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Measuring Innovation in Education

A New Perspective

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Do teachers innovate? Do they try different pedagogical approaches? Are practices within classrooms and educational organisations changing? And to what extent can change be linked to improvements? A measurement agenda is essential to an innovation and improvement strategy in education. Measuring Innovation in Educationoffers new perspectives on addressing the need for such measurement.

This book’s first objective is informative: it gives readers new international comparative information about innovation in education compared to other sectors. And it documents change in a variety of dimensions of school practices between 1999 and 2011. Its second objective is methodological: it assesses two approaches to capturing the extent and type of innovation occurring within and across education systems. The third objective is exploratory: this book showcases a large-scale pilot that presents over 200 measures of innovation in education using existing international data. Last but not least, the fourth objective is prospective: this report proposes new approaches to measuring innovation in education in the future.

This book is the beginning of a new journey: it calls for innovations in the field of measurement – and not just of education.

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Speed of adoption of innovation in education and other sectors

Centre for Educational Research and Innovation

Employees may or may not have a role to play in introducing innovations into their workplace. For those who do, such participation may be focused on a specific type of innovation, or across various types. The extent to which employees participate in innovation within the education sector can be compared with other sectors of the economy such as manufacturing or other public services. Differences across primary, secondary and higher education can also be explored to understand whether participation is more common at some levels than others.

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