Architecture of Schools: The New Learning Environments

Dudek, Mark

doi:10.4324/9780080499291

Cited by 75 publications

(74 citation statements)

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“…The fact that the 2nd factor evaluates the 'physical-spatial' conditions of the teachers' rooms is in line with the results of the researches oriented on the educational environments (Dudek, 2000;Karasolak, 2009;Kalaycı 2014). The result of the research by Açıkalın (2013) indicates that both communication and physical-spatial conditions affect the educational activities and supports the 2-factor structure of the TREAS scale.…”

Section: Overall Discussionsupporting

confidence: 63%

“…The criteria of CABE for successful schools in the 'Building Schools for the Future' are architectural identity, settlement, a garden, teaching units and integrality. The Centre for Educational Research and Innovation (CERI) and the Centre for Effective Learning Environments (CELE) can be given as examples of organizations that design innovative educational environments (Dudek, 2000;oecd.org/education; unesco.org/education).…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Rooms Environmental Assessment Scale: Development and Psychometric Evaluation

Arslan

2016

IJHE

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Teachers' rooms are important parts of educational environments, as the quality of the physical-spatial and psychosocial conditions may affect the personal and occupational developments of teachers as well as the education processes. In Study 1 (n = 245), a Teachers' Rooms-Environmental Assessment Scale (TREAS) measure of the current conditions of teachers' rooms and the determination of the teachers' opinions on such conditions was developed and the initial validity evidence is presented. In Study 2 (n = 443) a confirmatory factor analyses showed support for the scale's two-factor approach. The scale factor conclusions were that the first factor should be labelled 'communication'; the second factor labelled 'physical environment' as sub-scales. The internal consistency reliability was .95. The corrected item-total correlations ranged from .49 to .81. All studies of the analysis indicated that TREAS was a valid and reliable measurement for the teacher sample.

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Section: Overall Discussionsupporting

confidence: 63%

Section: Introductionmentioning

confidence: 99%

Teachers’ Rooms Environmental Assessment Scale: Development and Psychometric Evaluation

Arslan

2016

IJHE

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“…By 'learning environment' we mean much more than the physical architecture of the space in which learning takes place (Dude 2000); our definition encompasses both psychosocial and pedagogical features of such environments (Fraser & Fisher 1982;Roth 2000). Equally, our definition of creativity embraces creative thought processes (Mumford et al 1991), creative problem-solving skills (Williamson 2011), creative 2 thinking (Torrance 1977), creative learning (Jeffrey 2006) and possibility thinking (Craft 2001(Craft , 2010.…”

Section: Introductionmentioning

confidence: 99%

The impact of creative learning environments on learners: A systematic literature review

Jindal‐Snape

Davies²,

Collier³

et al. 2013

Improving Schools

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This paper is based on a systematic review of educational research, policy and professional literature relating to creative environments for learning in schools. Despite the search yielding 210 documents, comparatively few empirical studies were published between 2005 and 2011 that addressed the review objectives. Only 18 studies included in the review investigated the impact of creativity on learners. There was, however some evidence for the impact of creative learning environments on pupil attainment, confidence, resilience, motivation, problem-solving, interpersonal skills and school attendance. These findings have implications for policy, practice and research internationally.

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“…All have iconic features that contribute towards their particular and recognisable senses of place. Yet, lately, the particular architecture and furniture of schooling has been actively addressed for reform (Dudek, 2000;Montazami, Gaterell and Nicol, 2015;Woolner et al, 2007). Three related features of such design initiatives seem particularly important for present purposes.…”

Section: The Social Construction Of Educational Spacementioning

confidence: 99%

Technology and the dis-placing of learning in educational futures

Crook

Bligh

2016

Learning, Culture and Social Interaction

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Common visions of online education entail radically re-configuring the experience of learning: a technological displacement from the spatial order of classrooms into the more diffuse arena of digital networks. One assumption seems to be that that very spatial order of classrooms creates an undesirably rigid sense of place for schooling, one that is depressingly impervious to change; and that the attendant solution is to escape the realm of the 'physical' altogether -into an online realm more supportive of collaboration and free of face-the-front conventions. In the present paper we seek to challenge this oppositional view. We consider several ways in which digital technology can restructure the traditional spaces of educational practice, and identify design dynamics that may be neglected in the wake of 'virtualisation'. Discussion first highlights two theoretical perspectives that will inform many such designs: namely, situativity and sociality in learning. Three examples are then provided of how digital technology can intersect with learning space design to create novel interpersonal frameworks for learning and to destabilise conventional senses of 'place' in those settings. The examples concern, respectively, the organisation of collaborative, expository, and community-based social structures for learning. Those examples represent an illustrative counterpoint to models of online schooling and illustrate a potentially productive synergy between the opportunities afforded by digital technologies, the desires of those who wish to dis-place learning online, and a well-established interest in learning space design.

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Architecture of Schools: The New Learning Environments

Cited by 75 publications

References 0 publications

Teachers’ Rooms Environmental Assessment Scale: Development and Psychometric Evaluation

Teachers’ Rooms Environmental Assessment Scale: Development and Psychometric Evaluation

The impact of creative learning environments on learners: A systematic literature review

Technology and the dis-placing of learning in educational futures

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