The changing landscape of school building structures: Teachers’ perceptions when teaching mathematics and reading (2019)
Type of ContentConference Contributions - Published
In New Zealand, and internationally, the types of school building structures are being changed to large flexible teaching spaces which accommodate 50 to 160 plus students and have multiple teachers. Some schools are newly built, where teachers may have input into the design, whilst others are adapting existing traditional single teacher classrooms into larger flexible learning spaces. This paper explores the perceptions of eight teachers from six schools where there were traditional single teacher classrooms and six teachers who were teaching in a newly built school with flexible learning spaces. It seeks to uncover the different supports and barriers that these teachers found when teaching, particularly in the two core curriculum areas of reading and mathematics.
CitationFletcher J (2019). The changing landscape of school building structures: Teachers’ perceptions when teaching mathematics and reading. University of Toronto Mississauga: Canada International Conference on Education (CICE-2019). 24/06/2019-27/06/2019.
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ANZSRC Fields of Research39 - Education::3904 - Specialist studies in education::390402 - Education assessment and evaluation
39 - Education::3901 - Curriculum and pedagogy::390104 - English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
39 - Education::3901 - Curriculum and pedagogy::390109 - Mathematics and numeracy curriculum and pedagogy
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