Issues of teacher professional learning within ‘non-traditional’ classroom environments

Campbell, Matthew; Saltmarsh, Sue; Chapman, Amy; Drew, Christopher

doi:10.1177/1365480213501057

Cited by 32 publications

(22 citation statements)

References 15 publications

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“…That this is changing is suggested by a number of researchers now exploring the evolution of teaching and learning practices in altered settings (e.g. Imms and Byers 2017;Saltmarsh et al 2015;Campbell et al 2013;Alterator and Deed 2013) and proposing new ways to understand the dynamic relationship between educational space and activities (e.g. Cleveland and Fisher 2014;Dovey and Fisher 2014;Boys 2011).…”

Section: Physical Space Education and Changementioning

confidence: 99%

Structural change from physical foundations: The role of the environment in enacting school change

2018

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Educational change is known to be challenging and therefore research exploring the conditions that seem to facilitate change is important. The literature relating to school level change shows some awareness of the part played by the physical school environment, but the role of the school premises in change is rarely the focus of research rooted within this literature. This is a notable omission. The history of innovation in school design parallels the recognised challenges of school reform and change. Educational leadership practice and certain historic policy initiatives suggest awareness of how the physical environment may encourage or constrain, and so is potentially an important part of a change process, but this understanding is not developed. This paper brings together our research concerning school environments and our work with schools attempting pedagogical change to develop such an understanding of the place of the physical setting in initiating, supporting and sustaining school level change. It is a conceptual exploration of the role of the physical environment in enacting change using an empirical base to illustrate our argument. We present a narrative account of two schools' approaches to change and use the theoretical framework of culture, structure and individual action, where the physical environment is part of the structure within which change is attempted. It becomes clear that although the physical setting is intimately related to other school structures, particularly certain organisational features, there is a qualitative difference in the way the physical setting, as a tangible and visible entity, contributes to change processes. As well as contributing to the development of conceptualisations of educational change, our exploration has implications for the wider understanding of structures within human society, and their relationship to culture and individual agency.

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Section: Physical Space Education and Changementioning

confidence: 99%

Structural change from physical foundations: The role of the environment in enacting school change

2018

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“…The employer has to be a key stakeholder in defining learning requirements and delivery methodologies (Fowles-Sweet and Barker, 2014) There are several options, including WBL, practice-based learning, distance learning and also short, sharp blocks of teaching. Although favoured by business, these are not traditional HE delivery methods, and can cause resource and staff engagement challenges (Campbell et al, 2013).…”

Section: Flexibility Of Provision and Theoretical Underpinning Of Skillsmentioning

confidence: 99%

Widening Participation and Social Mobility: Encompassing and Integrating Learning Opportunities

Fowles-Sweet¹,

Barker²

2018

wide particip lifelong learn

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Many regional universities occupy interesting positions between hi-tech, urban employers and learners, and learners from less socially or economically advantaged (including rural) backgrounds. Many such institutions have maintained their pre-92 roots in widening participation and providing employer-focused learning, and these are driven today through the inclusion of practice-oriented learning in their teaching strategies. Such institutions have a very strong presence in regional widening participation activities, and social mobility has a major part to play in who is likely to study at them. This paper examines the balance between educational integrity and employer requirement. It focuses on examples of existing good practice within a specific institution that are designed to encourage those from non-standard academic backgrounds to achieve their potential. This is becoming particularly important with the advent of degree apprenticeships, which are likely to introduce a new demographic to higher education who might never have considered adult learning before. It also requires close collaboration with employers to ensure education provision meets the fundamental business needs within the local region.

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“…For example, it is generally assumed that educational innovation leads to architectural innovation and that school designs that offer innovative spaces are deemed to better support teaching. However, schools may have trouble using such spaces because the school organisation may lag behind its ambitions (Campbell, Saltmarsh, Chapman, & Drew, 2013;Woolner, Mccarter, Wall, & Higgins, 2012) or because the school reverts to conventional teaching approaches (Sigurðard ottir & Hjartarson, 2016).…”

Section: Developmentmentioning

confidence: 99%

A visual information tool for user participation during the lifecycle of school building design: BIM

Koutamanis

Heuer²,

Könings

2017

Euro J of Education

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User participation is a key element in decision processes concerning the accommodation of dynamic organisations such as schools. This article addresses the discrepancy between the perspectives of the architects and engineers, as the makers of school buildings, and school management, teachers and students, as the users of the buildings, and proposes that productive and efficient participatory design of school buildings requires appropriate information tools. Visual information technology tools, such as Building Information Modelling (BIM), already used in interaction between architects, engineers, consultants, etc., are proposed to support school managers, teachers and students in participating in all stages of the life cycle of their school building.The proposed use of BIM is compared to a retrospective analysis of a Dutch school which realised a completely new secondary education building. The article concludes with recommendations to increase the impact of visual information technology tools such as BIM in the design of school buildings in Europe and beyond.

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Issues of teacher professional learning within ‘non-traditional’ classroom environments

Cited by 32 publications

References 15 publications

Structural change from physical foundations: The role of the environment in enacting school change

Structural change from physical foundations: The role of the environment in enacting school change

Widening Participation and Social Mobility: Encompassing and Integrating Learning Opportunities

A visual information tool for user participation during the lifecycle of school building design: BIM

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