Putting ‘structure within the space’: spatially unresponsive pedagogic practices in open-plan learning environments

Saltmarsh, Sue and Chapman, Amy and Campbell, Matthew and Drew, Christopher (2014) Putting ‘structure within the space’: spatially unresponsive pedagogic practices in open-plan learning environments. Educational Review, 67 (3). pp. 315-327. ISSN 0013-1911

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Non-traditional open-plan schools and classrooms are currently enjoying a resurgence in Australia, with proponents arguing for the necessity of educational
spaces that more readily accommodate the needs of twenty-first century learners. However, these learning environments can pose considerable pedagogic challenges
for teachers who must balance the ethos of spaces designed to facilitate autonomous and flexible student learning, while simultaneously managing the complexities of shared space and resources, decreased staff–student ratios, and
highly variable student responses to learning in open-plan settings. This paper draws on observational and interview data from an Australian study of three primary schools operating in open-plan spaces. Informed by cultural theories of spatial practice, we argue that the ways in which teachers conceptualize and operationalize
notions of 'structure' is pivotal to the responsiveness of pedagogic approaches within open-plan spaces.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Accepted version deposited in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 17 Jan 2017 04:35
Last Modified: 17 Jan 2017 04:35
Uncontrolled Keywords: non-traditional educational spaces; open-plan schools; pedagogy; space; information technology
Fields of Research : 16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
C Society > 93 Education and Training > 9304 School/Institution > 930403 School/Institution Policies and Development
Identification Number or DOI: 10.1080/00131911.2014.924482
URI: http://eprints.usq.edu.au/id/eprint/30200

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