Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice?
Woolner, P.; McCarter, S.; Wall, K.; Higgins, S.
Professor Steven Higgins email@example.com
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.
Woolner, P., McCarter, S., Wall, K., & Higgins, S. (2012). Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice?. Improving Schools, 15(1), 45-60. https://doi.org/10.1177/1365480211434796
|Journal Article Type||Article|
|Publication Date||Mar 1, 2012|
|Deposit Date||Dec 20, 2011|
|Publicly Available Date||Apr 9, 2013|
|Peer Reviewed||Peer Reviewed|
Accepted Journal Article
The final definitive version of this article has been published in the Journal Improving schools, 15/1, 2012 © Author by SAGE Publications Ltd at the Improving schools page: http://imp.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/
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