Open plan primary schools: findings and implications of a national inquiry

Bennett, Neville; Andrae, Jenny; Hegarty, Philip; Wade, Barbara

doi:10.1080/03004278085200111

Cited by 6 publications

(9 citation statements)

References 5 publications

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“…Brogden, 2007), some of which have been directly linked to innovative designs. One such attempt was the open-plan movement in the 1970s (Bennett et al, 1980), which was described by contemporary commentators as representing innovation without change (e.g. Adelman and Walker, 1974).…”

Section: The Role Of Design In the Bsf Programmementioning

confidence: 99%

Exploring the Role of Design Quality in the Building Schools for the Future Programme

Cardellino

Leiringer

Clements‐Croome

2009

Architectural Engineering and Design Management

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The Building Schools for the Future (BSF) programme represents the biggest single UK government investment in school buildings for more than 50 years. A key goal for BSF is to ensure that pupils learn in 21st-century facilities that are designed or redesigned to allow for educational transformation. This represents a major challenge to those involved in the design of schools. The paper explores the conceptualizations of design quality within the BSF programme. It draws on content analysis of influential reports on design published between 2000 and 2007 and interviews with key actors in the provision of schools. The means by which design quality has become defined and given importance within the programme through official documents is described and compared with the multiple understandings of design quality among key stakeholders. The findings portray the many challenges that practitioners face when operationalizing design quality in practice. The paper concludes with reflections on the inconsistencies between how design quality has been appropriated in the BSF programme and how it is interpreted and adopted in practice.

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Section: The Role Of Design In the Bsf Programmementioning

confidence: 99%

Exploring the Role of Design Quality in the Building Schools for the Future Programme

Cardellino

Leiringer

Clements‐Croome

2009

Architectural Engineering and Design Management

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show abstract

“…Priestley et al, 2011). Similarly, a relationship has been found between style of physical environment and teaching practice (Horne-Martin, 1999, 2002; Sigurðardóttir & Hjartarson, 2011), but identical spaces can be used in different ways in different schools (Bennett, Andreae, Hegarty, & Wade, 1980, p. 217) and it is clear that the ethos of the school affects the way space is engaged with, organised and used (Uline, Tschannen-Moran, & DeVere Wolsey, 2009). Conversely, ‘the physical environment is a visible sign of the school’s culture: tangible evidence of its values, norms and behaviours’ (Briggs, 2001, p. 176).…”

Section: Introductionmentioning

confidence: 96%

“…These models can potentially explain some historic examples of occasions when alterations were made to physical learning space but change in educational practices failed to happen: it can be proposed that developing new practices will tend to require changes that may include, but should not be limited to, changing the physical space (Bennett et al, 1980; Cooper, 1981). Such models may also be useful in thinking about altering pedagogical practices to include more team teaching, for example, a change often proposed in connection with more flexible use of space, which has been shown to be difficult to enact (Graue, Hatch, Rao, & Oen, 2007; York-Barr, Ghere, & Sommerness, 2007): in this case, the change made is organisational, but what is desired is change in teaching and learning and, arguably, a change in culture.…”

Section: Introductionmentioning

confidence: 99%

A school tries to change: How leaders and teachers understand changes to space and practices in a UK secondary school

et al. 2014

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This article considers a school community initiating change in pedagogical practices to complement newbuild premises in the context of demands for school improvement, but constraints on autonomy. We investigate how school leaders planned the change towards enquiry-based learning in flexible spaces, and how teaching staff prepared for the coming change. We worked with teachers to explore current experiences of teaching and learning in self-contained classrooms where teachers mainly teach alone, and anticipations for the new building, where there will be large, shared spaces, facilitating movement and different groupings of students, encouraging student autonomy and teacher teamwork. Preparation for change was centred on an 'experimental week' of enquiry learning that took place in an existing large space (a school hall). Here we explore the experiences of the teachers involved, particularly their ideas about the potential for changing practices, considering these in light of the plans of the school leaders and of wider understandings of school change. We met the teachers before and after the experimental week, observed the week and conducted interviews mediated by photographs of the week. The tensions and stresses of attempting to make extensive changes to teaching practices were evident, together with suggestions that the school leaders were failing to appreciate the complexity of the change they were planning or to communicate the ideas about it that they had developed. The probable consequences for the school, given the uneven distribution of autonomy in UK schools, are briefly considered.

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“…This 'progressive' classroom style was popular during the educational reform of the 1960s and 1970s where traditional didactic teaching was replaced by a more 'child-centered' approach [12]; see also [53]. Additionally, building open plan spaces complemented post-war economic restraints [10]. However, because of noise and visual distraction, it was not long before the open spaces were converted back to enclosed classrooms [53].…”

Section: Introductionmentioning

confidence: 97%

Investigating the acoustics of a sample of open plan and enclosed Kindergarten classrooms in Australia

et al. 2015

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Open plan primary schools: findings and implications of a national inquiry

Cited by 6 publications

References 5 publications

Exploring the Role of Design Quality in the Building Schools for the Future Programme

Exploring the Role of Design Quality in the Building Schools for the Future Programme

A school tries to change: How leaders and teachers understand changes to space and practices in a UK secondary school

Investigating the acoustics of a sample of open plan and enclosed Kindergarten classrooms in Australia

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