Designing for Transformation -- A Case Study of Open Learning Spaces and Educational Change

Autor/inn/en	Cardellino, P.; Woolner, P.
Titel	Designing for Transformation -- A Case Study of Open Learning Spaces and Educational Change
Quelle	In: Pedagogy, Culture and Society, 28 (2020) 3, S.383-402 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cardellino, P.) ORCID (Woolner, P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2019.1649297
Schlagwörter	Educational Change; School Buildings; Educational Facilities Design; Educational Environment; Elementary Schools; Alignment (Education); Open Plan Schools; School Culture; School Organization; Social Environment; Physical Environment; School Space; Sense of Community; School Personnel; Foreign Countries; Participative Decision Making; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsreform; School building; Schulgebäude; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Grundschule; Volksschule; Open plan school; Open school; Open schools; Offene Schule; Schulkultur; Schulleben; School organisation; Schulorganisation; Soziales Umfeld; Natürliche Umwelt; Schulraum; Schulpersonal; Ausland
Abstract	School building design plays a central role in the creation of learning environments and can therefore support educational change. However, non-architectural elements must also be considered particularly when change is attempted. Material space, pedagogical and organisational practices, staff culture and student milieu are interconnected features influencing a school environment. We use a theoretical framework to study the dynamics between space and teaching and learning in a case study of a UK primary school designed to enable educational transformation. We highlight that the initial school educational intentions are still relatively in place, and the building is generally used successfully. In doing so, we argue for the importance of reaching a balance between the design of learning environments and the educational agenda. Achieving this alignment makes school space a powerful local driver of educational change, while suggesting the difficulties inherent in attempts to use physical alterations to spearhead policy-led transformation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01