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.
• Titolo autorizzato: Teachers As Researchers in Innovative Learning Environments
• ISBN: 981-9973-67-8
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910831018303321
• Lo trovi qui: Univ. Federico II