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ContentsList of Figures and TablesviiConceptualising Innovative Learning EnvironmentsFraming Innovative Learning EnvironmentsScottAlterator, and CraigDeed3Teaching and Space: Five PropositionsCraigDeed13Five Propositions: Representing Design in ActionCraigDeed, and MattDwyer27Why Innovative Learning Environments? Stories from Three Schools That Helped Establish an Ongoing Space and Pedagogy AgendaBenjaminCleveland39Re-Imagining the Open ClassroomPeter C.Lippman, and ElizabethMatthews63The Physical Environment of the Early Learning Center: A Key to Quality EducationElizabethMatthews, and Peter C.Lippman87Innovative Learning Spaces: Catalysts/Agents for Change, or ‘Just Another Fad’?WesleyImms107Evaluating Innovative Learning EnvironmentsThe Politics of Post Occupancy Evaluation: The Example of SchoolsAdamWood121A Senior School Case Study: Assessing the Impact of Non-Traditional Learning Environments through an Affordance-Based ModelScottAlterator135Advancing Cultural Affordances: Evaluating a Personalised Year Eight Mathematics Program in an Innovative Learning EnvironmentScottAlterator153Translational Participation: Student Spatial PerceptionsCraigDeed, DebraEdwards, MarcusMorse, and RebeccaTownsend171The Whole School: Planning and Evaluating Innovative Middle and Secondary SchoolsNeilGislason187A Review of Post-Occupancy Evaluation ToolsRenaeActon, MatthewRiddle, and WarrenSellers203Using Quantitative Methods to Evaluate Students’ Post-Occupancy Perceptions of Personalised Learning in an Innovative Learning EnvironmentVaughanPrain223EpilogueCraigDeed, and ScottAlterator243Index251