000			05298nam a2200301 a 4500
001			42741
003			0000000000
005			20240411193055.0
008			210730n s 000 0 eng d
020			_a978-981-15-7497-9
245	1	0	_aTeacher transition into innovative learning environments _h[electronic resource] : _ba global perspective / _cEdited by Wesley Imms; Thomas Kvan.
260			_aSingapore : _bSpringer, _c2021.
300			_a1 online resource : _billustrations (some color).
505	0		_aPreface -- Chapter 1. Spaces are Places in Which we Learn -- Chapter 2. Co-creating Innovative Learning Environments: LEARN's Decade of Discovery -- Part I. Change and Risk -- Chapter 3. Creating a Space for Creative Learning: The Importance of Engaging Management and Teachers in the Design Process -- Chapter 4. The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration -- Chapter 5. School Change: Emerging Findings of How to Achieve the "Buzz" -- Chapter 6. Increasing Teacher Engagement in Innovative Learning Environments: Understanding the Effects of Perceptions of Risk -- Chapter 7. Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future -- Chapter 8. Using Fällman's Interaction Design Research Triangle as a Methodological Tool for Research About Reading Spaces in Schools -- Part II. Inhabiting -- Chapter 9. The Mobility of People, Not Furniture, Leads to Collaboration -- Chapter 10. The Gadfly: A Collaborative Approach to Doing Data Differently -- Chapter 11. Innovative Learning Environments, are they Inclusive? Why Evaluating the Speaking, and Acoustic Potential of the Space Matters -- Chapter 12. What About Interaction Geography to Evaluate Physical Learning Spaces? Post-Occupancy Evaluation -- Part III. Measurement -- Chapter 13. What does Teaching and Learning Look Like in a Variety of Classroom Spatial Environments? -- Chapter 14. Design with Knowledge -- Light in Learning Environments -- Chapter 15. Exploring the Relationships Between Learning Space and Student Learning in Higher Education: A Comparative Case Study in China -- Chapter 16. The Creative Learning Spiral: Designing Environments for Flaring and Focusing -- Part IV. Teacher Practices -- Chapter 17. Envisaging Teacher Spatial Competency Through the Lenses of Situated Cognition and Personal Imagination to Reposition it as a Professional Classroom Practice Skill -- Chapter 18. Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times -- Chapter 19. Hack the School: A Creative Toolkit to Transform School Spaces -- Part V. Conclusion -- Chapter 20. Where to Now? Fourteen Characteristics of Teachers' Transition into ILEs.
520			_aThis open access book focuses on how the design and use of innovative learning environments can evolve as teaching practices and education policies change. It addresses how these new environments are used, how teachers are adapting their practices, the challenges that these changes pose, and the effective evaluation of these changes. The book reports on emerging research in learning environments, with a particular emphasis on how teachers are transitioning from traditional classrooms to innovative learning environments. It offers a significant evidence-based global assessment of current research in this field by designers, architects, educators and policy makers. It presents twenty-five cutting-edge projects from researchers in fifteen countries. Thanks to the book's comprehensive international perspective, which combines theory and practice in a single publication, readers will gain a wealth of new insights. ; This open access book focuses on the design of learning environments that change as teaching practices and education policies change. It addresses how these new environments are used, how teachers are adapting their practices, the challenges these changes present and effective evaluation of these changes. The book reports on emerging research in learning environment developments, with a particular emphasis on how teachers are transitioning from traditional classrooms to innovative learning environments and assesses the effectiveness of these learning environments. This book is the first ever evidence-based global assessment of current research in this field. Readers will gain new insight through its comprehensive international perspective that brings practice and theory together in one publication.
650		7	_aComparative education. _2sears
650		7	_aEducation and state. _2sears
650		7	_aEducational innovations. _2sears
650		7	_aEffective teaching. _2sears
650		7	_aInternational education. _2sears
650		7	_aLearning. _2sears
650		7	_aSchool management and organization. _2sears
700	1		_aImms, Wesley, _eEditor.
700	1		_aKvan, Thomas, _eEditor.
856			_uhttps://drive.google.com/file/d/12MH5_3wmPSN2KGjBWQWVGyLzDQTlPyRj/view?usp=sharing
999			_c12783 _d12783