Design as a Social Practice: The Experience of New-Build Schools

Autor/inn/en	Daniels, Harry; Tse, Hau Ming; Stables, Andrew; Cox, Sarah
Titel	Design as a Social Practice: The Experience of New-Build Schools
Quelle	In: Cambridge Journal of Education, 49 (2019) 2, S.215-233 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2018.1503643
Schlagwörter	Foreign Countries; Secondary Schools; Student Attitudes; Teacher Attitudes; Secondary School Students; Secondary School Teachers; Educational Environment; Social Influences; Educational Facilities Design; School Buildings; Well Being; Interpersonal Relationship; Homework; Courses; School Space; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Sekundarschule; Schülerverhalten; Lehrerverhalten; Sekundarschüler; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sozialer Einfluss; School building; Schulgebäude; Well-being; Wellness; Wohlbefinden; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Hausaufgabe; Kursangebot; Schulraum; Großbritannien
Abstract	This paper explores the influences of design on the perceptions and actions of students and teachers at four UK secondary schools. Typical post occupancy evaluations focus on environmental issues such as acoustics, lighting and temperature, using predominantly quantitative methods that often fail to explore how different environmental and social factors interact dynamically with users through time. There is also a lack of attention to the ways in which the processes of occupation may shape the experience of such spaces. This paper reports on one area of a wider study that involved case study profiling to document a range of key issues experienced by teachers and students at each of these schools, thus extending previous evidence on the ways in which habitation alters or rejects original design. These findings contribute to the development of a more holistic understanding of the ways in which design may contribute to processes of pedagogic transformation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01