Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractSchool premises make a difference to learning, but it is important to understand the relationship between setting and educational activities. Physical space has been found to entrench practice, making it harder to reflect and make changes. Yet changes made to the physical environment may not lead to changes in teaching or learning. This may be understood theoretically in terms of levels of participation, and many school design practitioners advocate active participation of school communities in the processes of change. This article considers two case studies of teachers and learners engaging with their physical school learning environment. The overview of responses and outcomes generated by these two studies enables the identification of central issues for effective participatory approaches to the learning environment.
The carpet as a learning space has become the received way of delivering literacy and numeracy in English primary schools, yet remains little examined either academically or professionally. Different understandings of teaching and learning have different implications for carpet-time. As carpet time is so widespread it seems important to find out how and why it is used, and how children and teachers respond to this use of space.This research comprised a mixed-method study of carpet use in an English primary school. Government policy has stated through the Every Child Matters (ECM) agenda that the child should be at the centre of teaching and learning (DfES, 2004). This study, therefore, asked both children and adults for their ideas about carpet-based teaching and learning. Results show a mismatch between what children think, what teachers think and what actually happens. They also demonstrate the potential to overcome these contradictions: obtaining children’s views on teaching and learning can enable teachers to reflect on (and improve) their use of physical space.
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