Teachers As Researchers in Innovative Learning Environments : Case Studies from Australia and New Zealand Schools

• Autore: Morris Julia E
• Pubblicazione: Singapore : , : Springer Singapore Pte. Limited, , 2024; ©2023
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (214 pages)
• Soggetto topico: Innovacions educatives
• Soggetto geografico: Austràlia; Nova Zelanda
• Soggetto genere / forma: Llibres electrònics
• Altri autori: ImmsWesley
• 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.
• Sommario/riassunto: This book explores the concept of innovative learning environments (ILEs) within educational settings in Australia and New Zealand. Editors Julia E. Morris and Wesley Imms compile case studies that highlight the role of teachers as researchers in these environments. The book emphasizes the importance of spatial literacy and how the design of learning spaces can impact teaching effectiveness and student learning. It aims to empower educators to use research to identify and address spatial issues, thereby enhancing educational outcomes. The work is intended for educators, school leaders, and researchers interested in the intersection of pedagogy, environment, and learning.
• Titolo autorizzato: Teachers As Researchers in Innovative Learning Environments
• ISBN: 9789819973675; 9819973678
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910831018303321
• Lo trovi qui: Univ. Federico II