Abstract:
student learning in 'traditional' and 'non-traditional' learning spaces
Drawing on survey data from 822 principals and teachers in Australia and New Zealand, this paper describes the development of a sampling frame to investigate teacher practices and student learning in both 'traditional' and 'non-traditional' learning spaces. Driven by political influences in each of the state educational partner jurisdictions within the Innovative Learning Environment and Teacher Change project, the study provides context as well as data driven strategies to develop a coherent sampling frame for investigating the impact of learning environments on teacher mind frames and student deep learning. As Australian and New Zealand schools continue to move from traditional classrooms to ILEs, evidence of the impact of this transition is required to direct meaningful and sustainable improvements in teacher practices and student learning. This is of significant importance because it directly addresses key strategic goals in each nation-meet the educational reform priorities of the Melbourne Declaration on Educational goal for Young Australians (MCEETYA, 2008), and building flexible learning spaces that can more readily accommodate the needs of '21st century learners' in New Zealand (Ministry of Education, 2011, 2016a, 2016b).
Drawing on survey data from 822 principals and teachers in Australia and New Zealand, this paper describes the development of a sampling frame to investigate teacher practices and student learning in both 'traditional' and 'non-traditional' learning spaces. Driven by political influences in each of the state educational partner jurisdictions within the Innovative Learning Environment and Teacher Change project, the study provides context as well as data driven strategies to develop a coherent sampling frame for investigating the impact of learning environments on teacher mind frames and student deep learning. As Australian and New Zealand schools continue to move from traditional classrooms to ILEs, evidence of the impact of this transition is required to direct meaningful and sustainable improvements in teacher practices and student learning. This is of significant importance because it directly addresses key strategic goals in each nation-meet the educational reform priorities of the Melbourne Declaration on Educational goal for Young Australians (MCEETYA, 2008), and building flexible learning spaces that can more readily accommodate the needs of '21st century learners' in New Zealand (Ministry of Education, 2011, 2016a, 2016b).