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Around the world, schools and school systems are spending billions of dollars in the design and build of learning environments that are equipped with innovative design elements. Through an iterative process of teacher-led inquiry, educators are transforming their pedagogical practice to use student-centred learning environments that are deemed to better suit the collaborative, creative, critical thinking, communication-focused characteristics required of students in a rapidly changing world.
Drawing on case studies from Australia, Italy, Malaysia, New Zealand, and Singapore, Teacher-led Inquiry in School Learning Environments provides the voices, perspectives and reflections of educators as they traverse into their new learning environments whether a refurbishment, a prototype or as part of a built masterplan. Written by educators for educators, the book is a powerful form of evidence-based, job-embedded professional learning. It contributes to the ongoing development of the education profession not only by using research findings to inform teachers’ practices and professional learning, but also by sharing these findings with peers, policymakers, and the broader community.
The Linking Theory and Practice in Learning Environments series closes the gap between the theory and practice of learning environments by bringing together new research focused on the various aspects of learning environments.
— Tony Grey, Principal, Te Ao Mārama School, Hamilton, New Zealand
Marian Mahat is Associate Professor of Learning Environments in the Faculty of Education at the University of Melbourne, Australia.
Chris Bradbeer has been an educator and leader in New Zealand for over twenty-five years. His PhD explored teacher collaboration in innovative learning environments.
Chapter 1. Teacher-led inquiry in school learning environments: Setting the context; Marian Mahat and Chris Bradbeer
Chapter 2. Leveraging Student Voice to Inform Learning Environment Design: A Case Study of the Middle School at Singapore American School; Chris Beingessner and Chris Raymaakers
Chapter 3. Developing Teacher Capacity for Teaching and Learning in Innovative Learning Environments; Suzanne Bennett
Chapter 4. Plan-Act-Observe-Review: A Case Study of Claremont College; Janelle Ford
Chapter 5. Harnessing teacher collaboration in learning environments to notice, recognise and respond; Hope Griffin and Anita Unka
Chapter 6. Constructing Education into Innovative Learning Environments at Viscontini School: A case-study of an Italian primary school; Cristina Colombo and Raffaele Mercuri
Chapter 7. Reimagining Learning Environments in Orang Asli Schools: A Lived Experience in SK RPS Banun, Perak, Malaysia; Shawn Stanly Anthony Dass, Siti Noor Shafiqah Badrolhisham, and Febryani Fallensia Lusiana Wadipalapa
Chapter 8. Future directions for teacher-led inquiry in school learning environments; Chris Bradbeer and Marian Mahat