Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This open access book focuses on how the design and use of innovative learning environments can evolve as teaching practices and education policies change. It addresses how these new environments are used, how teachers are adapting their practices, the challenges that these changes pose, and the effective evaluation of these changes. The book reports on emerging research in learning environments, with a particular emphasis on how teachers are transitioning from traditional classrooms to innovative learning environments. It offers a significant evidence-based global assessment of current research in this field by designers, architects, educators and policy makers. It presents twenty-five cutting-edge projects from researchers in fifteen countries. Thanks to the book’s comprehensive international perspective, which combines theory and practice in a single publication, readers will gain a wealth of new insights.

Learning. --- Instruction. --- School management and organization. --- School administration. --- Educational policy. --- Education and state. --- Teaching. --- International education . --- Comparative education. --- Learning & Instruction. --- Administration, Organization and Leadership. --- Educational Policy and Politics. --- Teaching and Teacher Education. --- International and Comparative Education. --- Education, Comparative --- Education --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Global education --- Intellectual cooperation --- Internationalism --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Learning process --- Comprehension --- History --- Government policy --- Inspection --- Management and organization --- Learning & Instruction --- Administration, Organization and Leadership --- Educational Policy and Politics --- Teaching and Teacher Education --- International and Comparative Education --- Organization and Leadership --- global initiatives in use of school spaces --- innovative learning spaces --- school design and use --- teacher transition --- change and risk --- inhabiting design --- evaluation of learning spaces --- research into innovative school design --- pedagogy and space --- better school design --- teaching in innovative spaces --- Open Access --- Teaching skills & techniques --- Cognition & cognitive psychology --- Educational administration & organization --- Educational strategies & policy --- Teacher training

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

The recent trend in innovative school design has provided exciting places to both learn and teach. New generation learning environments have encouraged educators to unleash responsive pedagogies previously hindered by traditional classrooms, and has allowed students to engage in a variety of learning experiences well beyond the traditional ‘chalk and talk’ common in many schools. These spaces have made cross-disciplinary instruction, collaborative learning, individualised curriculum, ubiquitous technologies, and specialised equipment more accessible than ever before. The quality of occupation of such spaces has also been encouraging. Many learning spaces now resemble places of collegiality, intellectual intrigue and comfort, as opposed to the restrictive and monotonous classrooms many of us experienced in years past. These successes, however, have generated a very real problem. Do these new generation learning environments actually work – and if so, in what ways? Are they leading to the sorts of improved experiences and learning outcomes for students they promise? This book describes strategies for assessing what is actually working. Drawing on the best thinking from our best minds – doctoral students tackling the challenge of isolating space as a variable within the phenomenon of contemporary schooling – Evaluating Learning Environments draws together thirteen approaches to learning environment evaluation that capture the latest thinking in terms of emerging issues, methods and knowledge.

Education. --- Education, general. --- School facilities --- Classroom environment --- Planning. --- Evaluation. --- Classroom climate --- Climate, Classroom --- Environment, Classroom --- Classroom management --- Educational sociology --- School environment --- Teacher-student relationships --- Educational planning --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

The recent trend in innovative school design has provided exciting places to both learn and teach. New generation learning environments have encouraged educators to unleash responsive pedagogies previously hindered by traditional classrooms, and has allowed students to engage in a variety of learning experiences well beyond the traditional ‘chalk and talk’ common in many schools. These spaces have made cross-disciplinary instruction, collaborative learning, individualised curriculum, ubiquitous technologies, and specialised equipment more accessible than ever before. The quality of occupation of such spaces has also been encouraging. Many learning spaces now resemble places of collegiality, intellectual intrigue and comfort, as opposed to the restrictive and monotonous classrooms many of us experienced in years past. These successes, however, have generated a very real problem. Do these new generation learning environments actually work – and if so, in what ways? Are they leading to the sorts of improved experiences and learning outcomes for students they promise? This book describes strategies for assessing what is actually working. Drawing on the best thinking from our best minds – doctoral students tackling the challenge of isolating space as a variable within the phenomenon of contemporary schooling – Evaluating Learning Environments draws together thirteen approaches to learning environment evaluation that capture the latest thinking in terms of emerging issues, methods and knowledge.

Teaching --- onderwijs --- opvoeding