The ‘state of play’ concerning New Zealand’s transition to innovative learning environments: Preliminary results from phase one of the ILETC project
AuthorBradbeer, C; Mahat, M; Byers, T; Cleveland, B; Kvan, T; Imms, W
Source TitleJournal of Educational Leadership Policy and Practice
PublisherNew Zealand Educational Administration & Leadership Society
University of Melbourne Author/sCleveland, Benjamin; Kvan, Thomas; Imms, Wesley; Mahat, Marian; Mahat, Marian; Byers, Terry; Bradbeer, Christopher
AffiliationMelbourne Graduate School of Education
Architecture, Building and Planning
Document TypeJournal Article
CitationsBradbeer, C; Mahat, M; Byers, T; Cleveland, B; Kvan, T; Imms, W, The ‘state of play’ concerning New Zealand’s transition to innovative learning environments: Preliminary results from phase one of the ILETC project, Journal of Educational Leadership Policy and Practice, 2017, 32 (1), pp. 22 - 38
Access StatusOpen Access
ARC Grant codeARC/LP150100022
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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