Doing Things Differently in Order to Do Them Better: An Assessment of the Factors That Influence Innovation in Schools and School Systems
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| Title: | Doing Things Differently in Order to Do Them Better: An Assessment of the Factors That Influence Innovation in Schools and School Systems |
|---|---|
| Language: | English |
| Authors: | Toby Greany |
| Source: | Education in the Asia-Pacific Region: Issues, Concerns and Prospects. 2022. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/series/5888 |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2022 |
| Document Type: | Reports - Evaluative |
| Descriptors: | Educational Innovation, Educational Change, Risk, Institutional Autonomy, School Policy, Systems Approach, Barriers, Capacity Building, Accountability, Coordination, Governance |
| DOI: | 10.1007/978-981-16-6034-4_18 |
| Abstract: | This chapter explores the systemic factors that help and/or hinder change and innovation across school systems, with a focus on evidence and examples from England. It sets out an innovation framework, adapted from (Leadbeater, C. and Wong, A., Learning from the Extremes, Cisco, San Jose, CA, 2010), as a means of comparing examples of innovation and to analyse the factors that influence them. It finds that (i) innovation is risky and demanding for schools, (ii) school autonomy policies can support isolated examples of innovation, but will not lead to systemic change, and (iii) system-wide change requires sustained capacity building within a values-based framework that allows for local agency and adaptation. These findings contradict the OECD's (2015a, b) view that top-down policy is 'impotent' to effect change and also challenges arguments that innovation requires school autonomy coupled with clear vertical accountability and minimal central co-ordination. The chapter concludes by reflecting on how best to balance structure and agency, so that innovation is encouraged and learning is spread. This requires a sophisticated set of capabilities from those overseeing public education systems: stretching traditional conceptions of public sector governance to include systems for vertical and lateral knowledge sharing and mechanisms which continuously engage teachers, parents and other stakeholder groups in processes of systemic innovation and change. [For the complete volume, "Diversifying Schools: Systemic Catalysts for Educational Innovations in Singapore. Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Volume 61," see ED675694.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED675703 |
| Database: | ERIC |
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