Schools for the twenty-first century: school design and educational transformation

Leiringer, Roine; Cardellino, Paula

doi:10.1080/01411926.2010.508512

Cited by 72 publications

(68 citation statements)

References 32 publications

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“…Several studies examined educational issues involving investment in educational resources and level of education for residents [5][6][7], but only a few have focused on educational efficiency and its lack of evaluation. Governments only focus on investment in educational resources by increasing the budget for education and constructing school buildings [8]. Allocated resources will be wasted if governments do not consider the input-output ratio [9].…”

Section: Introductionmentioning

confidence: 99%

Effects of Educational Efficiency on National Competitiveness Based on Cross-National Data

Liu

2017

Education Sciences

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Abstract:The importance of education to national competitiveness and future development is self-evident. Resource input secures educational development. However, the efficiency of educational resources, their input-output ratio, and their effects on national competitiveness are matters of concern. This study aims to measure the efficiency of educational resources of a country within the scope of financial capacity. This study further evaluates the effects of educational efficiency on national competitiveness. Data envelopment analysis was applied to measure the efficiency of educational resources, and two-way fixed-effect panel data were used to evaluate the effects on national competitiveness. This study corroborated that among 53 countries, those with high educational efficiency and stable development are mainly concentrated in East and Southeast Asia. According to different levels of development and/or regional location, the driver of education is only significant in the most competitive economies. In addition, given the development stage, governments should depend on their own level of competitiveness in determining priority areas of development.

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Section: Introductionmentioning

confidence: 99%

Effects of Educational Efficiency on National Competitiveness Based on Cross-National Data

Liu

2017

Education Sciences

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“…Resulta determinante entonces que el diseño de las aulas proporcione flexibilidad para anticiparse a los cambios de los objetivos pedagógicos y a los programas educativos que se reflejan en las estrategias de organización (Barret y Zhang, 2009). En el ámbito de la privacidad ocurre que las personas pueden controlar mejor sus interacciones con otros, mientras que los espacios abiertos pueden provocar que este control sea algo complejo; por tanto, los espacios abiertos y flexibles alientan el concepto de comunidad, pero imposibilitan el de la privacidad (Leiringer y Cardellino, 2011).…”

Section: Organización Espacialunclassified

Influencia del diseño del espacio en los procesos de enseñanza-aprendizaje. Revisión

Cantero

Mira

López-Chao

2015

R Est Inv Psico y Educ

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ResumenLa investigación sobre factores relativos al diseño de espacios educativos ha crecido en los últimos años, sin embargo se siguen manteniendo principios tradicionalistas en la gestión de las aulas. La inversión en un elemento común a los estudiantes, como son los factores del diseño del espacio educativo, puede significar un desarrollo cultural a gran escala. Como consecuencia de esto, dado el coste económico, la permanencia en el tiempo de las edificaciones educativas y la situación de necesidad de proyectos de rehabilitación y o conservación de muchas de éstas, se hace necesario comprobar el posible impacto del diseño del espacio en cuestión de mejora educativa. Tras una primera aproximación se concluye que entre los factores del diseño del espacio que inciden en el proceso de enseñanza-aprendizaje se encuentran la iluminación, la acústica o el nivel térmico entre otros.Palabras clave: Espacio educativo, Diseño del espacio, Diseño de aula AbstractResearch on factors related to the design of educational spaces has grown in recent years, yet still maintaining traditionalist principles in classroom management. Investing in an element that is common to all students, such as design factors of educational space can mean large-scale cultural development. As a result, given the economical cost, the retention time of educational buildings, and the situation of need for rehabilitation or conservation of many of those, it is necessary to test the possible impact of the space design as a matter of improving education. After a first approximation, it is concluded that the factors of space design that affect the process of teaching and learning are lighting, acoustics, and thermal level, among others.Keywords: educational space, space design, classroom design. Estado del arteLa investigación sobre factores relativos al diseño de espacios educativos ha crecido en los últimos años. En 1955 Joseph Gottler fue uno de los primeros en hablar acerca de los factores que influyen en el aprendizaje formulando su ley pedagógica fundamental, en la cual menciona que el trabajo educativo mejorará sus resultados cuanto mayor sea la armonía entre educadores y los factores influyentes. Otros autores han demostrado que los factores en el entorno construido afectan a la retención, a la atención, a la motivación, al aprendizaje y al rendimiento académico (Durán-Narucki 2008;Scott-Webber, Strickland y Kapitula, 2013).Sin embargo a pesar de los estudios existentes, se siguen manteniendo principios tradicionalistas en la gestión de las aulas. Esta creciente generación de información y la necesidad de nuevos modelos o patrones de diseño, da lugar a este trabajo para facilitar una información clara y concisa sobre qué factores del diseño del espacio se deben tener en cuenta a la hora de proyectar un espacio educativo.La importancia de identificar los factores del entorno de aprendizaje reside en su influencia en los comportamientos, actitudes y mejora de logros por parte del alumnado. El propósito de este trabajo es indagar sobre los factores...

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“…Curriculum change has also occurred in physical education, music, world language, and arts education. In addition, it is also important to note that curriculum change in primary and secondary education as a result of changes in governmental policy is not unique to the United States; similar patterns can be seen in other countries (Leiringer & Cardellino, 2011;Tudball, 2005). This section will explore how teachers experience curriculum change and how the process of curriculum change is supported.…”

Section: How Do Teachers Experience Curriculum Change?mentioning

confidence: 99%

High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

Shapiro¹

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The Next Generation Science Standards (NGSS), are the biggest change to American science education since the National Science Education Standards (NSES) were published. While inquiry was central to the NSES, science assessment largely addressed factual knowledge acquisition.The NGSS represent a significant practical change for teachers as they mark a return to the ideals specified in the National Science Education Standards (NSES) and Benchmarks for Science Literacy. The purpose of this explanatory sequential, mixed-methods study was to identify and compare the factors that influenced high school science teachers' receptivity to the curricular shifts necessitated by the adoption of the NGSS. The survey data identified three factors as significant predictors of teacher receptivity: teachers' non-monetary cost-benefit analysis, alignment between the NGSS and their current teaching style, and concerns about student readiness. To understand how these factors operate in the classroom, both receptive and nonreceptive teachers were interviewed. In terms of cost-benefit analysis, all teachers agree that time is a significant cost. This includes the time it takes to adapt lessons to the NGSS, and the time it takes to teach in a way that integrates the three parts of the NGSS which are the practices of science and engineering, the crosscutting concepts, and the disciplinary core ideas. In terms of alignment between their teaching style and the NGSS, teachers talked about the lack of examples of what NGSS-aligned instruction looks like and the dearth of accessible high quality professional development. Finally, concerns about students' readiness focused on both inadequate preparation for college-level science coursework and deficits in science instruction in the lower grades.

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Schools for the twenty-first century: school design and educational transformation

Cited by 72 publications

References 32 publications

Effects of Educational Efficiency on National Competitiveness Based on Cross-National Data

Effects of Educational Efficiency on National Competitiveness Based on Cross-National Data

Influencia del diseño del espacio en los procesos de enseñanza-aprendizaje. Revisión

High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

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