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Social Innovation : Education and Formation.
| Autor principal: | |
|---|---|
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Newark :
John Wiley & Sons, Incorporated,
2018.
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| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Half-Title Page; Title Page; Copyright Page; Contents; Introduction; 1. Innovation in Socio-Historical Context; 1.1. Meaning and significance of the word â#x80;#x9C;innovationâ#x80;#x9D;; 1.1.1. The origins of innovation; 1.1.2. Innovation as the inverse of tradition; 1.1.3. Innovation versus invention and creation; 1.1.4. Innovation and creativity: a brief incursion into school; 1.2. Innovation in the world of beliefs and values; 1.3. Innovation in schools: what is its definition?; 1.4. Innovation as progress; 1.5. Techno-economic innovation and innovation in schools: Tocqueville and Schumpeter.
- 1.6. Innovation and its process of socialization1.7. Innovation and its future; 1.8. From technical innovation to social innovation; 1.8.1. Different innovations: characteristics and implications; 1.8.2. Technical innovation and social innovation; 1.8.3. Innovation of withdrawal and frugal innovation; 2. Innovation in Schools and its Social Forms; 2.1. Innovation in schools as social innovation; 2.2. Educational transition as innovation in schools; 2.3. How do we identify innovation in schools?; 2.4. Innovation in schools and â#x80;#x9C;best practiceâ#x80;#x9D.
- 2.5. Promotion and transfer of innovation in schools2.5.1. Promotion; 2.5.2. Transfer of innovation; 2.5.3. The perpetuation of an innovation within an educational establishment; 2.6. Critical analysis of examples of innovation in schools; 2.6.1. Elementary level; 2.6.2. Junior high level; 2.6.3. High school level; 2.6.4. Innovation never comes alone; 2.6.5. Innovation is not born of nothing; 2.6.6. Is innovation only old pedagogy in a new wrapper?; 2.7. Innovation in schools and its support; 2.8. The place of pedagogic movements and great pedagogues; 2.8.1. The instigators.
- 2.8.2. The great pedagogues2.8.3. Pedagogic movements; 2.8.4. Pedagogic currents; 2.9. Training innovation in schools; 2.9.1. There is innovation, and innovation; 2.9.2. Well-identified competences for the innovative spirit?; 2.9.3. Intersecting competences for developing innovation; 2.9.4. Ways of training trainers to develop a global capacity for innovation; 3. Innovation in Schools: Issues for Policy and Governance; 3.1. Innovating schools: learning schools?; 3.2. Evaluating innovation in schools; 3.3. Innovation in schools and research; 3.3.1. Evidence-based policy.
- 3.3.2. Action research or training research3.3.3. Research as a competence of innovators; 3.4. Innovation in schools in European countries; 3.5. The five stages of public policy for supporting innovation in France; 3.5.1. Innovation, a marginal subject (1960â#x80;#x93;1980); 3.5.2. Innovation as a process to be channeled (1981â#x80;#x93;2000); 3.5.3. Innovation becomes a competence for actors in the education system (2001â#x80;#x93;2010); 3.5.4. Innovation as a social regulator (2011â#x80;#x93;2017); Conclusion; General Bibliography; Index; Other titles from iSTE in Innovation, Entrepreneurship and Management; EULA.