School space and its occupation : : conceptualising and evaluating innovative learning environments / / edited by Scott Alterator, Craig Deed.

• Superior document: Advances in Learning Environments Research ; Volume 10
• TeilnehmendeR: Alterator, Scott,; Deed, Craig,
• Place / Publishing House: Leiden ;, Boston : : Brill,, [2018]; ©2018
• Year of Publication: 2018
• Language: English
• Series: Advances in learning environments research ; Volume 10.
• Physical Description: 1 online resource (viii, 252 pages).
• Other title: Front Matter --; Copyright page --; Contents --; List of Figures and Tables --; Conceptualising Innovative Learning Environments --; Framing Innovative Learning Environments /; Teaching and Space /; Five Propositions /; Why Innovative Learning Environments? /; Re-Imagining the Open Classroom /; The Physical Environment of the Early Learning Center /; Innovative Learning Spaces /; Evaluating Innovative Learning Environments --; The Politics of Post Occupancy Evaluation /; A Senior School Case Study /; Advancing Cultural Affordances /; Translational Participation /; The Whole School /; A Review of Post-Occupancy Evaluation Tools /; Using Quantitative Methods to Evaluate Students’ Post-Occupancy Perceptions of Personalised Learning in an Innovative Learning Environment /; Epilogue /; Back Matter --; Index.
• Bibliography: Includes bibliographical references and index.
• ISBN: 9004379665
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Scott Alterator, Craig Deed.

School 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.