School Space and its Occupation

Conceptualising and Evaluating Innovative Learning Environments

Series:

School Space and its Occupation addresses the ongoing and pressing need for justification of education and environmental innovation. Further, the increasingly important work of evaluating the new learning spaces brings attention to the need for conceptual and methodological clarity.

The editors have assembled a collection of leading authors to explore the links between education and design, progression of ideas in education and architecture, as well as making sense of pedagogical trends and spatial and design relevance. Post-occupancy evaluation is capable of informing both educational and architectural questions to generate sustainable adaptations for educators and designers. Part 2 focuses on the occupancy phase and examines the lived experience of schools to draw conclusions and make recommendations focused impacts and methodological progression.

Contributors: Renae Acton, Scott Alterator, Benjamin Cleveland, Craig Deed, Matthew Dwyer, Debra Edwards, Neil Gislason, Wesley Imms, Peter Lippman, Elizabeth Matthews, Marcus Morse, Vaughan Prain, Matthew Riddle, Warren Sellers, Rebecca Townsend, and Adam Wood.
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Biographical Note

Scott Alterator, Ph.D. (2016), La Trobe University, is lecturer of innovative and flexible learning at La Trobe University. His research focuses on linking innovative spaces and learning and the relevant adaptations of practitioners and students.
Craig Deed, Ph.D. (2005), La Trobe University, is an Associate Professor of Education. He has published books and many articles on innovation and agency in education, including the influence of emerging physical and virtual spaces on teaching and learning.

Table of contents

List of Figures and Tables

Part 1


1. Framing Innovative Learning Environments
Scott Alterator and Craig Deed
2. Teaching and Space: Five Propositions
Craig Deed
3. Five Propositions: Representing Design in Action
Craig Deed and Matt Dwyer
4. Why Innovative Learning Environments? Stories from Three Schools That Helped Establish an Ongoing Space and Pedagogy Agenda
Benjamin Cleveland
5. Re-Imagining the Open Classroom
Peter C. Lippman and Elizabeth Matthews
6. The Physical Environment of the Early Learning Center: A Key to Quality Education
Elizabeth Matthews and Peter C. Lippman
7. Innovative Learning Spaces: Catalysts/Agents for Change, or ‘Just Another Fad’?
Wesley Imms

Part 2


8. The Politics of Post Occupancy Evaluation: The Example of Schools
Adam Wood
9. A Senior School Case Study: Assessing the Impact of Non-Traditional Learning Environments through an Affordance-Based Model
Scott Alterator
10. Advancing Cultural Affordances: Evaluating a Personalised Year Eight Mathematics Program in an Innovative Learning Environment
Scott Alterator
11. Translational Participation: Student Spatial Perceptions
Craig Deed, Debra Edwards, Marcus Morse and Rebecca Townsend
12. The Whole School: Planning and Evaluating Innovative Middle and Secondary Schools
Neil Gislason
13. A Review of Post-Occupancy Evaluation Tools
Renae Acton, Matthew Riddle and Warren Sellers
14. Using Quantitative Methods to Evaluate Students’ Post-Occupancy Perceptions of Personalised Learning in an Innovative Learning Environment
Vaughan Prain
15. Epilogue
Craig Deed and Scott Alterator

Index

Readership

Educators, designers, architects and policy makers will be interested. Practitioners and researchers concerned with the occupation of innovative learning environments.

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