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

Abstract

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.

Transitions through remodelling teaching and learning environments

“…Several studies specifically focus on physical space, school design and indoor climate (Al Horr et al, 2016;Barrett, Zhang, Davies, & Barrett, 2015;Soccio, 2016). There is also novel research on how teachers use, appropriate and change to ILEs (Bradbeer et al, 2019;Daniels, Tse, Stables, & Cox, 2017;Deed & Lesko, 2015;Mulcahy et al, 2015;Sigurðardóttir & Hjartarson, 2016;Woolner, Thomas, & Tiplady, 2018) and the impact of learning spaces on students' learning outcomes (Byers, Mahat, Liu, Knock, & Imms, 2018). In recent years there has been an increased focus on and use of constructivist-oriented pedagogy, which has resulted in a shift from teacher-centred teaching to a more student-centred learning and a constant and widespread call for flexible learning spaces (Woodman, 2016).…”

Framing learning entanglement in innovative learning spaces: Connecting theory, design and practice

“…Innovative learning spaces emerged in response to the influx of educational technologies and new social practices associated with increasingly participatory forms of learning. Using them has resulted in calls for better alignment between the design of educational environments and transformation in school and university curricula (Woolner, ; Blackmore et al ., ; Leiringer & Cardellino, ; OECD, ; Cardellino et al ., ; Woolner et al ., ). However, many educators are struggling to align their pedagogical models with these new spaces for learning (Beetham & Sharpe, ; Scott, ; Singh & Hassan, ).…”

Performativity of Materials in Learning: The Learning-Whole in Action

“…In education, the role of the built environment in learning is increasingly the focus of attention. Searches for a deeper understanding of the role of designed forms in learning -encompassing both digital and material tools and resources-have contributed to, and been fuelled by, multi-million dollars investments in educational infrastructure redevelopment in many OECD countries (Blackmore, Bateman, Loughlin, O'Mara, & Aranda, 2011;Brown, McCormack, Reeves, Brooks, & Grajek, 2020;Cardellino & Woolner, 2020;Daniels, Tse, Stables, & Cox, 2017;Ellis & Goodyear, 2018;OECD, 2015OECD, , 2019Woolner, 2010;Woolner, Thomas, & Tiplady, 2018). These visually arresting and technology rich twenty first century learning spaces are often claimed to support educators in creating learning opportunities that foster communication, collaboration, creative and critical thinking in their students, and stimulate a productive use of technologies for learning (Benade, 2017).…”