This research seeks to understand how teachers effectively engage in the design, development and use of innovative learning environments within primary and secondary schools in Australia and New Zealand. Innovative learning spaces are defined here as open, flexible and creatively-used spaces within which teachers and students collaborate to learn. There is seen to be a continuum of space types from entirely open, flexible spaces to closed, traditional classrooms that accommodate one teacher and one group of students (Imms, Mahat, Byers, & Murphy, 2017). The focus school for this paper is located in the Australian Capital Territory. A case-study, mixed-methods methodology has highlighted that innovative learning spaces may increase student engagement in learning and teachers’ use of evidence-based, student-centred pedagogies.
|Number of pages||7|
|Publication status||Published - 2019|
|Event||American Educational Research Association Annual Meeting 2019: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence - Toronto, Canada|
Duration: 5 Apr 2019 → 9 Feb 2020
|Conference||American Educational Research Association Annual Meeting 2019|
|Period||5/04/19 → 9/02/20|