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

Sue Okerson SALTMARSH, Amy CHAPMAN, Matthew CAMPBELL, Christopher DREW

Research output: Contribution to journalArticles

16 Citations (Scopus)

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. Copyright © 2014 Educational Review.
Original languageEnglish
Pages (from-to)315-327
JournalEducational Review
Volume67
Issue number3
Early online dateJun 2014
DOIs
Publication statusPublished - 2015

Citation

Saltmarsh, S., Chapman, A., Campbell, M., & Drew, C. (2015). Putting "structure within the space": Spatially un/responsive pedagogic practices in open-plan learning environments. Educational Review, 67(3), 315-327. doi: 10.1080/00131911.2014.924482

Keywords

  • Non-traditional educational spaces
  • Open-plan schools
  • Pedagogy
  • Space
  • Information technology

Fingerprint Dive into the research topics of 'Putting "structure within the space": Spatially un/responsive pedagogic practices in open-plan learning environments'. Together they form a unique fingerprint.