Putting 'structure within the space' : Spatially un/responsive pedagogic practices in open-plan learning environments

Journal article


Saltmarsh, Sue, Chapman, Amy, Campbell, Matthew and Drew, Christopher. (2015). Putting 'structure within the space' : Spatially un/responsive pedagogic practices in open-plan learning environments. Educational Review. 67(3), pp. 315-327. https://doi.org/10.1080/00131911.2014.924482
AuthorsSaltmarsh, Sue, Chapman, Amy, Campbell, Matthew and Drew, Christopher
Abstract

Non-traditional open-plan schools and classrooms are currently enjoying a resurgence in Australia, with proponents arguing for the necessity of educational spaces that more readily accommodate the needs of twenty-first century learners. However, these learning environments can pose considerable pedagogic challenges for teachers who must balance the ethos of spaces designed to facilitate autonomous and flexible student learning, while simultaneously managing the complexities of shared space and resources, decreased staff–student ratios, and highly variable student responses to learning in open-plan settings. This paper draws on observational and interview data from an Australian study of three primary schools operating in open-plan spaces. Informed by cultural theories of spatial practice, we argue that the ways in which teachers conceptualize and operationalize notions of “structure” is pivotal to the responsiveness of pedagogic approaches within open-plan spaces.

Keywordsnon-traditional educational spaces; open-plan schools; pedagogy; space; information technology
Year2015
JournalEducational Review
Journal citation67 (3), pp. 315-327
PublisherRoutledge
ISSN0013-1911
Digital Object Identifier (DOI)https://doi.org/10.1080/00131911.2014.924482
Scopus EID2-s2.0-84929950555
Open accessPublished as green open access
Page range315-327
Research GroupSchool of Education
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Output statusPublished
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Online20 Jun 2014
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Picturing economic childhoods: Agency, inevitability and social class in children's picturebooks
Saltmarsh, Sue. (2007). Picturing economic childhoods: Agency, inevitability and social class in children's picturebooks. Journal of Early Childhood Literacy. 7(1), pp. 95 - 113. https://doi.org/10.1177/1468798407074838
Reading Cornelia Rau: At the limits of intelligibility
Gannon, Suzanne and Saltmarsh, Sue. (2006). Reading Cornelia Rau: At the limits of intelligibility. Thirdspace: A Journal of Feminist Theory and Culture. 6(1), pp. 1 - 24.
Gender and literacy
Davies, Bronwyn and Saltmarsh, Sue. (2006). Gender and literacy. In In C. Skelton, B. Francis and L. Smulyan (Ed.). The Sage handbook of gender and education pp. 236 - 248 SAGE Publications.
'White pages' in the academy: plagiarism, consumption and racist rationalities
Saltmarsh, Sue. (2005). 'White pages' in the academy: plagiarism, consumption and racist rationalities. International Journal for Educational Integrity. 1(1), pp. 1 - 11. https://doi.org/10.21913/IJEI.v1i1.17
Structure and sustainability :An analysis of the organisation of educational technology leadership and support at Australian universities
Uys, Philip and Campbell, Matthew Paul. (2005). Structure and sustainability :An analysis of the organisation of educational technology leadership and support at Australian universities. Online, Australia: Queensland University of Technology. pp. 693 - 702