The changing landscape of school building structures: Teachers’ perceptions when teaching mathematics and reading

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dc.contributor.authorFletcher J
dc.date.accessioned2020-07-30T02:38:06Z
dc.date.available2020-07-30T02:38:06Z
dc.date.issued2019en
dc.date.updated2020-06-09T23:24:55Z
dc.description.abstractIn 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.en
dc.identifier.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.en
dc.identifier.urihttps://hdl.handle.net/10092/100803
dc.language.isoen
dc.rightsAll rights reserved unless otherwise stateden
dc.rights.urihttp://hdl.handle.net/10092/17651en
dc.subject.anzsrcFields of Research::39 - Education::3904 - Specialist studies in education::390402 - Education assessment and evaluationen
dc.subject.anzsrcFields of Research::39 - Education::3901 - Curriculum and pedagogy::390104 - English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)en
dc.subject.anzsrcFields of Research::39 - Education::3901 - Curriculum and pedagogy::390109 - Mathematics and numeracy curriculum and pedagogyen
dc.titleThe changing landscape of school building structures: Teachers’ perceptions when teaching mathematics and readingen
dc.typeConference Contributions - Publisheden
uc.collegeFaculty of Education
uc.departmentSchool of Teacher Education
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