article is composed of two parts: the theoretical part, which describes the educational situation of the students who have experienced migration and selected issues associated with inclusive education, and the empirical part, which provides analysis and interpretation of the data obtained in the study. The study offers conclusions on the hierarchy of priorities for teachers’ tasks (the majority of the respondents mentioned “providing emotional support to pupils”) and the particulars of including students who have experienced migration into the online learning process (a majority of the teachers reported the need for more personalized teaching and close cooperation with pupils’ families). Given the number of respondents (83 teachers) and the survey methodology, the results should be treated with caution. That said, they are worth sharing as an inspiration for early years teachers to seek and reflect on their own solutions to the problem.

Integration of Information and Communication Technology in Teaching Processes

2020 ◽  
pp. 240-249
Author(s):  
Atul Bamrara
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Training Programs ◽  
Digital Technologies ◽  
Educational Institutions ◽  
Technology In Teaching ◽  
Information And Communication ◽  
The Government ◽  
Teaching Learning

Digital technologies have drastically changed the mindset of communities and compelled them to function smartly. It is a must for everyone to keep updated and acquire the technical know-how for sustenance. Information and communication technology (ICT) and its capability to impact teaching-learning processes have enforced the educational institutions to apply it in pre-primary education to higher education and research. Such technologies have been explored as beneficial in variety of situations. Government is also investing a smart amount of funds to support institutions for creating appropriate ICT environment. The present study attempts to explore the factors responsible for successful integration of information and communication technology in teaching-learning process. Keeping in view the explored factors emerged from the study, it suggests to the government and policymakers how to design and develop the training programs in the area of ICT incorporation in the teaching-learning process.

Instilling Ideology of Professionalism in University Education

2012 ◽  
pp. 154-172
Author(s):  
M. M. Salunkhe ◽  
N. V. Thakkar ◽  
R. K. Kamat
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Learning Process ◽  
Paradigm Shift ◽  
University Education ◽  
Professional Service ◽  
State University ◽  
Tremendous Progress ◽  
Education In India ◽  
Teaching Learning

In recent times, the higher education in India has made tremendous progress in terms of increasing the access and thereby making it reachable to larger population of the country. However, post-globalization, internationalization, and marketization the higher education has been increasingly perceived as a professional service. This necessitates reworking on various facets pertaining to the higher education domain such as academics, administration, governance, teaching-learning process, consultancy, and grants earning initiatives. Therefore without any qualm, the paradigm shift is on the agenda of our universities and the process of reflection, reworking, self-critique, action, participation, improvement, collaboration, inclusion are now the buzzword inviting the renewed attention of our academicians and administrators. Easier said than done, in this chapter, the authors discuss some of the initiatives at state university and a newly commenced central university, wherein they could become the part of the reforms in reworking the model of the higher education. The same is put forth in front of the peers and stakeholders as a sort of action research towards inculcating professionalism in our universities.

scholarly journals Innovative Directions of the Higher Education of Ukraine

2016 ◽  
Vol 26 (4) ◽  
pp. 54-66 ◽  
Author(s):  
Marianna Klyap ◽  
Mykhailo Klyap
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Teaching Methods ◽  
Educational Innovation ◽  
Educational Institutions ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Basic Approaches ◽  
Selection Of

Abstract The article clarifies the concept of “innovation”, including “educational innovation”, examines some innovative teaching methods in universities. The main approaches of implementation innovations in modern higher education of Ukraine are analysed. It also defines the differences between traditional and innovative teaching, discovers different variants of the classification of innovative teaching methods and formulates basic approaches to the selection of innovative didactic purpose in accordance with the classes, the advantages and disadvantages of the use of certain methods. It tightly describes actual interpretation of innovative study methods in the Ukrainian higher educational institutions, as well as the realization of the innovative aspects in the separate Ukrainian universities. The importance of innovation in the learning process of entering higher education of Ukraine into the European educational space is also being highlighted.

scholarly journals Online Education: A Learner’s Perspective During COVID-19

2020 ◽  
Vol 16 (4) ◽  
pp. 279-286
Author(s):  
Adarsh Garg
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Process ◽  
Educational Institutions ◽  
Effective Learning ◽  
Online Mode ◽  
Tool Switching ◽  
Supporting Tool ◽  
Teaching Learning ◽  
Regular Mode

The global health disaster COVID-19 has imposed a self-refrainment from social gathering to contain the disease, because social distancing is the only shield from community spread. Home and work places are altogether giving an unanticipated, unpredicted and unpleasant milieu due to global spread of COVID-19. The teaching–learning process is no exception, with the closure of all educational institutions as a protective step to save lives. The teaching–learning process has been reflecting a very wide and deep impact of COVID-19. With all teachers and learners confined to their places of stay, learning has been impacted to a large extent, with a sense of uncertainty, insecurity and dilemma around effective learning. In fact, the COVID-19 pandemic has thrown the mission and rigour of teaching–learning out of gear. With all classrooms shut, the pandemic has exposed teachers and learners more towards the online learning mode, with no other option perceptible at this point of time. Though online education has always been embraced by academics as a supporting tool, switching over completely to the online mode of learning has raised some serious concerns pertaining to its efficacy and the reluctance of learners in embracing it as a substitute of the regular mode of learning. This study reveals the perception of 2,895 learners on the efficiency of online learning as a substitute of the regular mode of learning. The results show the acceptance of online learning only as a supporting tool to regular learning instead of as a substitute of the regular learning mode on the basis of various factors of effective learning, such as content, pedagogy, assessment and rigour.

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