Our examples include elements found to be important to the change processes that would be difficult to classify as material or social structures, such as timetables and curricular documents.
In conclusion, we support the proposition that the framework for analysing school change, developed by Priestley and colleagues, has utility and analytical power. However we believe that our research has identified a need to consider more centrally the physical elements of school structures in any analysis.
Whilst acknowledging the way that these are entwined with other structural aspects, specifically those that are more social, we do not see how they can be either reduced to social understandings or wholly separated from them. Further research is instead required to investigate within schools how the social and physical aspects of school structures interact with each other and with the cultural assumptions and opportunities for individual agency. Such conceptually-driven investigation will enable scholars to develop further our understanding of successful school change, and so produce theoretically grounded advice for policy and practice.
Skip to main content Skip to sections. Advertisement Hide. Download PDF. Structural change from physical foundations: The role of the environment in enacting school change. Open Access. First Online: 03 February Introduction Change in schools Educational change is known to be challenging see e.
Why schools should teach the curriculum of the future, not the past
Physical space, education and change First it is necessary to introduce some background ideas about the physical learning environment. Supporting change In common with the other schools involved in the programme, Open Futures at Southside acted as a catalyst for immediate tangible changes that the school was intending or aspiring to make in curriculum content, development of physical space, enterprise and community links.
Growing areas were extended and developed throughout the school grounds, enabling easy access for all classes and planting in tyres and pots to maximise the use of space and ensure high visibility. Southside developed an existing mobile classroom into a cooking space with adjoining classroom, and space was found for filmit, in a classroom now to devoted to filmit and music, allowing easy access to resources and additional space for activities see Fig.
Open image in new window. Both pupils and staff were enthusiastic about Open Futures.
In terms of enjoyment, pupils rated cookit and filmit particularly highly. Staff believed that this enjoyment is significant in engaging children in learning and reported that behaviour is particularly good during Open Futures sessions. Initially, explicit links were built between strands, curriculum topics and skills. Over time however, the links between the elements of Open Future and with the wider school curriculum became more seamless, although there were still recognisable Open Futures activities, often taking place in the explicitly Open Futures spaces as described above.
Why schools should teach the curriculum of the future, not the past | World Economic Forum
When school level test results showed small, but positive, change the head was cautious, proposing that there could be a link between raised attainment and the programme. She was further convinced of the efficacy of Open Futures because, as she pointed out, implementing such a programme may in the short term put outcomes under pressure: …for attendance to make slight gains and for attainment as measured in SATs etc.
For example, training of Southside staff in askit ensured that this strand had become an integral part of learning from Foundation Stage through to Year 6. This proved to be a popular resource, facilitating reflections and conversations across year groups. Although the school premises include large rooms that can accommodate end of project exhibitions see, e. Teachers in the school do not have their own classrooms, but instead teach in four to five rooms, often across the two school sites.
As a consequence they do not have ownership over the teaching spaces and cannot create the type of areas needed to allow the pupils to work independently on a variety of activities i. Collaboration between the staff is also impeded by the fact that each subject area has its own office i. This limits the practice of cross-curricular team work, reducing chance interactions as well as making deliberate collaboration more difficult to arrange.
Teacher adaptation to open learning spaces. Issues in Educational Research, 23 3 , — Google Scholar. Archer, M. Being human: The problem of agency. Cambridge: Cambridge University Press. CrossRef Google Scholar.
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Innovative learning environments research study. Research into the connection between built learning spaces and student outcomes.
Boys, J. Towards creative learning spaces: Re-thinking the architecture of post-compulsory education. Abingdon: Routledge. Briggs, A. Managing the learning environment. Burton Eds. London: Sage. Campbell, M.
3. Customisation for a learner-first approach
Improving Schools, 16 3 , — Cleveland, B. The evaluation of physical learning environments: A critical review of the literature. Learning Environments Research, 13 1 , 1— Dovey, K. Designing for adaptation: The school as socio-spatial assemblage. The Journal of Architecture, 19 1 , 43— Elmore, R.
Journal of Educational Change, 17 4 , — Frelin, A. Studying relational spaces in secondary school: Applying a spatial framework for the study of borderlands and relational work in school improvement processes.
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Improving Schools, 17 2 , — Fullan, M. The new meaning of educational change 4th ed. Gislason, N. Architectural design and the learning environment: A framework for school design research. Learning Environments Research, 13, — The open plan high school: Educational motivations and challenges. Woolner Ed. Gordon, J. Exploring tensions between school culture and change.