1,680
Views
2
CrossRef citations to date
0
Altmetric

References

  • Alerby, E., Bengtsson, J., Bjurström, P., Hörnqvist, M.-L., & Kroksmark, T. (2006). Det fysiska rummets betydelse i lärandet. In Vetenskapsrådet (Ed.), Resultatdialog 2006: Forskning inom utbildningsvetenskap (pp. 7–14). Stockholm: Vetenskapsrådet.
  • Alterator, S., & Deed, C. (2018). School space and its occupation : Conceptualising and evaluating innovative learning environments. Boston: Brill Sense.
  • Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118–133.
  • Bengtsson, J. (2011). Educational dimensions of school buildings. Frankfurt af Main: Peter Lang.
  • Bjurström, P. (2004). Att förstå skolbyggnader. Diss. Stockholm: Tekn högskolan.
  • Blackmore, J., Bateman, D., Loughlin, J., O’Mara, J., & Aranda, G. (2011). Research into the connection between built learning spaces and student outcomes (Issue 22). Melbourne, Victoria: Education Policy and Research Division, Department of Education and Early Childhood Development
  • Blossing, U., Imsen, G., & Moos, L. (2014). Nordic schools in a time of change. In U. Blossing, G. Imsen, & L. Moos (Eds.), The Nordic education model: “A school for all” encounters neo-liberal policy (pp. 1–14). Dordrecht: Springer Netherlands. doi:10.1007/978-94-007-7125-3_1LB-Blossing2014
  • Bøjer, B. (2019). Unlocking Learning Spaces. An examination of the interplay between the design of learning spaces and pedagogical practices. Diss. Copenhagen: The Royal Danish Academy of Fine Arts.
  • Boys, J. (2011). Where is the theory? In A. Boddington & J. Boys (Eds.), Re-shaping learning: A critical reader (pp. 49–66). Rotterdam: Sense.
  • Burke, C., & Grosvenor, I. (2008). School. London: Reaktion.
  • Byers, T., Imms, W., & Hartnell-Young, E. (2018). Evaluating teacher and student spatial transition from a traditional classroom to an innovative learning environment. Studies in Educational Evaluation, 58, 156–166.
  • Charteris, J., & Smardon, D. (2018). “Professional learning on steroids”: Implications for teacher learning through spatialised practice in new generation learning environments. Australian Journal of Teacher Education, 43(12), 12–29.
  • Cleveland, B., & Fisher, K. (2014). The evaluation of physical learning environments: A critical review of the literature. Learning Environments Research, 17(1), 1–28.
  • Daniels, H., Tse, H. M., Stables, A., & Cox, S. (2017). Design as a social practice: The design of new build schools. Oxford Review of Education, 43(6), 767–787.
  • Darian-Smith, K., & Willis, J. (Eds.). (2016). Designing Schools: Space, Place and Pedagogy. London: Routledge. doi:10.4324/9781315714998
  • de Laval, S. (2017). Skolans nya rum : En antologi om samspelet mellan pedagogik och arkitektur. Stockholm: Stiftelsen Arkus.
  • de Laval, S., Frelin, A., & Grannäs, J. (2019). Ifous fokuserar: Skolmiljöer - Utvärdering och erfarenhetsåterföring i fysisk skolmiljö. Stockholm: Ifous.
  • Dovey, K., & Fisher, K. (2014). Designing for adaptation: The school as socio-spatial assemblage. Journal of Architecture, 19(1), 43–63.
  • Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410 LP–8415.
  • Frelin, A., & Grannäs, J. (2020). Teachers’ pre-occupancy evaluation of affordances in a multi-zone flexible learning environment – Introducing an analytical model. Pedagogy, Culture & Society, 1–17. doi:10.1080/14681366.2020.1797859
  • Frelin, A., & Grannäs, J. (n.d.). Designing and building sustainable innovative learning environments -– Stakeholders, educational visions, organisation, spaces and practices in two school building processes. Buildings.
  • Gislason, N. (2018). The whole school: Planning and evaluating innovative middle and secondary schools. In S. Alterator & C. Deed (Eds.), School space and its occupation: Conceptualising and evaluating innovative learning environments (pp. 187–201). Boston: Brill Sense.
  • Grannäs, J., & Stavem, S. M. (2020). Transitions through remodelling teaching and learning environments. Education Inquiry, 1–16. doi:10.1080/20004508.2020.1856564
  • Grosvenor, I., & Rosén Rasmussen, L. (2018). Making education: Material school design and educational governance (I. Grosvenor & L. Rosén Rasmussen (Eds.)) (Vol. 9). Cham: Springer International Publishing. doi:10.1007/978-3-319-97019-6
  • Isling Poromaa, P. (2016). Den subtila ojämlikheten: Om grundskolors materiella förutsättningar och elevers utbildningsmöjligheter. Diss. Umeå: Umeå universitet.
  • Kirkeby, I. M. (2006). Skolen finner sted. Kungliga Tekniska högskolan. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4474
  • Lundahl, L., Gruffman-Cruse, E., Malmros, B., Sundbaum, A.-K., & Tieva, Å. (2017). Pedagogisk rum-tid och strategier för aktivt lärande i högre utbildning. Utbildning& Lärande, 11(1), 16–32.
  • Mahat, M., Bradbeer, C., Byers, T., & Imms, W. (2018). Innovative learning environments and teacher change: Defining key concepts. Melbourne: University of Melbourne.
  • Massey, D. B. (2005). For space. London: SAGE.
  • McGregor, J. (2004). Spatiality and the place of the material in schools. Pedagogy, Culture & Society, 12(3), 347–372.
  • Mulcahy, D. (2015). Re/assembling spaces of learning in Victorian government schools: Policy enactments, pedagogic encounters and micropolitics. Discourse: Studies in the Cultural Politics of Education, 36(4), 500–514.
  • Mulcahy, D., Cleveland, B., & Aberton, H. (2015). Learning spaces and pedagogic change: Envisioned, enacted and experienced. Pedagogy, Culture and Society, 23(4), 575–595.
  • Nordquist, J., & Fisher, K. (2018). The missing link: Aligning blended curricula with physical learning spaces in health interprofessional education BT - Spaces of teaching and learning: Integrating perspectives on research and practice (R. A. Ellis & P. Goodyear (Eds.)) (pp. 195–220). Singapore: Springer Singapore. doi:10.1007/978-981-10-7155-3_11
  • Sigurðardóttir, A. K., & Hjartarson, T. (2018). Design features of Icelandic school buildings: How do they reflect changes in educational governance and daily school practice? In I. Grosvenor & L. Rosén Rasmussen (Eds.), Making education: Material school design and educational governance (Vol. 9, pp. 71–94). Cham: Springer.
  • Sigurðardóttir, A. K., & Hjartarson, T. (2011). School buildings for the 21st century: Some features of new school buildings in Iceland. Center for Educational Policy Studies Journal, 1(2).
  • Sigurðardóttir, A. K., & Hjartarson, T. (2016). The idea and reality of an innovative school: From inventive design to established practice in a new school building. Improving Schools, 19(1), 62–79.
  • Stables, A. (2015). The semiotics of organisational landscape. School as design. In A. Stables & I. Semetsky (Eds.), Edusemiotics. Semiotic philosophy as educational foundation. New York: Routledge.
  • Wood, A. (2018). Selling new learning spaces: Flexibility anything for the twenty-first century. In L. Benade & M. Jackson (Eds.), Transforming education (pp. 95–106). Singapore: Springer Singapore. doi:10.1007/978-981-10-5678-9
  • Woodman, K. (2016). Re-placing flexibility. Flexibility in learning spaces and learning. In K. Fisher (Ed.), The translational design of schools (pp. 51–82). London: Sense Publishers.
  • Woolner, P. (2018). Collaborative re-design: Working with school communities to understand and improve their learning environments. In R. Ellis & P. Goodyear (Eds.), Spaces of teaching and learning: Integrating perspectives on research and practice (pp. 153–172). Singapore: Springer.
  • Woolner, P., Hall, E., Wall, K., & Dennison, D. (2007). Getting together to improve the school environment: User consultation, participatory design and student voice. Improving Schools, 10(3), 233–248.
  • Woolner, P., Thomas, U., & Tiplady, L. (2018). Structural change from physical foundations: The role of the environment in enacting school change. Journal of Educational Change, 19(2), 223–242.