07383nam 22010815 450 991042773030332120230125220831.0981-15-7497-910.1007/978-981-15-7497-9(CKB)5410000000054409(DE-He213)978-981-15-7497-9(MiAaPQ)EBC6417076(Au-PeEL)EBL6417076(OCoLC)1226325649(oapen)https://directory.doabooks.org/handle/20.500.12854/34416(EXLCZ)99541000000005440920201130d2021 u| 0engurnn#008mamaatxtrdacontentcrdamediacrrdacarrierTeacher Transition into Innovative Learning Environments A Global Perspective /edited by Wesley Imms, Thomas Kvan1st ed. 2021.Springer Nature2021Singapore :Springer Singapore :Imprint: Springer,2021.1 online resource (XV, 334 p. 100 illus., 78 illus. in color.)981-15-7496-0 Preface -- Chapter 1. Spaces are Places in Which we Learn -- Chapter 2. Co-creating Innovative Learning Environments: LEARN's Decade of Discovery -- Part I. Change and Risk -- Chapter 3. Creating a Space for Creative Learning: The Importance of Engaging Management and Teachers in the Design Process -- Chapter 4. The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration -- Chapter 5. School Change: Emerging Findings of How to Achieve the "Buzz" -- Chapter 6. Increasing Teacher Engagement in Innovative Learning Environments: Understanding the Effects of Perceptions of Risk -- Chapter 7. Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future -- Chapter 8. Using Fällman’s Interaction Design Research Triangle as a Methodological Tool for Research About Reading Spaces in Schools -- Part II. Inhabiting -- Chapter 9. The Mobility of People, Not Furniture, Leads to Collaboration -- Chapter 10. The Gadfly: A Collaborative Approach to Doing Data Differently -- Chapter 11. Innovative Learning Environments, are they Inclusive? Why Evaluating the Speaking, and Acoustic Potential of the Space Matters -- Chapter 12. What About Interaction Geography to Evaluate Physical Learning Spaces? Post-Occupancy Evaluation -- Part III. Measurement -- Chapter 13. What does Teaching and Learning Look Like in a Variety of Classroom Spatial Environments? -- Chapter 14. Design with Knowledge – Light in Learning Environments -- Chapter 15. Exploring the Relationships Between Learning Space and Student Learning in Higher Education: A Comparative Case Study in China -- Chapter 16. The Creative Learning Spiral: Designing Environments for Flaring and Focusing -- Part IV. Teacher Practices -- Chapter 17. Envisaging Teacher Spatial Competency Through the Lenses of Situated Cognition and Personal Imagination to Reposition it as a Professional Classroom Practice Skill -- Chapter 18. Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times -- Chapter 19. Hack the School: A Creative Toolkit to Transform School Spaces -- Part V. Conclusion -- Chapter 20. Where to Now? Fourteen Characteristics of Teachers' Transition into ILEs.This open access book focuses on how the design and use of innovative learning environments can evolve as teaching practices and education policies change. It addresses how these new environments are used, how teachers are adapting their practices, the challenges that these changes pose, and the effective evaluation of these changes. The book reports on emerging research in learning environments, with a particular emphasis on how teachers are transitioning from traditional classrooms to innovative learning environments. It offers a significant evidence-based global assessment of current research in this field by designers, architects, educators and policy makers. It presents twenty-five cutting-edge projects from researchers in fifteen countries. Thanks to the book’s comprehensive international perspective, which combines theory and practice in a single publication, readers will gain a wealth of new insights.LearningInstructionSchool management and organizationSchool administrationEducational policyEducation and stateTeachingInternational education Comparative educationLearning & Instructionhttps://scigraph.springernature.com/ontologies/product-market-codes/O22000Administration, Organization and Leadershiphttps://scigraph.springernature.com/ontologies/product-market-codes/O17000Educational Policy and Politicshttps://scigraph.springernature.com/ontologies/product-market-codes/O19000Teaching and Teacher Educationhttps://scigraph.springernature.com/ontologies/product-market-codes/O31000International and Comparative Educationhttps://scigraph.springernature.com/ontologies/product-market-codes/O13000Learning & InstructionAdministration, Organization and LeadershipEducational Policy and PoliticsTeaching and Teacher EducationInternational and Comparative EducationEducationOrganization and Leadershipglobal initiatives in use of school spacesinnovative learning spacesschool design and useteacher transitionchange and riskinhabiting designevaluation of learning spacesresearch into innovative school designpedagogy and spacebetter school designteaching in innovative spacesOpen AccessTeaching skills & techniquesCognition & cognitive psychologyEducational administration & organizationEducational strategies & policyTeacher trainingLearning.Instruction.School management and organization.School administration.Educational policy.Education and state.Teaching.International education .Comparative education.Learning & Instruction.Administration, Organization and Leadership.Educational Policy and Politics.Teaching and Teacher Education.International and Comparative Education.371.3Imms Wesleyauth1631731Imms Wesleyedthttp://id.loc.gov/vocabulary/relators/edtKvan Thomasedthttp://id.loc.gov/vocabulary/relators/edtMiAaPQMiAaPQMiAaPQBOOK9910427730303321Teacher Transition into Innovative Learning Environments4181592UNINA