The future of a concept : the case for sustaining 'innovation' in education

Smith, Craig 2006, The future of a concept : the case for sustaining 'innovation' in education, in AARE 2006 : Conference papers, abstracts and symposia, Australian Association for Research in Education, Coldstream, Vic., pp. 1-11.

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Title The future of a concept : the case for sustaining 'innovation' in education
Author(s) Smith, Craig
Conference name Australian Association for Research in Education. Conference (2006 : Adelaide, S.Aust.)
Conference location Adelaide, South Australia
Conference dates 26 - 30 November 2006
Title of proceedings AARE 2006 : Conference papers, abstracts and symposia
Editor(s) Jeffery, Peter L.
Publication date 2006
Start page 1
End page 11
Publisher Australian Association for Research in Education
Place of publication Coldstream, Vic.
Summary Innovation is a prominent feature of current governmental discourse, and in whose name large amounts of public money is spent. Innovation in this context is valued because of its perceived potential to do things in new or better ways that creates desirable outcomes. In recent years, innovation in an educational context, has been identified among policy-makers as one of the key mechanisms by which significant and effective change is meant to be introduced and sustained. Yet based on research conducted over the last three years by the author and others, innovation’s potential to transform schooling in particular, is not being realised. The key issue impeding innovation’s potential in transforming educational practices lies in the basic but fundamental problem that the dominate ways of conceptualising innovation are largely inadequate. They neither accurately describe or capture the experience of innovative practices on the ground. Nor do they offer an adequate framework in which innovation as a process could be better managed. What is needed is a more rigorous and useful understanding of innovation that can pragmatically used by schools and others attempting to undertake innovation. Such an understanding would also assist policymakers in setting policy frameworks that actually encouraged and sustained innovative practices in education. This paper is a first step toward developing such a concept.
ISSN 1324-9339
Language eng
Field of Research 130399 Specialist Studies in Education not elsewhere classified
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
HERDC collection year 2007
Copyright notice ©2006, AARE
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Document type: Conference Paper
Collections: Faculty of Arts and Education
School of Education
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