Responsible innovation in school design – a systematic review

Deppeler, Joanne Marie; Aikens, Kathleen

doi:10.1080/23299460.2020.1809782

Cited by 19 publications

(29 citation statements)

References 67 publications

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“…Co-teaching is a marginal practice in the education system, but it is nonetheless associated with promising innovations. It would be particularly well-suited to transdisciplinary or interdisciplinary teaching [72] as well as to the teaching of sensitive topics [73]. In terms of implementation, it presents a few challenges as it requires planning, time for related discussions and feedback, administrative support, and adequate equipment [74][75][76].…”

Section: Discussionmentioning

confidence: 99%

Delivering School-Based Sexuality Education: Examining Determinants of Teachers' Intention To Teach, Co-Teach or Invite a Sexual Health Educator

Descheneaux¹,

Otis²

2021

Preprint

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BackgroundSchools need to collaborate with health network to actualize their important role in promoting sexual health among students. Studies focus on determinants of teacher’s intention to deliver sexuality education (SE), but do not take into consideration the specificity of the action and the context, i.e., the multiple teaching strategies they could choose. Teachers can deliver SE by (a) teaching students alone, (b) co-teaching, (c) inviting a sexual health educator in their classroom. The purpose of this study is to investigate the psychosocial determinants of teachers' intention to deliver SE in any of those roles, using a theory-based approach.MethodsGodin's (2012) health behavior change theoretical framework - an integrated version of Ajzen's planned behavior theoretical framework, Triandis's interpersonal behaviors, and Banduras's social cognitive theory - was used to measure teachers' intentions and determinants to do SE. A 66-minute online questionnaire was sent to teachers at a school service center in Quebec. Hierarchical logistic regression analyses were conducted to assess the relationship between the independent variables (determinants of intention) and the intention to teach alone SE, co-teach, or invite a sexual health educator.ResultsA total of 295 teachers from 51 elementary and 12 secondary schools were selected for analyses. Nearly 40% (39.9%) of the study participants had a favorable intention to teach SE alone to their students, 36.2% by co-teaching and 76.5% by inviting a sexual health educator. The main predictors of intention were respectively: a) for the teaching SE alone model (R2=58%): self-efficacy in sexual health education (OR = 6.07; p < .001), followed by moral norm (OR = 5.35; p < .001), descriptive norm (OR = 3.37; p < .01), comfort teaching the SE curriculum (OR = 3.09; p < .01), and past experience (OR = 2.89; p < .01). Age was also negatively associated with the outcome variable (OR = 0.92; p < .001). b) For the co-teaching model (R2=46%): moral norm (OR = 7.97; p < .001), followed by educational attainment (OR = 3.40; p < .05), teaching multi-age or multi-grade groups (OR = 2.36; p < .05), and self-efficacy with working in partnership (OR = 1.27; p < .05). Further, age (OR = .93; p < .001) and gender (OR = .44; p < .05) were negatively associated with the outcome variable. c) For the inviting sexual health educator model (R2=55%): moral norm (OR = 3.81; p < .001), followed by anticipated regret (OR = 2.45; p < .05), and descriptive norm (OR = 2.38; p < .05). Teachers who reported feeling comfortable teaching the SE curriculum (OR = .45; p < .05) were less likely to intend inviting a sexual health educator.ConclusionsResults indicate that determinants of teacher intention are relatively distinct depending on whether teachers make the decision to teach SE to their students alone, co-teach, or invite a sexual health educator in their classroom. The study further suggests complementary strategies being adopted by schools to optimize implementation of SE program.

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Section: Discussionmentioning

confidence: 99%

Delivering School-Based Sexuality Education: Examining Determinants of Teachers' Intention To Teach, Co-Teach or Invite a Sexual Health Educator

Descheneaux¹,

Otis²

2021

Preprint

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“…A recent review of empirical research of ILEs (Deppeler and Aitkens, 2020) reported that when ILE designs were well aligned with their context, multiple benefits arose for the users. Reviewed studies identified a number of student benefits including increased autonomy and self-regulation, and flexible and collaborative learning opportunities (Cardellino and Woolner, 2020; Daniels et al, 2019; French et al, 2019).…”

Section: Innovative School Learning Environmentsmentioning

confidence: 99%

Innovation and risk in an innovative learning environment: A Private Public Partnership in Australia

Deppeler

Corrigan

Macaulay

et al. 2021

European Educational Research Journal

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Across many international contexts, the design and construction of architecturally different school buildings has become a key strategy in providing innovative learning environments designed to prepare students for work and life in the 21st century. Despite the global popularity of this strategy, research has highlighted persistent challenges associated with the transition to, and occupation of innovative learning environments. We explore the nexus between risk and innovation, reporting on data arising from a primary school in Australia, built as part of one state government’s Private Public Partnership initiatives. We apply a conceptual framework for risk and public service innovation and a responsible innovation framework to investigate how the school leaders and the architect understood the educational intentions, values and risks that shaped their school design and to assess users’ perceptions of their new school. Our findings draw attention to how responses to externally driven design innovation in the complex and dynamic environment of a school can create risk and uncertainty for users on multiple levels. We argue that the application of a responsible innovation framework provides a mechanism to highlight limitations in school design processes and opportunities to improve alignment and on-going adaptation of schools for future conditions.

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“…Research evidence relating to the impact of the physical environment on learning is complex (Woolner et al, 2018) and with competing discourses on the design of schools to achieve this policy intent (Benade and Jackson, 2017) . There is also limited research concerning the voices and perspectives of school stakeholders (Deppeler and Aikens, 2020;Schabmann et al, 2016) or the pedagogic processes involved in alternative learning environments (van Merriënboer et al, 2017) . Reh et al (2011) found that in the German context the metaphor of a more open space for individual learning was contradicted by the creation of new classroom inequalities.…”

Section: Innovative Learning Environmentsmentioning

confidence: 99%

“…Despite the widely held view that innovation in the design of a school can support better learning outcomes and well-being for staff and students, these aims are not always accomplished. A key reason for this, is a misalignment between the intentions of the school design and the values and educational practices of the users (Deppeler and Aikens, 2020). The impetus for this special issue on international studies of school design emerged from the authors’ shared concern that innovation and risk in innovative school builds should be explored from the perspective of learning.…”

Section: Innovation and Riskmentioning

confidence: 99%

International studies of school design – Lessons for Europe on innovation and risk

Deppeler¹,

Thompson

Corrigan³

2021

European Educational Research Journal

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This editorial sets out the context and agenda for this special issue of European Educational Research Journal, which brings together five accounts of research from diverse international contexts in relation to schools that are being designed and promoted as innovative learning environments (ILEs). The overall purpose is to advance what is known about innovation and the challenges and risks involved for those engaged in the design and occupation of ILEs. We begin by outlining some of the important considerations for researchers working in ILE projects that specifically place an emphasis on participatory approaches to innovation and put educational and social change, at the centre of the work. We then highlight some themes for readers to keep in mind as they consider the arguments developed in the papers.

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Responsible innovation in school design – a systematic review

Cited by 19 publications

References 67 publications

Delivering School-Based Sexuality Education: Examining Determinants of Teachers' Intention To Teach, Co-Teach or Invite a Sexual Health Educator

Delivering School-Based Sexuality Education: Examining Determinants of Teachers' Intention To Teach, Co-Teach or Invite a Sexual Health Educator

Innovation and risk in an innovative learning environment: A Private Public Partnership in Australia

International studies of school design – Lessons for Europe on innovation and risk

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