School Leaders' Perceptions on Reading, Writing and Mathematics in Innovative Learning Environments

Autor/inn/en	Everatt, John; Fletcher, Jo; Fickel, Letitia
Titel	School Leaders' Perceptions on Reading, Writing and Mathematics in Innovative Learning Environments
Quelle	In: Education 3-13, 47 (2019) 8, S.906-919 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Everatt, John) ORCID (Fletcher, Jo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2018.1538256
Schlagwörter	School Administration; Administrator Attitudes; Educational Innovation; Educational Environment; Foreign Countries; School Buildings; Reading Instruction; Writing Instruction; Mathematics Instruction; Principals; Assistant Principals; Space Utilization; Elementary Schools; Educational Facilities Design; Teacher Effectiveness; Team Teaching; Teacher Collaboration; New Zealand + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; School building; Schulgebäude; Leseunterricht; Schreibunterricht; Mathematics lessons; Mathematikunterricht; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Raumnutzung; Elementary school; Grundschule; Volksschule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teamteaching; Lehrerkooperation; Neuseeland
Abstract	In New Zealand, school buildings are being remodelled to accommodate several teachers and a large number of learners in one flexible learning space. School leaders' perspectives were sought on what is happening in the teaching of reading, writing and mathematics. Interviews of the principal and deputy principal at a case study were conducted, and an online survey was used to target views of school leaders across New Zealand: completed by 115 principals and 56 deputy principals. The research found positive responses to the implementation of flexible learning spaces and the impact on the teaching of these three core curriculum areas. The findings suggest that given appropriate experience of such spaces, New Zealand principals (school leaders) seem to have the attitudes and understanding to support adoption of Innovative Learning Environments and recognise their potential benefits. However, the quality of teaching was key no matter which learning space was considered. Although Innovative Learning Environments, along with the cooperation between teachers that such spaces require, were seen as beneficial to learning, successful implementation will also require those leading the changes to place the learner as the focus of change, particularly for the substantive percentage of students who are underachieving in reading, writing and mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01