The architectural design of learning environments: What happens when teaching? (2019)
Type of ContentJournal Article
In New Zealand, and internationally, the types of school building structures in some cases are being changed to large flexible teaching spaces which accommodate 50 to 160 plus students and have multiple teachers. Some New Zealand 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 article explores the perceptions of eight teachers from six New Zealand schools where there were traditional single teacher classrooms and six teachers who were teaching in a newly built innovative learning environment New Zealand school with large 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 architectural design of learning environments: What happens when teaching?. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE),. 8(1).
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ANZSRC Fields of Research12 - Built Environment and Design::1201 - Architecture::120101 - Architectural Design
39 - Education::3904 - Specialist studies in education::390402 - Education assessment and evaluation
39 - Education::3901 - Curriculum and pedagogy::390109 - Mathematics and numeracy curriculum and pedagogy
39 - Education::3901 - Curriculum and pedagogy::390104 - English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
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The changing landscape of school building structures: Teachers’ perceptions when teaching mathematics and reading Fletcher J (2019)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 ...
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Millin T; Mark M; Pearce J (2020)This paper synthesises the key findings of past separate studies conducted by the same authors, which sought to assess the efficacy of the Reading to Learn (RtL) literacy intervention on students' academic writing performance. ...