Faculty of Education - Research Publications
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ItemValidating the ILETC’s Teacher Transition Pathway(The University of Melbourne, 2019)Demonstrating the validity of findings in order to ensure credibility is a key juncture in any research (Creswell & Miller, 2000). At this stage of the Innovative Learning Environment & Teacher Change (ILETC) project, what was important was to undertake procedures to validate inferences (Hammersley & Atkinson, 2007) drawn from the ILETC Phase 1 data. Specifically, this related to the temporal dimensions and Grand Themes initially identified through Phase 1, and subsequently conceptualised as the Teacher Transition Pathway (ILETC, 2017). The project team leveraged the collective expertise gathered in Transitions18 research symposia in Phoenix, USA, and Copenhagen, Denmark, to undertake a series of validation processes. This chapter describes the data collection methods used for validation, along with results obtained. Comparison is made between the two venues. Implications for the next stages of the project are discussed.
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ItemTransitions North America: What is needed to help teachers better utilize space as one of their pedagogic tools(ILETC, 2017)In 2017, the Transitions Symposium explored the overarching theme of Inhabiting Innovative Learning Environments. The symposia were held in three cities: Melbourne, Australia; London, UK; and Grand Rapids, Michigan, USA. In collaboration with our project partner, Steelcase Education and with sponsorship from the DLR group, the North American symposium brought together contributors, who addressed the simple question; ‘How are teachers making the transition into innovative learning spaces, and how does evidence of success inform future best practices?’ The papers were grouped into four themes of Inhabiting Design, Teacher Practices, Change and Risk, and Measuring Impact. Participants presented an 8-minute synopsis of their research. There was no concurrent sessions—all participants listened to every presentation. At the end of the presentations in each theme, expert interlocutors discussed key themes that had emerged, drew inferences, and then elicited audience discussion on issues pertinent to each theme. Audience participation was encouraged and robust, drawing perspectives from various sectors including fellow higher degree researchers, industry representatives from design, building and ICT, academics working in this field, and those embedded in implementing new classrooms at a policy level. The day was an intense and highly informative exchange of ideas. The papers included in this volume, Transitions North America, were selected for presentation through double blind peer review. The symposium took place on Thursday, 14 September 2017, at the Steelcase Education Center in Grand Rapids, Michigan, USA. Sixty-one participants from industry, policy, schools and academia attended the symposium. Following the event, each paper was reviewed and the comments sent to authors in order to help them prepare a revised version to strengthen the continuity and congruence of the proceedings. The result of this revision process is the backbone of this volume and represents what we consider to be a stimulating and careful set of analyses about how teachers transition into innovative learning spaces.
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ItemTransitions Australasia: What is needed to help teachers better utilize space as one of their pedagogic tools(Innovative Learning Environments and Teacher Change, 2017)In 2017, Transitions explored the overarching theme of Inhabiting Innovative Learning Environments. The symposia were held in three cities: Melbourne, Australia; London, UK; and Grand Rapids, Michigan, USA. Contributors to the symposia addressed the simple question; ‘How are teachers making the transition into innovative learning spaces, and how does evidence of success inform future best practices?’ The papers were grouped into four themes of Inhabiting Design, Teacher Practices, Change and Risk, and Measuring Impact. Participants presented an 8-minute synopsis of their research. There was no concurrent sessions—all participants listened to every presentation. At the end of the presentations in each theme, expert interlocutors discussed key themes that had emerged, drew inferences, and then elicited audience discussion on issues pertinent to each theme. Audience participation was encouraged and robust, drawing perspectives from various sectors including fellow researchers, industry representatives from design, building and ICT, academics working in this field, and those embedded in implementing new classrooms at a policy level. The day was an intense and highly informative exchange of ideas. The papers included in this volume, Transitions Australasia, were selected for presentation through double blind peer-review. The symposium took place on Friday, 2 June 2017, at the award winning StudioFive, which is situated in the Melbourne Graduate School of Education at the University of Melbourne. The symposium was attended by 110 participants from industry, policy, schools and academia. Each paper was reviewed and the comments sent to authors in order to help them prepare a revised version to strengthen the continuity and congruence of the proceedings. The result of this revision process is the backbone of this volume and represents what we consider to be a stimulating and careful set of analyses about how teachers transition into innovative learning spaces. A selection of these papers will be invited to be re worked and published in the peer-reviewed book, Teacher Transition into Innovative Learning Environment, edited by Associate Professor Wesley Imms and Professor Tom Kvan, scheduled to be published by Springer in late 2018.