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ERIC Number: EJ964572
Record Type: Journal
Publication Date: 2012-Mar
Pages: 16
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-1365-4802
Changed Learning through Changed Space: When Can a Participatory Approach to the Learning Environment Challenge Preconceptions and Alter Practice?
Woolner, Pamela; McCarter, Sheila; Wall, Kate; Higgins, Steve
Improving Schools, v15 n1 p45-60 Mar 2012
School premises make a difference to learning, but it is important to understand the relationship between setting and educational activities. Physical space has been found to entrench practice, making it harder to reflect and make changes. Yet changes made to the physical environment may not lead to changes in teaching or learning. This may be understood theoretically in terms of levels of participation, and many school design practitioners advocate active participation of school communities in the processes of change. This article considers two case studies of teachers and learners engaging with their physical school learning environment. The overview of responses and outcomes generated by these two studies enables the identification of central issues for effective participatory approaches to the learning environment. (Contains 7 figures and 1 table.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom