This chapter examines the complex phenomenon of teachers’ spatial interactions in their learning environments. Its goal is to examine concepts and theories that might inform a working conceptual framework. Building on recent studies that question how school environments can influence teacher behaviour, spatial concepts as well as architectural and cognitive psychology theories are examined to explore the dynamic and mutually dependent relationship between teachers and learning spaces. A new concept of ‘situated environmental imagination’ is devised as a conceptual explanation for teacher spatial competency; it also provides practitioners with the means to evaluate and observe space-related skills in classroom action settings. This approach pursues a non-linear understanding and analysis of space and teacher practice that blends architectural and educational perspectives, resulting in an argument for the inclusion of spatial competency as an important professional skill that has the potential to enhance student learning.

It is well documented that students of all ages tend to rely on inefficient study strategies. In a departure from the accustomed reactive strategy‐training approach found in university settings, this study took a novel approach focusing on students at an earlier stage in their education. The aim was to evaluate the efficacy of early preparatory and applied instructional training interventions on secondary school‐age student learner behaviours (metacognition and self‐regulation) and study strategies (knowledge of, belief in and commitment in use) in their schooling contexts. It applied a single‐subject research design (SSRD) through a repeated measures approach in two Australian secondary schools, aided by a partnership with the University of Queensland. The study unpacked the impact, barriers and challenges of a preparatory study strategy training and instruction methodology. When the instruction focused on improving students’ knowledge of effective strategies, many appeared ambivalent with little change. However, when the study strategy training was integrated into subject curricula and assessments, this approach significantly increased students’ knowledge about them, belief in their efficacy and commitment to using them. These altered strategy preferences and use correlated with changes to learner behaviours associated with metacognitive knowledge, self‐efficacy and self‐regulation. Furthermore, teachers coached in integrating, applying and teaching the strategies reported similar increases in their knowledge, belief, and commitment to their use to suit their subjects’ curricular and assessment requirements. These initial findings highlight the ingredients to effectively instruct secondary students to translate the science of learning into their study plans.