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dc.contributor.authorBradbeer, C
dc.contributor.authorMahat, M
dc.contributor.authorByers, T
dc.contributor.authorCleveland, B
dc.contributor.authorKvan, T
dc.contributor.authorImms, W
dc.date.available2018-07-24T01:13:03Z
dc.date.issued2017
dc.identifier.citationBradbeer, C., Mahat, M., Byers, T., Cleveland, B., Kvan, T. & Imms, W. (2017). 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, 32 (1), pp.22-38
dc.identifier.issn1178-8690
dc.identifier.urihttp://hdl.handle.net/11343/214377
dc.description.abstractDriven 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.
dc.publisherNew Zealand Educational Administration & Leadership Society
dc.relation.ispartofLEaRN
dc.titleThe ‘state of play’ concerning New Zealand’s transition to innovative learning environments: Preliminary results from phase one of the ILETC project
dc.typeJournal Article
melbourne.affiliation.departmentMelbourne Graduate School of Education
melbourne.affiliation.departmentArchitecture, Building and Planning
melbourne.source.titleJournal of Educational Leadership Policy and Practice
melbourne.source.volume32
melbourne.source.issue1
melbourne.source.pages22-38
melbourne.identifier.arcLP150100022
melbourne.elementsid1226496
melbourne.contributor.authorImms, Wesley
melbourne.contributor.authorBradbeer, Christopher
melbourne.contributor.authorMahat, Marian
melbourne.contributor.authorByers, Terry
melbourne.contributor.authorCleveland, Benjamin
melbourne.contributor.authorKvan, Thomas
melbourne.contributor.authorMahat, Marian
melbourne.identifier.fundernameidAustralian Research Council, LP150100022
melbourne.accessrightsOpen Access


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