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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ItemA Systematic Review of the Effects of Innovative Learning Environments on Teacher Mind Frames - Technical Report 5(University of Melbourne, LEaRN, 2019)The overall objective of the systematic review was to identify studies which provide evidence that innovative learning environments have an effect on teacher mind frames. For this review, an innovative learning environment is defined as the product of innovative design of space and innovative teaching and learning practices (Mahat, Bradbeer, Byers & Imms, 2018). Innovative learning spaces are physical educational facilities designed and built to facilitate the widest array of flexibility in teaching, learning, and social educational activity, while innovative teaching and learning practices are the sum of teaching and learning activities that, in combination, assist in the best possible learning outcomes and learning skills of students required in the 21st century. An innovative learning environment is produced when these two phenomena are successfully merged. Teacher mind frames can be defined as the ways that teachers consciously think about their teaching roles, the content and pedagogical knowledge, which in turn has an impact on their attitudes, actions and decisions that are likely to have significant impacts on student learning (Mahat et al., 2018). Within these parameters, the review identified, collected and synthesised available literature that examined and evaluated the way primary and secondary school teachers considered their role, work, and practice in relation to learning environments.
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ItemTeacher Mind frames and belief systems(University of Melbourne, 2017)The workshop focused on teacher mind frames and belief systems. Participants worked in small groups to explore how teachers’ beliefs about learning shape their teaching. These small group discussions illustrate challenges other teachers face, what they are doing to overcome them, and provide an opportunity to discuss what teachers need to support their ideal teaching practice.
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ItemInnovative Learning Environments and Teacher Change: Defining key concepts - Technical Report 3/2018(University of Melbourne, LEaRN, 2018)The aim of this report is to provide a synthesis of the literature that is relevant to our project and has informed definitions of key constructs. By synthesising scholarly research, together with quantitative findings from the Space, Design and Use Survey (Imms, Mahat, Byers & Murphy, 2017) and qualitative findings from the teacher workshops (Mahat, Grocott & Imms, 2017), this paper advances definitions and characteristics of these concepts pertinent to the current study: Innovative Learning Environments, Teacher Mind Frames and Student Deep Learning. In the context of the ILETC project, these key constructs and definitions frame the study and provide a scope to respond to the project’s key research question, Can altering teacher mind frames unlock the potential of innovative learning environments?
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ItemNo Preview AvailableThe “state of play” concerning New Zealand’s transition to innovative learning environments: Preliminary results from phase one of the ILETC project(New Zealand Educational Administration & Leadership Society, 2017-01-01)Driven by international trends and government policy, it is a requirement for all newly built schools in New Zealand to be designed as innovative learning environments (ILEs) with flexible learning spaces. These environments, celebrated by some for the “transformational” educational opportunities they may provide, also raise questions about whether the anticipated pedagogical value of these “non-traditional” spaces is based on idealised visions of teaching and learning rather than empirically derived evidence. Before such complex issues can be efficiently addressed, evidence of the actual “state of play” of ILEs is required. Drawing on New Zealand specific data from a large Australasian research project, this paper triangulates principals’ opinions, teachers’ perspectives, and the literature on some key preliminary issues: what types of learning spaces can be found in New Zealand schools; what teaching styles are evident in these spaces; what pedagogical beliefs are driving ILE teaching practices; and what types of learning activities are occurring in ILEs? The paper provides an evidence based platform for further discussion about the opportunities and challenges surrounding the use and practice of ILEs in New Zealand.