Philosophy and theory of education Books

Book SynopsisEinleitung.- Zur Technisierung von Selbstvermessung.- Quantifizierung, Vermessung und Berechnung.- Die Regierung Erwachsener im Medium gesundheitlicher Selbstvermessung.- Selbstvermessung als Praxis mit designten Artefakten und operativen Diagrammen.- Zwischenfazit und empirische Fragestellung.- Methoden und Methodologie.- Empirische Ergebnisse der Analyse der Artefaktensembles.- Empirische Ergebnisse in der Zusammenschau Pädagogische Selbstvermessung.- Diskussion und Ausblick.

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Book Synopsis1. Zur Beziehung von Individuum, Arbeit und Gesellschaft: Rollentheoretische, (tiefen-)psychologische und tiefenhermeneutische Perspektiven.- 2. Das System Schule.- 3. Überleitung und Fragestellung.- 4. Explorative Untersuchung zur Doppelrolle der Beratungslehrer.- 5. Ergebnisse der empirischen Untersuchung.- 6. Spannungsfelder.- 7. Diskussion.

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Book SynopsisBachelard eine Entdeckung für pädagogische Fragestellungen.- Bachelards Poetologie.- Bachelards Immanenzphilosophie im Vollzug.- Episteme und Doxa zum Verhältnis von wissenschaftlicher und erster Erfahrung bei Bachelard.- Bachelard und die Pädagogische Psychologie.- Kritische Wissenschaftsdidaktik.- Bachelards Stadiengesetz in der Wissenschaftlichen Weiterbildung.- Phänomenotechnik Bildung und Technik.- Glossar Bachelardsche Terminologie.

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Book Synopsis1. Einleitung.- 2. Gleiche Bildung.- 3. Angemessene Bildung.- 4. Begabung und Begabtenförderung.- 5. Geschlecht und Bildung.- 6. Elterliche Rechte und Gerechtigkeit.- 7. Gute Kindheit, Bildung und Gerechtigkeit.- 8. Ökonomisierung: Privatschulen, Schulwahl und externe Evaluation.- 9. Digitalisierung und Bildungsgerechtigkeit.- 10. Demokratie, Bildung und Gerechtigkeit.

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Book SynopsisThe Lausanne Academy was the first Protestant Academy in a French-speaking territory, created twenty years before the one in Geneva. In the 1540’s, the Lausanne Academy developed a new model for higher education that influenced the entire Calvinist world. Far from forming only pastors, it attracted the sons of Swiss and European Protestant elites through its advanced trilingual education (Latin, Greek, and Hebrew), in accordance with the cultural standards developed by Renaissance humanism. This book, based on a vast body of unpublished archival sources, examines the Lausanne Academy’s historical development, academic program, students, faculty, and finances, revealing it as an essential milestone in the history of European education where the blossoming of humanistic culture and confessional rivalries met.Trade Review"...One might wish that Crousaz could have continued her study beyond 1560 to show how the Academy evolved beyond the first generation. By concentrating on a relatively short period of time, however, she is able to go into greater depth. It is that depth and level of detail that sets her book apart from earlier works about the Lausanne Academy and makes it a welcome contribution to the study of early-modern education more generally." Amy Nelson Burnett (University of Nebraska–Lincoln), The Catholic Historical Review, July 2013 "...Crousaz has produced an immensely informative and clearly written book. It is based on a wealth of archival and primary printed sources, and it is garnished with many quotations in French (with the Latin given in notes when necessary) from treatises, letters, and archival sources. (...) A comprehensive bibliography and three indexes complete the volume. This is an excellent addition to a distinguished series." Paul F. Grendler (University of Toronto Emeritus and Chapel Hill, NC), Renaissance Quarterly, Vol. 65, No. 2 (Summer 2012), pp. 503-504. “…Until the publication of Karin Crousaz’s detailed study, the sixteenth-century academy of Lausanne has largely been overshadowed in current scholarship by its Genevan neighbor. (…) Crousaz’s thorough study begins with an overview of the political, religious, and educational context in which the academy was founded. (…) The comprehensive nature of Crousaz’s research and her skill at providing an account of all facets of the Lausanne academy’s existence during its first two decades makes this work invaluable for all in the field of early modern higher education…” Karin Maag (Meeter Center, Calvin College), Sixteenth Century Journal XLIV/2 (2013). “L’intérêt du theme, la qualité variée et nouvelle des sources, la facture classique et solide de l’ouvrage, ainsi qu’une écriture simple et agréable font de cette monographie sur l’Académie de Lausanne un ouvrage qui restera fundamental pour son sujet. (…) Cette situation a multiplié les sources dont a pu disposer l’auteur, qui n’en a négligé aucune et les a croisées avec beaucoup de finesse (…) De nombreuses et intéressantes annexes complètent cet ouvrage magistral. (…) L’histoire de ces dernières s’est donc enrichie d’un ouvrage important, muni en outre d’une importante bibliographie et de nombreux index.” Béatrice Nicollier, Bibliothèque d’Humanisme et Renaissance, 2012, pp. 691-695.Table of ContentsListe des graphiques, tableaux et cartes . . . ix Remerciements . . . xi Abreviations . . . xiii Principes de transcription . . . xvii Introduction . . . 1 1. Contexte politique, religieux et educatif . . . 15 2. Naissance et developpement de l’Academie de Lausanne . . . 69 3. Finances et aspects materiels . . . 137 4. Professeurs . . . 217 5. Etudiants . . . 255 6. Formation . . . 331 Annexes. . . 449 Bibliographie . . . 547 Index des noms . . . 595 Index des lieux . . . 602 Index des matieres . . . 604

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Book SynopsisIn Education as Mutual Translation, the author recounts recent research conducted at a UK Art School, then examines and applies Hindu Vedantist (Ancient Indian) and Yoruba (West African) philosophical concepts of self and mutuality with others to an environment that expects high levels of individuality. Yoruba and Vedantic analyses of mind are shown to have startling resonance with each other, with Paulo Freire’s critical consciousness, and Ronald Barnett’s student being. Placing these sources in theoretical dialogue with each other the author proposes “critical autobiographic reflection” as a tool for locating cultural, political and ontological self; she suggests that a more resilient original voice emerges from awareness of society and community than from individualism, and that genuine pedagogic exchange changes student, tutor, and the work of both.Table of ContentsAcknowledgements Glossary List of Figures and Tables Introduction: Time and Translation  1 The “Will to Learn” and Metaphor of Mutual Translation  2 The 4 Minds Research Project  3 Self Reflection  4 Problems with Vedantic and Yoruba Thought as Theoretical Grounding for This Research 1 Education as Mutual Translation  1 Origins  2 The Transcultural Subject in Art School  3 Tracing and Voicing Influences – Then and Now  4 Hybridity, Interstice, and Mutual Translation  5 The Metaphysical Self, the “Will to Learn”, Vedantic and Yoruba Threads  6 A Retrospective Research Log 2 Vedanta, Self and Education  1 The Texts of Vedanta  2 The Upanishads and Their Sources  3 The Atmabodh (Self-Knowledge) of Sankaracharya  4 Atman as Consciousness  5 Mind and the Subtle Body  6 Sankara on Karma (Action)  7 Dharma (Duty) and Its Relationship to Karma (Action)  8 Viveka (Discrimination/Discernment)  9 Ahamkar (Ego) in Education  10 Humility, Skill, and Self Assertion  11 Teacher and Taught  12 Caveats and Aspirations 3 Yoruba, Self and Education  1 Traditional Yoruba Ethics and Morals  2 Yoruba Philosophy of Education  3 Humanity as Author of Gods and Transitional Space  4 The Mind in Yoruba Thought  5 Agency and the Myth of Ogun – An Illustration of Yoruba Ideas on Power, Space, and Time  6 The Inevitability of Flaws in Humanity and Gods  7 The Yoruba Social Contract 4 Vedantic and Yoruba Thought in Relation to Barnett’s Will to Learn and Freire’s Critical Consciousness  1 An Ontological Vocabulary for Learning and Teaching  2 Qualities, Dispositions, Authenticity, Ori, Jiva-Atman, and Karma Yoga  3 The Fragility of the Will to Learn  4 The Will to Learn and Cultural Specif?ics  5 Viveka, Temporality and Paulo Freire’s “True Dialogue” 5 Ethos, Structure and Methodology of the 4Minds Research Project  1 Structural Context of the Yoruba/Vedanta Course  2 Practical Overview of the 4Minds Project 6 Case Study Narratives Section 1: Process  1 The Critical Autobiographical Diagram – A Phenomenological Device Developed for This Thesis  2 Student Data  3 Chapter Structure Section 2: Narrative 1 Student J  1 Finding and Def?ining the Self through Peer Learning  2 Finding and Def?ining the Self through Resilience  3 Finding and Def?ining the Self through Pedagogic Strategies Applied by Tutors Section 3: Narrative 2 Student C  1 Finding and Def?ining the Self through Peer Learning  2 Finding and Def?ining the Self through Resilience  3 Finding and Def?ining the Self through Pedagogic Strategies Applied by Tutors Narrative 3 Students A, B, D, E, F, G, H, K  1 Finding and Def?ining the Self through Peer Learning  2 Finding and Def?ining the Self through Resilience  3 Finding and Def?ining the Self through Pedagogic Strategies Applied by Tutors  4 The Metaphysical Self  5 Summary 7 Reflection on the Yoruba/Vedanta Course and 4Minds in Relation to Main Sources  1 Pedagogic Strategies and Principles Arising  2 Fear of Causing Offfence through Working with Ideas Encountered on the Course  3 Breadth of Information on the Course and Time  4 Self, Society and Personal Endeavour 8 Analysis of the Research Project and Card as Pedagogic Tool  1 Reflections  2 Stafff Responses and Feedback  3 The Self  4 The Critical Autobiographical Diagram – A Phenomenological Device Developed for This Thesis 9 Conclusions  1 Pedagogy of Mutual Translation Appendix 1: Key Texts and Tenets of the Schools of Vedanta and Their Sources Appendix 2: Contents and Structure of Undergraduate Course “Yoruba and Ancient Indian Ideas on Space, Creativity, and Self” Appendix 3: 4Minds Project Timeline Appendix 4: Table of Sources of Student Research Team Data Appendix 5: Table of Sources of Staff Research Team Data Appendix 6: First Year Students’ Exhibition 2010 References Index

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Book SynopsisA Man Comes from Someplace is a story of a lost world, a story in history of a multi-generational Jewish family from a shtetl in Ukraine before WWI. As cultural study, the narrative draws upon the oral stories of the author’s father, family letters, eyewitness accounts, immigration papers, etc., and cultural research. The narrative becomes a transformative space to re-present story as performance, a meta-narrative, and an auto-ethnography for the author to reflect upon the effects of the stories on her own life, as daughter of a survivor, and as teacher/scholar. Summerfield raises questions about immigration, survival, resilience, place and identity, how story functions as antidote to trauma, a means of making sense of the world, and as resistance, the refusal to be silenced or erased, the insistence we know the past and remember those who came before. In 2011, she found her way back to the place her family came from in Ukraine. The book is now being read by students in their ESL classes in Novokoonstantinov, Ukraine.Table of ContentsForeword: Finding Our Papers by Shirley R. Steinberg xiii Acknowledgments xv Prologue: Ukraine 2011 xix Introduction: So, Here's the Story xxi 1 Time and Place 1 2 Family 11 3 End of a World 33 4 Going to America 59 5 A Brother's Keeper 77 6 A Man without Papers 91 7 Immigrant Life 109 8 Finding a Place 123 9 Holding onto the Past 143 10 Return to the Old Country 155 11 The Place Itself 173 12 Stories to Grow on 203 Afterword: A Storyteller Comes from Someplace 221 Index 267

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Book SynopsisThreshold Concepts in Problem-based Learning provides a critical discussion and guidance for educational researchers, teachers, innovators and policy makers wanting to explore the interrelationship of PBL and threshold concepts. Beginning with an introduction to both areas and offering an overview of the current issues, this volume delivers 11 innovative, research-based chapters from around the world. It outlines the major threshold concepts faced by those disciplines that have adopted PBL, and then examines the impact of threshold concepts on student learning. What is unique about this text is the way it examines PBL as a pedagogy in which students get stuck in the learning process and the thresholds they encounter as they learn to adapt.Table of ContentsForeword  Ray Land Introduction  Maggi Savin-Baden and Gemma Tombs Part 1: Threshold Concepts in PBL Curricula 1. Threshold Concepts and Problem-based Learning  Maggi Savin-Baden and Gemma Tombs 2. The Liminal Tunnel  Angelica Fredholm and Charlotte Silén 3. Critical Thinking Threshold Concepts in PBL  Wdai-Ling Chen and Julie Rattray 4. PBL as Learning Vehicle, Threshold Concept or Capability? Audio-Diary Research in Medical Education  Hilary Neve, Kerry Gilbert and Helen Lloyd Part 2: Threshold Concepts in the Professions 5. Defined and Enacted Threshold Concepts in Engineering Education: Applied Competencies within Multi-Level Systems  Andrea Gomoll, Krista Glazewski, Cindy E. Hmelo-Silver, Thomas Brush and Jiyoon Jung 6. Threshold Concepts in Chemical Engineering Design  Ashleigh Fletcher and Stuart Boon 7. Helping University Teachers Embrace Threshold Concepts in Scholarly Teaching Using a Problem-based Learning Approach  Sarah L. Bunnell and Daniel J. Bernstein 8. PBL Revisited – Expectations and Experiences: A Threshold Concept Perspective on the Facilitator Role in PBL  Leif M. Hokstad and Børge Lillebo Part 3: Exploring and Conceptualizing Threshold Concepts in PBL 9. Empathy and Problem-based Learning  Jayne Lewis 10. Threshold Concepts in Leadership Development  Ruth Pearce 11. Troublesome and Transformative: Exploring Conceptual Threshold Crossings in Doctoral Projects Engaged with Real World Problems in Professional Practice  Gina Wisker Conclusion  Maggi Savin-Baden and Gemma Tombs About the Contributors

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Book SynopsisThreshold Concepts in Problem-based Learning provides a critical discussion and guidance for educational researchers, teachers, innovators and policy makers wanting to explore the interrelationship of PBL and threshold concepts. Beginning with an introduction to both areas and offering an overview of the current issues, this volume delivers 11 innovative, research-based chapters from around the world. It outlines the major threshold concepts faced by those disciplines that have adopted PBL, and then examines the impact of threshold concepts on student learning. What is unique about this text is the way it examines PBL as a pedagogy in which students get stuck in the learning process and the thresholds they encounter as they learn to adapt.Table of ContentsForeword  Ray Land Introduction  Maggi Savin-Baden and Gemma Tombs Part 1: Threshold Concepts in PBL Curricula 1. Threshold Concepts and Problem-based Learning  Maggi Savin-Baden and Gemma Tombs 2. The Liminal Tunnel  Angelica Fredholm and Charlotte Silén 3. Critical Thinking Threshold Concepts in PBL  Wdai-Ling Chen and Julie Rattray 4. PBL as Learning Vehicle, Threshold Concept or Capability? Audio-Diary Research in Medical Education  Hilary Neve, Kerry Gilbert and Helen Lloyd Part 2: Threshold Concepts in the Professions 5. Defined and Enacted Threshold Concepts in Engineering Education: Applied Competencies within Multi-Level Systems  Andrea Gomoll, Krista Glazewski, Cindy E. Hmelo-Silver, Thomas Brush and Jiyoon Jung 6. Threshold Concepts in Chemical Engineering Design  Ashleigh Fletcher and Stuart Boon 7. Helping University Teachers Embrace Threshold Concepts in Scholarly Teaching Using a Problem-based Learning Approach  Sarah L. Bunnell and Daniel J. Bernstein 8. PBL Revisited – Expectations and Experiences: A Threshold Concept Perspective on the Facilitator Role in PBL  Leif M. Hokstad and Børge Lillebo Part 3: Exploring and Conceptualizing Threshold Concepts in PBL 9. Empathy and Problem-based Learning  Jayne Lewis 10. Threshold Concepts in Leadership Development  Ruth Pearce 11. Troublesome and Transformative: Exploring Conceptual Threshold Crossings in Doctoral Projects Engaged with Real World Problems in Professional Practice  Gina Wisker Conclusion  Maggi Savin-Baden and Gemma Tombs About the Contributors

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Book SynopsisIn this book, the author presents a major challenge to (social) constructivism, which has become an ideology that few dare to critique. Transgressing the boundaries of this ideology, the author develops an alternative epistemology that takes dwelling as the starting point and ground. Dwelling enables building and thinking (‘constructing’). It is an epistemology in which there is a primacy of social relations, which are the first instantiations of the higher psychological functions ascribed to humans. Starkly contrasting constructivism, the author shows how the commonness of the senses and the existence of social relations lead to common sense, which is the foundation of everything rational and scientific. Common sense, which comes from and with dwelling, is the ground in which all education is rooted. Any attempt to eradicate it literally uproots and thus alienates students from the life and world with which they are so familiar.Table of ContentsPreface 1 Toward Post-Constructivist Epistemology 2 Being is Dwelling 3 On Being Rooted 4 Cultivating Culture 5 Emergence of the Image 6 Becoming Aware 7 The Invisible Body 8 Disappearance of the Subject 9 The Subject*-in-the-Making 10 There is (a) Life after Constructivism Notes

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Book SynopsisIn this book, the author presents a major challenge to (social) constructivism, which has become an ideology that few dare to critique. Transgressing the boundaries of this ideology, the author develops an alternative epistemology that takes dwelling as the starting point and ground. Dwelling enables building and thinking (‘constructing’). It is an epistemology in which there is a primacy of social relations, which are the first instantiations of the higher psychological functions ascribed to humans. Starkly contrasting constructivism, the author shows how the commonness of the senses and the existence of social relations lead to common sense, which is the foundation of everything rational and scientific. Common sense, which comes from and with dwelling, is the ground in which all education is rooted. Any attempt to eradicate it literally uproots and thus alienates students from the life and world with which they are so familiar.Table of ContentsPreface 1 Toward Post-Constructivist Epistemology 2 Being is Dwelling 3 On Being Rooted 4 Cultivating Culture 5 Emergence of the Image 6 Becoming Aware 7 The Invisible Body 8 Disappearance of the Subject 9 The Subject*-in-the-Making 10 There is (a) Life after Constructivism Notes

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Book SynopsisA rich array of social and cultural theories constitutes a solid foundation that affords unique insights into teaching and learning science and learning to teach science. The approach moves beyond studies in which emotion, cognition, and context are often regarded as independent. Collaborative studies advance theory and resolve practical problems, such as enhancing learning by managing excess emotions and successfully regulating negative emotions. Multilevel studies address a range of timely issues, including emotional energy, discrete emotions, emotion regulation, and a host of issues that arose, such as managing negative emotions like frustration and anxiety, dealing with disruptive students, and regulating negative emotions such as frustration, embarrassment, disgust, shame, and anger. A significant outcome is that teachers can play an important role in supporting students to successfully regulate negative emotions and support learning. The book contains a wealth of cutting edge methodologies and methods that will be useful to researchers and the issues addressed are central to teaching and learning in a global context. A unifying methodology is the use of classroom events as the unit for analysis in research that connects to the interests of teacher educators, teachers, and researchers who can adapt what we have done and learned, and apply it in their local contexts. Event-oriented inquiry highlights the transformative potential of research and provides catchy narratives and contextually rich events that have salience to the everyday practices of teachers, teacher educators, and researchers. Methods used in the research include emotion diaries in which students keep a log of their emotions, clickers to measure in-the-moment emotional climate, and uses of cogenerative dialogue, which caters to diverse voices of students and teachers.Table of ContentsList of Figures and Tables 1. Events in Learning Science  Stephen M. Ritchie 2. Emotions in Learning Science  James P. Davis and Alberto Bellocchi 3. Methodological Bricolage  Kenneth Tobin 4. Science Demonstrations as Mediators of Emotional Experiences  Alberto Bellocchi, James Davis and Donna King 5. Negative Emotional Events during Science Inquiry  Alberto Bellocchi 6. Online and Face-to-Face Learning in Science: Learning Events and Transformation of Understanding  James P. Davis and Alberto Bellocchi 7. The Resolution of Frustration in Middle School Science Classes: The Role of the Classroom Teacher  Louisa Tomas, Donna King, Senka Henderson, Donna Rigano and Maryam Sandhu 8. “This Is Not a Sex-Education Class, This Is Biology!”: Students’ Regulation of Their Emotions in Science  Louisa Tomas and Donna Rigano 9. Cogenerative Dialogue and Classroom Emotional Climate: Engaging with Difficult Students  Jennifer L. Oakley 10. Managing Emotions: Outcomes of a Breathing Intervention in Year 10 Science  Donna King, Maryam Sandhu, Senka Henderson and Stephen M. Ritchie 11. Lived Experiences of Social Bonds in Science Classrooms  Alberto Bellocchi Index

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Book SynopsisA rich array of social and cultural theories constitutes a solid foundation that affords unique insights into teaching and learning science and learning to teach science. The approach moves beyond studies in which emotion, cognition, and context are often regarded as independent. Collaborative studies advance theory and resolve practical problems, such as enhancing learning by managing excess emotions and successfully regulating negative emotions. Multilevel studies address a range of timely issues, including emotional energy, discrete emotions, emotion regulation, and a host of issues that arose, such as managing negative emotions like frustration and anxiety, dealing with disruptive students, and regulating negative emotions such as frustration, embarrassment, disgust, shame, and anger. A significant outcome is that teachers can play an important role in supporting students to successfully regulate negative emotions and support learning. The book contains a wealth of cutting edge methodologies and methods that will be useful to researchers and the issues addressed are central to teaching and learning in a global context. A unifying methodology is the use of classroom events as the unit for analysis in research that connects to the interests of teacher educators, teachers, and researchers who can adapt what we have done and learned, and apply it in their local contexts. Event-oriented inquiry highlights the transformative potential of research and provides catchy narratives and contextually rich events that have salience to the everyday practices of teachers, teacher educators, and researchers. Methods used in the research include emotion diaries in which students keep a log of their emotions, clickers to measure in-the-moment emotional climate, and uses of cogenerative dialogue, which caters to diverse voices of students and teachers.Table of ContentsList of Figures and Tables 1. Events in Learning Science  Stephen M. Ritchie 2. Emotions in Learning Science  James P. Davis and Alberto Bellocchi 3. Methodological Bricolage  Kenneth Tobin 4. Science Demonstrations as Mediators of Emotional Experiences  Alberto Bellocchi, James Davis and Donna King 5. Negative Emotional Events during Science Inquiry  Alberto Bellocchi 6. Online and Face-to-Face Learning in Science: Learning Events and Transformation of Understanding  James P. Davis and Alberto Bellocchi 7. The Resolution of Frustration in Middle School Science Classes: The Role of the Classroom Teacher  Louisa Tomas, Donna King, Senka Henderson, Donna Rigano and Maryam Sandhu 8. “This Is Not a Sex-Education Class, This Is Biology!”: Students’ Regulation of Their Emotions in Science  Louisa Tomas and Donna Rigano 9. Cogenerative Dialogue and Classroom Emotional Climate: Engaging with Difficult Students  Jennifer L. Oakley 10. Managing Emotions: Outcomes of a Breathing Intervention in Year 10 Science  Donna King, Maryam Sandhu, Senka Henderson and Stephen M. Ritchie 11. Lived Experiences of Social Bonds in Science Classrooms  Alberto Bellocchi Index

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Book SynopsisSchool Space and its Occupation addresses the ongoing and pressing need for justification of education and environmental innovation. Further, the increasingly important work of evaluating the new learning spaces brings attention to the need for conceptual and methodological clarity. The editors have assembled a collection of leading authors to explore the links between education and design, progression of ideas in education and architecture, as well as making sense of pedagogical trends and spatial and design relevance. Post-occupancy evaluation is capable of informing both educational and architectural questions to generate sustainable adaptations for educators and designers. Part 2 focuses on the occupancy phase and examines the lived experience of schools to draw conclusions and make recommendations focused impacts and methodological progression. Contributors: Renae Acton, Scott Alterator, Benjamin Cleveland, Craig Deed, Matthew Dwyer, Debra Edwards, Neil Gislason, Wesley Imms, Peter Lippman, Elizabeth Matthews, Marcus Morse, Vaughan Prain, Matthew Riddle, Warren Sellers, Rebecca Townsend, and Adam Wood.Table of ContentsList of Figures and Tables Part 1 1. Framing Innovative Learning Environments  Scott Alterator and Craig Deed 2. Teaching and Space: Five Propositions  Craig Deed 3. Five Propositions: Representing Design in Action  Craig Deed and Matt Dwyer 4. Why Innovative Learning Environments? Stories from Three Schools That Helped Establish an Ongoing Space and Pedagogy Agenda  Benjamin Cleveland 5. Re-Imagining the Open Classroom  Peter C. Lippman and Elizabeth Matthews 6. The Physical Environment of the Early Learning Center: A Key to Quality Education  Elizabeth Matthews and Peter C. Lippman 7. Innovative Learning Spaces: Catalysts/Agents for Change, or ‘Just Another Fad’?  Wesley Imms Part 2 8. The Politics of Post Occupancy Evaluation: The Example of Schools  Adam Wood 9. A Senior School Case Study: Assessing the Impact of Non-Traditional Learning Environments through an Affordance-Based Model  Scott Alterator 10. Advancing Cultural Affordances: Evaluating a Personalised Year Eight Mathematics Program in an Innovative Learning Environment  Scott Alterator 11. Translational Participation: Student Spatial Perceptions  Craig Deed, Debra Edwards, Marcus Morse and Rebecca Townsend 12. The Whole School: Planning and Evaluating Innovative Middle and Secondary Schools  Neil Gislason 13. A Review of Post-Occupancy Evaluation Tools  Renae Acton, Matthew Riddle and Warren Sellers 14. Using Quantitative Methods to Evaluate Students’ Post-Occupancy Perceptions of Personalised Learning in an Innovative Learning Environment  Vaughan Prain 15. Epilogue  Craig Deed and Scott Alterator Index

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Book SynopsisSchool Space and its Occupation addresses the ongoing and pressing need for justification of education and environmental innovation. Further, the increasingly important work of evaluating the new learning spaces brings attention to the need for conceptual and methodological clarity. The editors have assembled a collection of leading authors to explore the links between education and design, progression of ideas in education and architecture, as well as making sense of pedagogical trends and spatial and design relevance. Post-occupancy evaluation is capable of informing both educational and architectural questions to generate sustainable adaptations for educators and designers. Part 2 focuses on the occupancy phase and examines the lived experience of schools to draw conclusions and make recommendations focused impacts and methodological progression. Contributors: Renae Acton, Scott Alterator, Benjamin Cleveland, Craig Deed, Matthew Dwyer, Debra Edwards, Neil Gislason, Wesley Imms, Peter Lippman, Elizabeth Matthews, Marcus Morse, Vaughan Prain, Matthew Riddle, Warren Sellers, Rebecca Townsend, and Adam Wood.Table of ContentsList of Figures and Tables Part 1 1. Framing Innovative Learning Environments  Scott Alterator and Craig Deed 2. Teaching and Space: Five Propositions  Craig Deed 3. Five Propositions: Representing Design in Action  Craig Deed and Matt Dwyer 4. Why Innovative Learning Environments? Stories from Three Schools That Helped Establish an Ongoing Space and Pedagogy Agenda  Benjamin Cleveland 5. Re-Imagining the Open Classroom  Peter C. Lippman and Elizabeth Matthews 6. The Physical Environment of the Early Learning Center: A Key to Quality Education  Elizabeth Matthews and Peter C. Lippman 7. Innovative Learning Spaces: Catalysts/Agents for Change, or ‘Just Another Fad’?  Wesley Imms Part 2 8. The Politics of Post Occupancy Evaluation: The Example of Schools  Adam Wood 9. A Senior School Case Study: Assessing the Impact of Non-Traditional Learning Environments through an Affordance-Based Model  Scott Alterator 10. Advancing Cultural Affordances: Evaluating a Personalised Year Eight Mathematics Program in an Innovative Learning Environment  Scott Alterator 11. Translational Participation: Student Spatial Perceptions  Craig Deed, Debra Edwards, Marcus Morse and Rebecca Townsend 12. The Whole School: Planning and Evaluating Innovative Middle and Secondary Schools  Neil Gislason 13. A Review of Post-Occupancy Evaluation Tools  Renae Acton, Matthew Riddle and Warren Sellers 14. Using Quantitative Methods to Evaluate Students’ Post-Occupancy Perceptions of Personalised Learning in an Innovative Learning Environment  Vaughan Prain 15. Epilogue  Craig Deed and Scott Alterator Index

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