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The author conducted a 3-week qualitative case study at the School of Environmental Studies (SES), a senior public school with an environmental studies focus. He argues that SES's physical design facilitates collaborative, multidisciplinary teaching practices especially suited to the school's environmental studies curriculum. He also shows that the...
Contexts in source publication
Context 1
... dividers are often fashioned out of large whiteboards so that each group is visually separated from the others. Figure 6 shows how two whiteboards are used to create three group spaces. Each lesson in the rotation setup usually spans 40-55 min, allowing the teachers to deliver a full set of lessons to each group within the 3-hr period, sometimes having time left over for a short lecture or other work. ...
Context 2
... problems also arise when the rotation format is used, because of a significant level of sound bleed between groups. Figure 6 shows the root of problem: Teachers are located in close prox- imity to one another, with only minimal visual and acoustical buffering provided by the whiteboards. From what I observed, the acoustic spillover is enough to occasionally interfere with vocal clarity. ...
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There is strong evidence that people with psychosis are highly responsive to environmental changes. The institutional tradition has been blamed for chronic psychotic illness in the past, but there has been little evidence to identify the negative influences that it has perpetrated. This study attempts to identify hitherto unknown factors embedded i...
Citations
... According to some research findings, a complete "success" of the open-plan schools (or those more open and flexible) takes place in those schools that have a strong unified vision of the entire teaching and managerial staff. This way, the problems and challenges of teachers working in pairs or teams are eliminated (Gislason, 2009, Cardellino, Woolner, 2020. The idea of transformation, both pedagogical and spatial, must be clear and transparent and every single teacher must accept it (Niemi, 2020). ...
... Prema nalazima brojnih istraživanja, potpuni "uspjeh" otvorenih (ili otvorenijih i fleksibilnijih) planova škola događa se u onim školama koje imaju snažnu zajedničku viziju svih nastavnika i rukovodstva. Time se otklanjaju i problemi i izazovi rada nastavnika u parovima ili timovima (Gislason, 2009, Cardellino, Woolner, 2020. Ideja o transformaciji, pedagoškoj i prostornoj, mora biti jasna i transparentna, i mora je prihvatiti svaki pojedini nastavnik (Niemi, 2020). ...
In this paper, we deal with the consideration of space as materiality and space as a process in the broader context of childhood studies and, more specifically, in the context of school pedagogy. We outline the question of the material construction of childhood (in childhood geographies and geographies of education). Then, we consider the relationship between space and pedagogy, that is, the material aspect of learning, on an explicit level, presenting findings on the share of spatial components in student achievement. The central consideration in the paper is devoted to the concept of innovative learning environments (ILE) and its spatial requirements, especially to the renaissance of open school plans based on that concept. Furthermore, we deal with the issue of spatial mediation of power relations in open-plan schools but also in traditional corridor-type schools ("cells and bells" schools) and with the idea of shaping the identity of students and teachers through these processes. We conclude the paper with a brief review of the neoliberal nature of the concept of ILE and with recommendations on considering the space and environment for learning through the paradigms of critical pedagogy of place and common world pedagogies.
... Various frameworks and models have been proposed to understand how spaces and material resources function, more or less successfully, as part of a complete educational experience (Bøjer, 2019;Gislason, 2009;Goodyear et al., 2021). All broadly agree on the importance of alignment between the design of the space and the use made of it, with this depending on other aspects such as curriculum, teacher intentions, student behaviours and wider organisational factors. ...
O livro Espaços e práticas educativas em transformação: 20 anos da rede escolar da Região Centro resulta do Congresso Rede Escolar – 20 Anos de Transformação, decorrido nos dias 25 e 26 de maio de 2023, na cidade de Viseu. Organizado por quatro entidades que aqui cumpriram um papel relevante a diferentes níveis – Direção -Geral dos Estabelecimentos Escolares, Comissão de Coordenação e Desenvolvimento Regional do Centro, Centro de Estudos Interdisciplinares
da Universidade de Coimbra e Comunidades Intermunicipais, este Congresso propunha congregar especialistas e atores desta transformação de diferentes instituições nacionais e mesmo internacionais. Os textos aqui patentes são, portanto, da autoria dos participantes neste evento, revelando a perspetiva de vários organismos afetos à realidade educativa e, no seu todo, elucidam sobre a sua pluralidade, a atualidade e a pertinência do tema.
... There must be a match between pedagogy and interior space planning so that the designed spaces work with the education intent of the school and the teachers. As Gislason (2009) notes, "if teaching practices are poorly matched to their physical setting, then a design may falter in its intended purpose (p. 32). ...
This research is a pilot study examining the perceptions of visual openness in school environments among school designers and the relationship to perceptions of safety. School designers (architects, interior designers, and Accredited Learning Environment Planners) were asked to rate their understanding of visual openness and safety. They were also asked what they believed their clients felt about openness and safety. The results indicate that designers overwhelmingly believed openness leads to safer learning environments while they felt their clients were on the fence about it. There is a significant difference between those designers surveyed and their clients on the issue. Participants also explained some of the reasons why they believe openness makes schools more or less safe and this offers some insight on many of the conflicting factors present in considering openness in school design.
... Holistic education here refers to interdisciplinary education and a combination of educational approaches that can establish a systematic relationship between humans and the environment. As an interdisciplinary and learner-centered constructivist approach, environmental education offers problem-based learning and hands-on outdoor activities to develop critical thinking skills (Gislason, 2009). It requires integrated knowledge that focuses on mutual understanding between humans and the environment and the relationship between knowledge and actions for sustainability (Ergen & Ergen, 2011). ...
This paper explores the impact of modernization and globalization on Iranians' cultural and identity-based relationship with the environment
... The behaviour of teachers and students in a specific learning environment, however, will always be influenced by factors beyond the immediate space, and it is important to consider how organisational factors and curricular intentions contribute to the day-to-day use of school space. For example, Gislason (2009) studied an American school where the 'advantage offered by the school's design is that the layout and organisation of the houses provide a scaffold for the interdisciplinary [team] teaching that underpins the core curriculum ' (2009: 29). The physical space is aligned with curriculum decisions and appropriate timetabling, all founded on a shared educational culture that values the school's particular approach. ...
... There is plenty of evidence that the inclusion of educational ideas and experiences from school advisors, leaders and staff through the design process and beyond can be effective in producing an environment that works for the intended users and educational approach (Uline, 2000;Gislason, 2009;Franklin, 2012;. Such involvement seems the best way to enable an initial understanding of the purposes of new features and spaces, leading to attempts at adapting or changing practices to have more chance of success (Sanoff, 1993;Yeoman and Carvalho, 2019). ...
... Concrete examples include considering the spatial location of teachers who are trying to collaborate (Priestley, 2011) or staff who need to interact with students (Frenlin and Grannäs, 2014). School level cultural change through re-imagining the school as a 'green' school (Kensler and Uline, 2017), a community-centred school of enquiry-based learning (Leat, 2017) or one embedding a cross-curricular approach (Gislason, 2009;Woolner and Tiplady, 2016) can provide a rationale for the specific spatial or practice changes. Closely linked to this higher level system of values and beliefs to support and guide change in a particular direction is the final over-arching factor seemingly needed through a process of developing school space: leadership. ...
The purpose of this reflection paper is to present a new framework to guide the process of investment in education infrastructure through participatory planning, and to consider its application to the development of innovative spaces. Financing education infrastructure provides an opportunity to innovate to support student learning, but for this to happen infrastructure and education investments need to be conceived from the beginning as a single, intertwined process. The Constructing Education framework is based on research evidence about the effects of educational environments and theoretical understanding of change. It draws on the issues identified in a series of in-depth reviews carried out in the cities of Espoo, Finland, the department of Seine-Saint Denis, France and Malmö, Sweden, to explore the links between construction and education during the investment process.
... Physical learning area, like instructional content, school organization, culture, and policy, is an important aspect of the learning environment. (Blackmore et al., 2013;Gislason, 2009). Even if digital technology is extensively utilized in education, students and instructors are always emplaced: at school, at home, or in the library (Arnou et al., 2020). ...
The Corona Virus Disease (COVID)-19 brought drastic changes in the operations of schools and universities around the world. In the Philippines, schools and universities need to suspend the face-to-face learning modality to help reduce the transmission of the deadly virus. With this, higher educational institutions (HEI) implemented flexible learning in order to continue cater to the needs of all learners. Flexible learning involves a shift from a traditional teacher-centered approach to learning into a more student-centered and technology-based approach through the shifting into flexible modalities such as online learning and modular learning. This descriptive study was conducted to determine the readiness of university stakeholders towards the implementation of flexible learning. An online survey was conducted among students, parents and faculty members of a Higher Education Institution in Northern Philippines. Results revealed that university stakeholders are in favor of the use of flexible learning as the main learning modality in the midst of the pandemic. The students and faculty members were also found to possess the basic tools that are needed for the adoption of flexible learning in the university. These tools include available devices or gadgets that have internet connectivity, available learning areas at home for flexible learning activities, basic ICT skills, and previous experience with online learning. Moreover, parents have shown support for the use of flexible learning which is crucial in ensuring success of any educational endeavor. However, certain issues must also be addressed in order to ensure the success of flexible learning implementation by the university.
... An overview of the South African educational teacher retention, particularly in disadvantaged communities (Schneider, 2002;Buckley, Schneider and Shang, 2005;Mendell and Heath, 2005). These factors can have an impact on school climate, but that effect plateaus at a certain point (Higgins et al., 2005;Loi and Dillon, 2006;Temple and Reynolds, 2007;Gislason, 2009). Recent quantitative studies aiming to 'control' through research design for familial background, type and location of the school and teacher quality provide some evidence that naturalness (light, etc.), personalization (flexibility) and stimulation (colour, aesthetics) 'contribute to student progress in learning' (e.g. ...
This chapter assesses ways to identify and support children with learning disabilities.
Learning disabilities affect many students and are seldom attributable to a single cause. They arise through complex interactions between biological and environmental factors within individual developmental trajectories. Early identification of children at risk for learning disabilities as well as adequate identification of children with learning
disabilities are important for ensuring that children have access to the supports they need
in order to reach their full potential. Here, we discuss identifying children’s learning needs and providing educational support. Although many school systems recognize the need to provide inclusive education to support all learners, more work is needed to raise awareness and enable adequate evidence-based early identification of children with learning disabilities and support their learning trajectories and instructional needs
inside and outside of the classroom. It is also fundamental to acknowledge the importance of research on diverse populations that could inform identification and support in various countries and socio-cultural contexts.
... An overview of the South African educational teacher retention, particularly in disadvantaged communities (Schneider, 2002;Buckley, Schneider and Shang, 2005;Mendell and Heath, 2005). ese factors can have an impact on school climate, but that e ect plateaus at a certain point (Higgins et al., 2005;Loi and Dillon, 2006;Temple and Reynolds, 2007;Gislason, 2009). Recent quantitative studies aiming to 'control' through research design for familial background, type and location of the school and teacher quality provide some evidence that naturalness (light, etc.), personalization ( exibility) and stimulation (colour, aesthetics) 'contribute to student progress in learning' (e.g. ...
The goal of this chapter is to assess research that can inform understandings of places and spaces of learning.The chapter assesses
evidence across three types of learning spaces: built spaces, digital spaces, and natural spaces. It looks at the role of these different kinds of spaces for learning, attainment, interpersonal relationships, skills development, wellbeing and behaviours ‒ across four pillars of learning to know, to be, to do and to live together. The chapter also explores how learning spaces can be actively shaped, felt and understood through practices and policies that occur within and around them.
... 176 There is also the importance of the physical structure and location of the school that needs to be able to work with the educational changes 420 and a relationship between activities that take place in the school. 325,326 The functionality and change of physical and organizational structures not addressing pedagogic perspectives 421 can fail to increase teacher efficacy and motivation 188 thus potentially losing teachers to more familiar and traditionally structured schools. 327 The ability for school staff to monitor common areas can help to facilitate school climate and give autonomy and ownership to students. ...
... Instead, agile features such as moveable fittings, furniture, and sliding walls (Ministry of Education, 2016a, 2016bWright, 2017) allow for different work configurations. The spaces can support team teaching approaches and cater for group or individual learning (Campbell, Saltmarsh, Chapman, & Drew, 2013;Gislason, 2009;Lovejoy, 2014;Prain et al., 2013). In ILEs, emphasis is placed on "personalising learning to meet individual students' needs" (Cardno, Tolmie, & Howse, 2017, p. 122). ...
A key consideration in the transition to innovative learning environments (ILEs) is teachers’ readiness to make use of open, flexible spaces to support positive change in terms of learning behaviours, achievement and wellbeing for all learners. To accomplish this, teachers are forging different teaching and learning partnerships with colleagues and students. However, the act of inhabiting flexible spaces does not automatically translate to changed practice. This chapter uses the technique of portraiture within narrative methodology to story the experiences of senior secondary science teachers and learners in ILEs. Data are drawn from case studies of eight teachers and their Year 11 (15–16-year-olds) science classes from three secondary schools in Aotearoa New Zealand. To begin, the ILE setting is described and teacher/student characters are introduced. A portrait is then developed as a chronological narrative of a single session to depict what teaching and learning could or might look like in an ILE. As a story accomplished by an interweaving of data from multiple case studies, the intention is not to pledge fidelity to any single experience or school context. Rather the intention is to offer a hypothetical picture, composed by borrowing the most salient features from each of the cases. Serving as a stimulus or departure point for the development of the reader’s own practice, the portrait aims to highlight possibilities and constraints, and the best and worst aspects of practice and partnerships in ILEs. Overall, the portrait demonstrates the way flexible spaces permit movement and social flow which, when teamed with affordances in curriculum, assessment and digital technologies, open possibilities for collaborative practice and student-directed approaches. Together, they are more likely to enable diverse learners to engage with science at senior levels. Although set in the context of science, the strategies and experiences have relevance to teaching and learning in other contexts.
