Faculty of Education - Research Publications

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Author: Imms, Wesley × Author: Byers, Terry × Type: Journal Article ×

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    The “state of play” concerning New Zealand’s transition to innovative learning environments: Preliminary results from phase one of the ILETC project
    Bradbeer, C ; Mahat, M ; Marian, T ; Cleveland, B ; Kvan, T ; Imms, W (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.
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    Impact of classroom design on teacher pedagogy and student engagement and performance in mathematics
    Imms, W ; Byers, T (Springer, 2017)
    A resurgence in interest in classroom and school design has highlighted how little we know about the impact of learning environments on student and teacher performance. This is partly because of a lack of research methods capable of controlling the complex variables inherent to space and education. In a unique study that overcame such difficulties by using a single-subject research design in one Queensland school, open and flexible classroom arrangements, together with an infusion of one-on-one technologies, improved student perceptions of the quality of teaching and students’ levels of engagement. Separate statistical analysis also indicated significant differences in these students’ performance in mathematics when compared to like peers in more ‘traditional’ classrooms. The paper ends with a caution; on these measures, the classroom design is certainly one, but probably not the only, influence.
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    Making the case for space: The effect of learning spaces on teaching and learning
    Byers, T ; Imms, W ; Hartnell-Young, E (James Nicholas Publishers, 2014-01-01)