Woolner, P. and McCarter, S. and Wall, K. and 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). pp. 45-60.
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.
|Additional Information:||Woolner, P. and McCarter, S. and Wall, K. and 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). pp. 45-60.|
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||http://dx.doi.org/10.1177/1365480211434796|
|Publisher statement:||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/|
|Record Created:||29 May 2012 14:05|
|Last Modified:||09 Apr 2013 12:14|
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