Openness -- Flexibility -- Transition. Nordic Prospects for Changes in the School Learning Environment

Autor/inn/en	Woolner, Pamela; Stadler-Altmann, Ulrike
Titel	Openness -- Flexibility -- Transition. Nordic Prospects for Changes in the School Learning Environment
Quelle	In: Education Inquiry, 12 (2021) 3, S.301-310 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Woolner, Pamela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2021.1957331
Schlagwörter	Stellungnahme; Educational Environment; School Buildings; Building Design; Educational Facilities Design; Student Centered Learning; School Space; Foreign Countries; Open Plan Schools; Educational Change; Educational Facilities Improvement; Sweden; Finland; Denmark; Norway + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; School building; Schulgebäude; Baugestaltung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schulraum; Ausland; Open plan school; Open school; Open schools; Offene Schule; Bildungsreform; Schweden; Finnland; Dänemark; Norwegen
Abstract	Amid increasing global and national interest in the built educational environment, this editorial considers developments within the Nordic countries that are investigated and discussed within the articles in this special issue. We discuss commonalities and divergences in the experiences of transition and change in the schools, located in a range of times and places. We observe Nordic openness being reflected in the interest of policy-makers and architects in schools with open designs, but also note the very real challenges for school leaders, teachers and students of transitioning from traditional enclosed classrooms and teacher-centred learning to student-centred approaches in a versatile space. Yet the articles of this special issue also make clear the educational and societal reasons and values behind attempts at this transition, and we conclude our editorial by proposing some ways to address the challenges we have identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01