| FIGURES | ||
| 3.1. | Individuality | 30 |
| 3.2. | Complexity | 31 |
| 3.3. | Democracy | 32 |
| 3.4. | Tradition | 33 |
| 3.5. | Technology | 34 |
| 4.1. | Seaside secondary college: The Hub. Refurbishment floor plan – annotated to identify purposeful activity settings. Image: Spowers Architects | 56 |
| 5.1. | One room school (image designed by Curtis J. Gibbs, New York, NY) | 65 |
| 5.2. | Common school building (image designed by Curtis J. Gibbs, New York, NY) | 66 |
| 5.3. | Standard finger plan (image designed by Curtis J. Gibbs, New York, NY) | 67 |
| 5.4. | View from teacher’s desk in a classroom that supports traditional ways of teaching and learning | 70 |
| 5.5. | St. Lawrence primary school using existing furniture, classroom organized to create activity settings where students have a choice of where they prefer to work (photograph by Places Created for Learning) | 75 |
| 5.6. | Primary school, Huddinge, Sweden (photograph by Places Created for Learning). This classroom was crafted to create activity settings or rooms-within rooms | 76 |
| 5.7 | Skapaskolan, Huddinge, Sweden (photograph by Places Created for Learning). This is a portable classroom where the furniture was arranged so that teachers had areas to support large group meetings, cooperative working groups, and independent work | 76 |
| 5.8. | Wamberal Public School plan (designed by EJE architecture, Newcastle, Australia & Places Created for Learning, Perth, Australia). Wamberal Public School has been designed to support 15 classrooms | 81 |
| 5.9. | Epping Public School (designed by GHD Woodhead, Sydney, Australia & Places Created for Learning, Perth, Australia). Epping Public School has been planned with 22 classrooms spaces |
81 |
| 5.10. | Glomstaskolan (designed by Origo Arkitektgruppe, Sweden). Glomstaskolan has been planned with approximately 46 classrooms spaces |
82 |
| 6.1. | Stimulus shelter. The shelter not only offers retreat for learners, but also activates the spaces around it, creating additional defined settings in which to learn | 94 |
| 6.2. | This image highlights the complexity within an early learning center. Children are provided with a variety of places in which to acquire self, social and spatial awareness | 95 |
| 6.3. | Legibility within the physical environment provides clear boundaries and pathways between activity areas, and is defined with rugs, and equipment to support specific activities | 97 |
| 7.1. | Articles by Stevenson (2011); Cook (2015) and Lewis (2015) | 108 |
| 7.2. | Conceptual model of the development of education over time (indicativeonly) | 114 |
| 7.3. | Conceptual model of the development of education facility design over time (indicative only) | 115 |
| 7.4. | Conceptual model of education+facility design, over time (indicative only) | 116 |
| 9.1. | Senior school schematic (ground floor re-design) | 142 |
| 10.1. | Schematic of case study site | 161 |
| 11.1. | The model of translational participation | 174 |
| 12.1. | School environment model(based on Owens & Valesky, 2007) | 188 |
| 12.2. | School of environmental studies, floorplan | 191 |
| 12.3. | Inter district down town school, floorplan (fourth floor) | 193 |
| 13.1. | The performance of the room (adapted from Wilson etal., n.d., p. 11) | 213 |
| 13.2. | PST/SKG analytical matrix | 216 |
| 14.1. | Postulated research model used in this research | 227 |
| 14.2. | Emergent model showing the relationship between factors of personalised learning and well-being | 229 |
| 14.3. | Student responses to the PLEQ (2011-2013) | 231 |
| 14.4. | Male responses to the PLEQ (2014) | 235 |
| 14.5. | Female responses to the PLEQ (2014) | 236 |
| 14.6. | Year 10 students’ responses to the PLEQ (2014) | 237 |
| TABLES | ||
| 9.1. | Complex interactions between natural and conventional affordances | 147 |
| 10.1. | Capturing interactions between natural and conventional affordances | 164 |
List of Figures and Tables
In: School Space and its Occupation
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Scott Alterator
Scott Alterator
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Craig Deed
Craig Deed
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