Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Evaluating Learning Environments : Snapshots of Emerging Issues, Methods and Knowledge / / edited by Wesley Imms, Benjamin Cleveland, Kenn Fisher
| Evaluating Learning Environments : Snapshots of Emerging Issues, Methods and Knowledge / / edited by Wesley Imms, Benjamin Cleveland, Kenn Fisher |
| Edizione | [1st ed. 2016.] |
| Pubbl/distr/stampa | Rotterdam : , : SensePublishers : , : Imprint : SensePublishers, , 2016 |
| Descrizione fisica | 1 online resource (VIII, 258 p.) |
| Disciplina | 370 |
| Collana | Advances in Learning Environments Research |
| Soggetto topico |
Education
Education, general |
| ISBN | 94-6300-537-4 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Preliminary Material / Wesley Imms , Benjamin Cleveland and Kenn Fisher -- Pursuing that Elusive Evidence about What Works in Learning Environment Design / Wesley Imms , Benjamin Cleveland and Kenn Fisher -- New Generation Learning Environments / Wesley Imms -- What Works / Mark Osborne -- What Works? Emerging Issues / Lindy Osborne -- Architects as Agents for Organisational Change in New Generation Learning Spaces / David Clarke -- Working Together in the Space-Between / Chris Bradbeer -- Emerging Methods for the Evaluation of Physical Learning Environments / Benjamin Cleveland -- Developing New Learning Environments / Graeme Oliver -- A Quasi-Experimental and Single-Subject Research Approach as an Alternative to Traditional Post-Occupancy Evaluation of Learning Environments / Terry Byers -- Evaluating Learning Environments for the Inclusion of Students with Hearing Difficulties / Leanne Rose-Munro -- The Role of Evaluation as an Educational Space Planning Tool / Ana Sala-Oviedo and Wesley Imms -- Emerging Evaluation Knowledge in New Generation Learning Environments / Kenn Fisher -- A New Curriculum and A New Learning Space / Niamh Barry and Deirdre Raftery -- A New Post Occupancy Evaluation Tool for Assessing the Indoor Environment Quality of Learning Environments / Philippa Soccio -- The Effective Teaching and Learning Spatial Framework / Jo Dane -- The Emerging Importance of the Affective in Learning Environment Evaluations / Kenn Fisher and Wesley Imms -- Evaluating Spaces of Pedagogic Affect / Sarah Healy -- Biographies / Wesley Imms , Benjamin Cleveland and Kenn Fisher. |
| Record Nr. | UNINA-9910254971403321 |
| Rotterdam : , : SensePublishers : , : Imprint : SensePublishers, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teacher Transition into Innovative Learning Environments : A Global Perspective / / edited by Wesley Imms, Thomas Kvan
| Teacher Transition into Innovative Learning Environments : A Global Perspective / / edited by Wesley Imms, Thomas Kvan |
| Autore | Imms Wesley |
| Edizione | [1st ed. 2021.] |
| Pubbl/distr/stampa | Springer Nature, 2021 |
| Descrizione fisica | 1 online resource (XV, 334 p. 100 illus., 78 illus. in color.) |
| Disciplina | 371.3 |
| Soggetto topico |
Learning
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 |
| Soggetto non controllato |
Learning & Instruction
Administration, Organization and Leadership Educational Policy and Politics Teaching and Teacher Education International and Comparative Education Education Organization and Leadership global initiatives in use of school spaces innovative learning spaces school design and use teacher transition change and risk inhabiting design evaluation of learning spaces research into innovative school design pedagogy and space better school design teaching in innovative spaces Open Access Teaching skills & techniques Cognition & cognitive psychology Educational administration & organization Educational strategies & policy Teacher training |
| ISBN | 981-15-7497-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 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. |
| Record Nr. | UNINA-9910427730303321 |
Imms Wesley
|
||
| Springer Nature, 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teachers As Researchers in Innovative Learning Environments : Case Studies from Australia and New Zealand Schools
| Teachers As Researchers in Innovative Learning Environments : Case Studies from Australia and New Zealand Schools |
| Autore | Morris Julia E |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore Pte. Limited, , 2024 |
| Descrizione fisica | 1 online resource (214 pages) |
| Altri autori (Persone) | ImmsWesley |
| Soggetto topico | Innovacions educatives |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9789819973675
9819973678 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- 1 What Are Innovative Learning Environments and How Can You Explore What Environments Have Impact? -- ILEs: Designs and Practices -- ILE Development and Knowing Where to Start for Your School -- The Plans to Pedagogy Strategy -- The Plans to Pedagogy Schools and Understanding the Context in Australia and New Zealand -- The Gap to Address -- References -- 2 Co-designing Teacher-Led Action Research in School Learning Environments -- Introduction -- Co-design Teacher-Led Action Research: An Overview -- Co-designing in Practice: Case Study Examples -- Case Study 1-Co-designing Spatial Configurations -- Case Study 2-Co-designing Student-Centred Co-teaching Practices -- Case Study 3-Co-designing Learning Settings -- A Framework for Co-designing Teacher-Led Action Research -- Conclusion and Implications -- References -- 3 Developing Pedagogic Routines in Innovative Learning Environments: A Journey of Discovery at MacKillop Catholic College -- Introduction: What is Our Learning Spaces Challenge? -- The Journey Begins -- Initial Post Occupancy Evaluation and Design Iteration -- Building Teachers' Capacity to Utilise the Learning Environment as a Pedagogic Tool: Our Challenge -- Theoretical Orientation -- Affordance Theory -- Self-Determination Theory -- Research Design: How Did We Do It? -- Methodology -- Methods -- Research Findings: What Have We Learned? -- Tracking Spatialised Pedagogic Practice Development Over Time -- Sharing and Translating Pedagogic Practices Across the College -- Conclusions: What Are the Key Takeaways? -- References -- 4 Affordances for Learning: Identifying and Sharing Pedagogic Encounters for Contemporary Education at Methodist Ladies' College -- Introduction: What is Our Learning Spaces Challenge? -- Background/Theory: What Do We Know, What Do We Need to Know? -- Learning Environment Affordances.
Affordance Ecologies -- Methods: How Did We Do It? -- Sample -- Research Settings -- Data Collection Methods and Procedure -- Data Analysis -- Findings: What Have We Learned? -- Sharing and Translating the Research Across the College -- Conclusions: What Are the Key Takeaways? -- References -- 5 Transforming Practices in ILEs -- Introduction: What is Our Learning Spaces Challenge? -- Background: What Do We Know, What Do We Need to Know? -- A Focus on Collaboration -- Methods: How Did We Do It? -- Classroom Observations -- Stop-Motion Video -- Interviews -- Phase Three -- Findings: What Have We Learned? -- Significance to the Broader School Context -- Creating a Supportive Teacher Learning Environment -- Ongoing Impacts of This Study -- Conclusions -- References -- 6 Using Teacher-Led Research to Assist Colleagues to Use ILEs Well -- Introduction: What is Our Learning Spaces Challenge? -- The Literature: What Do We Know, What Do We Need to Know? -- The Reality of Implementation, and the Scope of This Chapter -- Methods: How Did We (Plan to) Do It? -- Approach -- Design and Procedure for Phase 1 -- Sampling -- Data Collection -- Data Analysis -- Findings: What Have We Learned? -- The Pre-project SDU Survey -- The Student SSRD Repeated Measures Survey -- The Teacher Observational Metric -- Conclusions: What Are the Key Takeaways? -- References -- 7 Spatial and Furniture Configurations: The Impact on Teacher Mind Frames and Student Deep Learning -- Introduction: What is Our Learning Spaces Challenge? -- The Literature: Placing the Henschke P2P Initiative into a Wider Context -- Methods: How Did We Do It? -- Design-Thinking Workshops -- Observations -- Pre- and Post-survey for Teachers -- Findings: What Have We Learned? -- Changes in Teacher Pedagogical Approach Over Time -- Teacher Mind Frame and Student Deep Learning. Conclusion: What Are the Key Takeaways? -- References -- 8 The Impact of Teacher Collaborative Pedagogies on Student Learning -- Introduction: What Was Our Learning Spaces Challenge? -- The Literature: Placing the Radford P2P Initiative into a Wider Context -- Methods: How Did We Do It? -- Participants -- Design-Thinking Workshops -- Data Collection Methods -- Findings: What Have We Learned? -- Pre- and Post-survey -- Changes in Teacher Pedagogical and Student Learning Approaches Over Time -- Conclusion: What Are the Key Takeaways? -- References -- 9 The Relationship Among Classroom Furniture, Student Engagement and Teacher Pedagogy -- Introduction: What is Our Learning Spaces Challenge? -- The Literature: What Do We Know, What Do We Need to Know? -- Methods: How Did We Do It? -- Findings: What Have We Learned? -- Question 1: Do Levels of Student Perceptions of Their Engagement in Learning Correlate to Types of Furniture Provided in Their Classrooms? -- Question 2: Do Teaching Styles (Pedagogies) Change with Differing Furniture Arrangements? -- Conclusion: What Are the Key Takeaways? -- References -- 10 The Haeata Story: Maintaining School-Based Research in a Rapidly Changing Environment -- Introduction: What is Our Learning Spaces Challenge? -- Literature/Background: What Do We Know, What Do We Need to Know? -- Methods: How Did We Do It? -- Design -- Procedure -- Data Collection -- Sampling -- Data Analysis -- Findings: What Have We Learned? -- Question 1: What Choices Are Students Making About Haeata's Spatial Arrangements? Where, Why, and What Are They Doing, and with Whom? -- Research Question 2: How Do Students Feel About Themselves as Learners, in Terms of Haeata's Seven Disposition Statements? -- Research Question 3: What Relationships Exist Between Students' Choices About Space and Their Feelings About Themselves As Learners?. What Does This Mean? -- Conclusions: What Are the Key Takeaways? -- References -- 11 Creating a Whole-Staff Approach to a New Build -- Introduction: What is Our Learning Spaces Challenge? -- The Literature: What Do We Know, What Do We Need to Know? -- Methods: How Did We Do It? -- Overview -- Timeline -- Design -- Variables -- Sampling -- Data Collection -- Data Analysis -- Findings: What Have We Learned? -- Student Repeated Measures Survey: Senior School -- Student Repeated Measures Survey: Junior School -- Teacher Observations -- Teacher Mind Frame Surveys -- Conclusions: What Are the Key Takeaways? -- What Comes Next? -- References -- 12 A Synthesis of Findings and Trends from Nine Teacher-Initiated Learning Environment Research Projects -- A Summary of the Findings and Approaches -- MacKillop Catholic College -- Methodist Ladies College -- Newmarket Primary School -- Luther College -- Henschke Catholic Primary School -- Radford College -- Vasse Primary School -- Haeata Community Campus -- Whitsundays Anglican School -- Trends in the P2P Project Findings -- The Chosen Topics and Methods Matched Schools' Positions on an ILE 'Journey'. -- P2P Mirrors Larger Discourse Analysis -- P2P Findings on Some of These 'Core' Issues. -- References -- 13 The 'Lost Ones': Lessons Learned from the Failed Projects -- The Lost Ones -- What Do We Know About 'Failure'? -- Projects Do 'Fail', but Why? -- The Design/Teaching Paradox -- Time -- School Culture -- Research Skills -- Unrealistic Expectations -- Strategies for Success (or the Usefulness of 20-20 Hindsight) -- For the Next Time! -- Have a 'Champion' -- Keep Your Research Team Small -- Use the Experts -- Don't Get Complicated -- Give Yourself Time -- Build a Community -- A Final Word -- References -- 14 A School Leadership Perspective on the Plans to Pedagogy Project -- Introduction -- Background. Reflecting on P2P as a School Principal -- Change -- Driving the Learning Space Change -- The Missing Element -- Leadership During a Research Project -- So, What Did I Learn? -- Conclusions -- References -- 15 What Has Plans to Pedagogy Taught Us? -- Effective School-Based Research Projects -- Characteristics of Effective School-Based Learning Environment Research -- The Bigger Picture -- The Importance of Networks -- The Power of Localised Knowledge -- Empowering Teachers as Spatial Researchers -- What Doesn't Work -- Contributing to the Broader Field. |
| Record Nr. | UNINA-9910831018303321 |
|
Morris Julia E
|
||
| Singapore : , : Springer Singapore Pte. Limited, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||