Dimensions of Agency in New Generation Learning Spaces: Developing Assessment Capability

Autor/inn/en	Charteris, Jennifer; Smardon, Dianne
Titel	Dimensions of Agency in New Generation Learning Spaces: Developing Assessment Capability
Quelle	In: Australian Journal of Teacher Education, 44 (2019) 7, S.1-17, Artikel 1 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Instructional Design; Administrator Attitudes; Educational Change; Teaching Methods; Curriculum Development; Evaluation Methods; Educational Policy; Educational Facilities Design; Foreign Countries; Innovation; Personal Autonomy; Professional Autonomy; Case Studies; Urban Schools; Elementary Schools; Middle Schools; Principals; Space Utilization; Teacher Responsibility; Student Responsibility; Learning Processes; New Zealand + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Ausland; Individuelle Autonomie; Berufsfreiheit; Case study; Fallstudie; Case Study; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Principal; Schulleiter; Raumnutzung; Lehrverpflichtung; Learning process; Lernprozess; Neuseeland
Abstract	In new generation schooling contexts, the interaction of human activity, space, and objects, co- produce spatialised practices. There is the fluid use and continuous re-design of learning spaces, where dynamic socio-material practices support the ongoing and negotiated development of curriculum, pedagogy and assessment. Links are forged in this article between spatialised practice and student agency. In Aotearoa/New Zealand there is a national policy impetus for all schools to move towards re-designed learning spaces. School leaders are challenged with a mandate to lead pedagogic change to develop assessment capability, in alignment with the redesign of education facilities. Informed by theories of space, the case study research investigates how school leaders conceptualise student agency within flexible learning spaces. School leader interview data are used to generate dimensions of socio-material agency with consideration given to practice. Assessment practices in flexible learning spaces can enable 'dialogic', 'curriculum', and 'spatial' dimensions of agency. Pedagogical practices that support agency in flexible learning spaces are a focal area for ongoing investigation. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01