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Teachers as researchers in innovative learning environments = case studies from Australia and New Zealand schools /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teachers as researchers in innovative learning environments/ edited by Julia E. Morris, Wesley Imms.
Reminder of title:	case studies from Australia and New Zealand schools /
other author:	Morris, Julia E.
Published:	Singapore :Springer Nature Singapore : : 2023.,
Description:	vi, 217 p. :ill., digital ; : 24 cm.;
Contained By:	Springer Nature eBook
Subject:	Educational innovations - Australia. -
Online resource:	https://doi.org/10.1007/978-981-99-7367-5
ISBN:	9789819973675

Teachers as researchers in innovative learning environments = case studies from Australia and New Zealand schools /
Teachers as researchers in innovative learning environmentscase studies from Australia and New Zealand schools /[electronic resource] :edited by Julia E. Morris, Wesley Imms. - Singapore :Springer Nature Singapore :2023. - vi, 217 p. :ill., digital ;24 cm.

What are Innovative Learning Environments and How can you Explore what Environments have Impact? -- Co-designing Teacher-led Inquiry in School Learning Environments -- Developing Pedagogic Routines in Innovative Learning Environments: A Journey of Discovery at MacKillop Catholic College -- Affordances for Learning: Identifying and Sharing Pedagogic Encounters for Contemporary Education at Methodist Ladies' College -- Transforming Practices in ILEs -- Using Teacher-led Research to Assist Colleagues to Use ILEs Well -- Spatial and Furniture Configurations: The Impact on Teacher Mind Frames and Student Deep Learning -- The Impact of Teacher Collaborative Pedagogies on Student Learning -- The Relationship Between Classroom Furniture, Student Engagement and Teacher Pedagogy -- The Haeata Story: Maintaining School-based Research in a Rapidly Changing Environment -- Creating a Whole-staff Approach to a New Build -- A Synthesis of Findings and Trends from Nine Teacher-initiated Learning Environment Research Projects -- The 'Lost ones': Lessons to be Learned from the Failed Projects -- A School Leadership Perspective on the Plans to Pedagogy Project -- What has Plans to Pedagogy Taught us?.

This book presents and discusses the results of the 'Plans to Pedagogy' (P2P) project that was implemented across 13 diverse Australian and New Zealand schools, each with a unique school context and specific learning environment issue. The project employed a participatory approach, where academic researchers partnered with school leaders and staff in each school to co-design, implement, and evaluate research targeting the school's chosen issue. It explores and analyses the case studies from the project and discusses a range of topics, including how space can be used as a pedagogic tool, determining the affordances of learning environments to engage students, how teacher collaboration can be enhanced in flexible spaces, and how furniture influences student engagement and teacher pedagogies. It also provides school leaders with authentic examples of how research can be utilised to drive evidence-based discussions about teacher practices and student learning. Finally, it also illustrates how teachers can design and implement powerful studies that underpin better pedagogies in their schools.

ISBN: 9789819973675

Standard No.: 10.1007/978-981-99-7367-5doiSubjects--Topical Terms:

1436207
Educational innovations
--Australia.

LC Class. No.: LB1027.3

Dewey Class. No.: 370.994

Teachers as researchers in innovative learning environments = case studies from Australia and New Zealand schools /
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520 $a This book presents and discusses the results of the 'Plans to Pedagogy' (P2P) project that was implemented across 13 diverse Australian and New Zealand schools, each with a unique school context and specific learning environment issue. The project employed a participatory approach, where academic researchers partnered with school leaders and staff in each school to co-design, implement, and evaluate research targeting the school's chosen issue. It explores and analyses the case studies from the project and discusses a range of topics, including how space can be used as a pedagogic tool, determining the affordances of learning environments to engage students, how teacher collaboration can be enhanced in flexible spaces, and how furniture influences student engagement and teacher pedagogies. It also provides school leaders with authentic examples of how research can be utilised to drive evidence-based discussions about teacher practices and student learning. Finally, it also illustrates how teachers can design and implement powerful studies that underpin better pedagogies in their schools.
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