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Sonst. PersonenHughes, Hilary (Hrsg.); Franz, Jill (Hrsg.); Willis, Jill (Hrsg.)
TitelSchool spaces for student wellbeing and learning.
Insights from research and practice.
QuelleSingapore: Springer (2019), xxvi, 287 S.
PDF als Volltext  Link als defekt meldenVerfügbarkeit 
ReiheSpringerLink
BeigabenIllustrationen
Spracheenglisch
Dokumenttyponline; gedruckt; Monographie
ISBN978-981-13-6091-6; 978-981-13-6092-3
DOI10.1007/978-981-13-6092-3
SchlagwörterEmpirische Untersuchung; Qualitative Forschung; Autismus; Entwicklungspsychologie; Wahrnehmung; Wohlbefinden; Vorschule; Schule; Schuljahr 06; Schuljahr 07; Schülermitwirkung; Raumgestaltung; Schulbibliothek; Schulgebäude; Schulgelände; Schulgestaltung; Schulraum; Offene Schule; High School; Schüler; Disziplin (Ordnung); Lernumgebung; Unterricht; Schulgarten; Freiheit; Bewegung (Motorische); Architektur; Forschungsstand; Einflussfaktor; Gestaltungsform; Raum; Australien; Großbritannien
Abstract[A] complex dialectical view of the relationships between buildings, human action including management, social organisations and social structures informs the way schools and their designers, constructors and occupiers should be studied. This is where this book makes an important contribution. It sets out to include the perspective of wellbeing in the theory and practice of learning space design. In so doing, the authors bring new ways of theorising the relationship between design, human action and wellbeing into play. There is considerable emphasis on conceptualising school spaces as places of bodily engagement. The authors draw on aspects of recent developments in social geography, sociocultural theory and sociomaterial theory. Some of the arguments will provoke responses and disagreements. In our minds that is all to the good. This is a field that needed a "shake" both in terms of its gaze and theorisation. This book provides valuable challenges to multiple policy and practitioner fields. (Orig.). Contents: Section One: Conceptual understandings of school spaces, learning and wellbeing -- Towards a spatiality of wellbeing -- Sociomaterial dimensions of early literacy learning spaces: Moving through classrooms with teacher and children -- Promoting children's wellbeing and values learning in risky learning spaces -- School design and wellbeing: Spatial and literary meeting points -- Section Two: Student experience of school psaces for wellbeing and learning -- Imaginings and representations of high school learning spaces: Year 6 student experiences -- High school spaces and student transitioning: Designing for student wellbeing -- Students reimagining school libraries as spaces of learning and wellbeing -- Creating learning spaces that promote wellbeing, participation and engagement: Implications for students on the autism spectrum -- Enhancing wellbeing through broadening the primary curriculum in the UK with Open Futures -- Section Three: Participatory designing of school spaces for wellbeing and learning -- Fostering educator participation in learning space designing: Insights from a Master of Education unit of study -- Participatory principles in practice: Designing learning spaces that promote wellbeing for young adolescents during the transition to secondary school -- Creating a sensory garden for early years leaners: Participatory designing for student wellbeing -- 13 Creating the third teacher through participatory learning environment design: Reggio Emilia principles support student wellbeing -- Section Four: Designing 'space' for student wellbeing as flourishing -- Designing 'space' for student wellbeing as flourishing.
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update2020/1
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