Engaging with Learnscapes: Connecting Community and School

Boylan, Colin; Wallace, Andrew

doi:10.1375/s1326011100000636

Cited by 3 publications

(5 citation statements)

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“…When the whole school body is occupied with positive changes in the school environment, it builds a shared knowledge of the issues and a collaborative way to address them. For example, the Learnscapes program (Boylan and Wallace, 2009; see Appendix) connects with the culture of the Indigenous community through its core component of active participation of students, teachers, parents and community groups.…”

Section: Collaboration Across Domainsmentioning

confidence: 99%

“…The concept of children's participation enshrined in the United Nations Conventions on the Rights of the Child 1989 seems to be evident in schools that have achieved behavioural change in the classroom. This has occurred as students have genuinely participated in decisions around their learning (Boylan and Wallace, 2009;Cowling, 2009;Laluvein, 2010;Reid, 2009). In order to foster engagement of students, they must be given 'serious things to do' at school (Holdsworth, 2005) and their views listened to.…”

Section: Social Constructionsmentioning

confidence: 99%

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Understanding school responses to students’ challenging behaviour: A review of literature

Michail¹

2011

Improving Schools

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This article explores the varied ways in which schools can respond to students who present with challenging behaviours and who are at risk of disengagement from learning. It sets out a typology of school responses and reflects on the philosophies which underpin each approach. In an effort to rethink the use of suspensions within schools, which contribute to the marginalization of children, the article highlights a range of alternatives to exclusionary practice. It outlines the key elements of approaches that are successful in reducing school suspension and makes evident the benefits of an approach that is tailored to the whole ecology of the child.

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Section: Collaboration Across Domainsmentioning

confidence: 99%

Section: Social Constructionsmentioning

confidence: 99%

Understanding school responses to students’ challenging behaviour: A review of literature

Michail¹

2011

Improving Schools

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“…Yet, as noted by Blackmore et al (2011) (Blackmore et al, 2011, p. v) Despite this lack of empirical evidence to support the claims made regarding open-plan learning spaces (Blackmore et al, 2011), such shifts in educational policy and discourse may be better understood as responses to a number of intersecting pedagogical, economic, political and academic concerns both internal and external to educational institutions. These include critiques of the inflexibility of traditional classroom spaces with respect to diverse student needs, identities and abilities (Armstrong, 2007;Boylan & Wallace, 2009); feminist and critical geography literature which understands space as inextricably linked to the production of particular types of subjectivities (Soja, 1989;Gregory, 1994;Massey, 1994); the growing consensus that sustainability should factor into curriculum and building design and operational practices (Furman & Gruenewald, 2004); and finally, neoliberal rationalities which orient educational opportunities towards competition and participation in a globalised economy (McCarthy et al, 2009). As Bradley writes in relation to work/office space: 'Not only is the office a strategic spatial end-product of an ongoing quest for control, it is also a tactical, experimental, and prototypical space: offices are informal "labs" for the testing and deployment of new work-related spatio-institutional forms' (Bradley, 2004, p. 76).…”

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confidence: 99%

Students in Space: Student Practices in Non-Traditional Classrooms

Chapman

Randell‐Moon

Campbell

et al. 2014

Global Studies of Childhood

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The discourse of the non-traditional classroom has found itself fundamentally intertwined with the rationalities of creating learning relevant for the future-orientated twenty-first century. In such an imaginary the idea of the conventional classroom -with its four walls, blackboard, 'closed' door, teacher-centred pedagogy and student learning conceptualised through the logics of the industrial erais being renegotiated. This article focuses on an empirical examination of some of the changes to student classroom practice enabled by the material conditions of non-traditional learning spaces. In particular, it highlights the ways in which non-traditional learning spaces have become complex settings through which students negotiate increased learner autonomy, co-operative learning, acceptable classroom behaviour and fluid relations with teachers and peers. The article presents a discussion of the discourse of 'twenty-first-century learning' and focuses on non-traditional classrooms as an example of a localised expression of this discourse, supported by ethnographic data generated from field visits to three primary schools in Sydney, Australia to explore student practices enabled by such spaces. Non-traditional Classroom SpacesThe discourse of the non-traditional classroom has found itself fundamentally intertwined with the rationalities of creating learning relevant for the future-orientated twenty-first century. In such an imaginary the idea of the conventional classroom -with its four walls, blackboard, 'closed' door, teacher-centred pedagogy and student learning conceptualised through the logics of the industrial era -is being radically renegotiated. For example, a recent Australian state government initiative, 'Smart Classrooms', which funds the integration of information and communications technologies (ICT) into state schools, bases its policy directives on 'the demand for seamless movement between school, work, home and play' and a strategic need for education to serve as 'the launch pad for shifting from traditional to transformational ways of working and learning' (State of Queensland, Department of Education, Training and Employment, n.d., p. 2). This discourse of twenty-firstcentury learning, focused on global economic competitiveness and education as an ongoing economic resource, is reflected in a number of policy documents, including the Melbourne

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“…From the first of this century, outdoor learning spaces were developed in the direction of sustainability movement education all around the world, including Canada, New Zealand, South Africa, the United Kingdom, and the United States of America (Boylan & Wallace, 2015). As a kind of outdoor learning space, Learnscape is a place designed to enhance the users' interaction with the environment (Tyas-Tunggal, 1997), and a learning program is designed to make the users ready for this interaction (K. R. Skamp, 2000).…”

Section: Chapter Two: Literature Reviewmentioning

confidence: 99%

“…Learnscapes are designed and constructed in the direction of increasing the interaction between individuals and an environment (Tyas-Tunggal, 1997). Learnscapes are places that a curricular unit is defined to allow individuals to have this interaction (K. R. Skamp, 2000), and local environmental settings are considered in the curricular unit (Boylan & Wallace, 2015). Learnscapes are designed and built inside and around the school with the goal of education (S. Smith, 2000); relating the outdoor learning outcomes to formal school curricular unit subjects (K. R. Skamp, 2000).…”

Section: Chapter One: Introductionmentioning

confidence: 99%

Exploring elementary student energy literacy outcomes in the outdoor classroom : a comparative study

Fallahhosseini¹

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Environmental issues such as global warming, air and water pollution, and excessive consumption of fossil fuels are the challenging problems that endanger the future of our planet and, consequently, humankind. These problems should be addressed clearly, and appropriate education should be provided for people since "quality education" is one of the 17 primary sustainable development goals (UN, 2020b). Built environment education or "green building literacy" is another topic that needs to be addressed. Although new technologies make the built environment greener and more sustainable, to achieve the sustainability goals, green building users should learn about the green features of the building appropriately. The purpose of this investigation was to identify the potential for an outdoor classroom (Learnscape) with installed PV solar system together with a six-week energy literacy curricular unit to enhance energy literacy outcomes for elementary students. The fourth-grade students from two elementary public schools, one with the Learnscape (n=42) and the other without Learnscape (n=63) participated in this study. We collected data using questionnaires, system model drawings, interviews, and observation. Questionnaires and system model drawings data were quantitatively analyzed using the non-parametric methods. Also, we used interviews and observation data to describe and clarify the analyzed quantitative data. Based on the analysis, we found that the energy literacy curricular unit improved students' energy literacy in all three dimensions of knowledge, attitudes, and behaviors. The energy literacy questionnaires revealed that Learnscape students were not distinguished in energy literacy knowledge at the beginning of the unit but had significantly higher scores at the end of the unit. Student drawings also showed that the performance of the students in both schools increased from beginning to end of the unit, and Learnscape students had significantly higher scores for explaining the science behind their drawings in the post drawings. Implication suggests that the presence of green infrastructure on the school campus has the potential to enhance youth environmental literacy. Also, curricula that focus attention on the sustainable built environment are necessary to engage students in the green features on campus.

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Engaging with Learnscapes: Connecting Community and School

Cited by 3 publications

References 1 publication

Understanding school responses to students’ challenging behaviour: A review of literature

Understanding school responses to students’ challenging behaviour: A review of literature

Students in Space: Student Practices in Non-Traditional Classrooms

Exploring elementary student energy literacy outcomes in the outdoor classroom : a comparative study

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