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The Resource Transforming Education : Design and Governance in Global Contexts

Transforming Education : Design and Governance in Global Contexts

Label
Transforming Education : Design and Governance in Global Contexts
Title
Transforming Education
Title remainder
Design and Governance in Global Contexts
Creator
Contributor
Subject
Language
eng
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Transforming Education : Design and Governance in Global Contexts
Label
Transforming Education : Design and Governance in Global Contexts
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4996255
Publication
Copyright
Related Contributor
Related Location
Related Agents
Related Authorities
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Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Contents -- Introduction -- References -- Transformation 1: Education Through Design -- 1 Modern Learning Environments: Embodiment of a Disjunctive Encounter -- Abstract -- Introduction -- The Study -- Disstructuring Education -- Disjunctive Encounters: Lived Experience of the Architect Participants -- Conclusion -- References -- 2 Spatialised Practices in ILEs: Pedagogical Transformations and Learner Agency -- Abstract -- Introduction -- 'Twenty-First Century' Learning Practices and Schooling Spaces -- Space and Agency -- Spatialised Practice -- Considerations for Spatialised Practice -- Customisation of Classroom Space -- Influence of Spatialised Practice on Student Engagement -- External Evaluation and Spatialised Practice -- Resourcing ILEs for Spatialised Practice -- Discussion -- Further Research -- Conclusion -- References -- 3 Reimagining and Reshaping Spaces of Learning: Constituting Innovative and Creative Lifelong Learners -- Abstract -- Introduction -- Theoretical Context -- Constructing a Learning Space -- Futures Critique -- The Discourse of a Twenty-First Century Future -- Pedagogical Shifts: Twenty-First Century Learning -- The Danish Case: South Campus -- Context: The Modernisation of the South Campus -- The Research Procedure -- Analysis of Findings -- Building Design -- Evolving Building Function -- The Students' Experience -- The Lecturer Experience -- The New Zealand Case: Auckland University of Technology/School of Education -- Research Context: Policy -- The Research Procedure -- Analysis of Findings -- Initial Presuppositions -- Power and Resistance -- Challenges and Compromises -- Analysis and Discussion: Global Knowledge Economy Demands and the Social Production of Space -- References -- 4 Innovative Learning Environments as Complex Adaptive Systems: Enabling Middle Years' Education -- Abstract -- Introduction
  • Research Design -- Complexity: Theoretical Frameworks for Analysing Innovative Learning Environments -- Complexity and Sociology -- Complex Adaptive Systems -- Emergence, Co-evolution and Mutual Adaptation -- Complexity Theory and Education -- Complexity Theory and School Architecture -- Findings and Discussion -- The Development of New Socio-Pedagogical Cultures in Innovative Learning Environments -- The Case Study Schools as Complex Adaptive Systems -- Creating New Socio-Spatial Contexts for Learning -- New Socio-Spatial Contexts for Learning and Curriculum Integration -- Characterising the Socio-Pedagogical Cultures that Emerged Within New Socio-Spatial Contexts for Learning -- New Socio-Pedagogical Cultures, Student Behaviour and Control -- Emergent Behaviours and Student Engagement -- Signs of Student Engagement -- Observations of Small Group Activities -- Observations of Teacher Led Activities -- Students' Geographic Experiences and Student Engagement -- Constructivist Learning and Student Engagement -- Interaction with Teachers and Student Engagement -- ICT and Student Engagement -- The Overall Effectiveness of Innovative Learning Environments -- The Effectiveness of Innovative Learning Environments: A Matter of Alignment -- Conclusion -- The Emergence of New Socio-Spatial Contexts and Socio-Pedagogical Cultures -- Student Engagement in Emergent Socio-Spatial Contexts and Socio-Pedagogical Cultures -- The Effectiveness of the Innovative Learning Environments in the Case Study Schools -- Assessing the Educational Effectiveness of Learning Environments -- The Role of Innovative Architecture in a Complex Adaptive System of Education -- References -- 5 Trialling Innovation: Studying the Philosophical and Conceptual Rationales of Demonstration Schools in Universities -- Abstract -- Introduction -- The Research Project
  • Understanding Philosophical and Conceptual Rationales -- Methodology -- Findings -- Funding -- Governance and Autonomy -- Relationship Between Space and Learning -- Discussion -- Conclusion -- References -- Transformation 2: The Governmentality of Education -- 6 Selling New Learning Spaces: Flexibly Anything for the Twenty-First Century -- Abstract -- Introduction -- Clarifying the Language of Learning Spaces -- So What is Flexibility? -- Ambiguity Serves a Purpose: Flexibility, Learnification and Hedging an Uncertain Future -- Flexibility, Educational Transformation and Ethics -- Conclusion: Disappearing People and Education -- References -- 7 MLE as Non-place -- Abstract -- Introduction -- Bureaucracy and the Self -- Excursus on the Development of School Design -- Education and Economic Growth as a Supranational Ideal -- The Classroom as Non-place -- Conclusion -- References -- 8 From Progressivism to Instrumentalism: Innovative Learning Environments According to New Zealand's Ministry of Education -- Abstract -- Introduction -- Mental Space and Pedagogic Identities: A Conceptual Framework -- A Web(Site) of Meanings -- The Child, the ILE, and the Technology -- Instrumentalism in Progressivism's Clothing? The Schizoid Pedagogue -- Conclusion -- Acknowledgements -- References -- 9 An Art of Orientation: The Possibilities of Learning Spaces -- Abstract -- Prologue -- Learning Spaces: Probabilism -- Learning Spaces: Possibilism -- References -- 10 Questions Concerning Innovative Learning Environments: Intersections in Disciplined Resistance -- Abstract -- Sharing Views and Amplifying Voices -- A Critical Overview of Space and Education -- Ideology and Imagination -- Architectural Memories and Simple Design Challenges -- The Application of the Politics of Work in Contemporary Education -- Conclusion -- References
  • Transformation 3: Global Perspectives on Education -- 11 Crossing or Erasing Territorial Borders: Towards Openness Within the School Space -- Abstract -- Introduction -- From the Lived Space to the Non-space and Non-place -- Space Opened for What? -- The Pharmacological Meaning of Openness -- References -- 12 Student-Centred Classroom Environments in Upper Secondary School: Students' Ideas About Good Spaces for Learning Versus Actual Arrangements -- Abstract -- Introduction -- Background -- Theoretical Framework -- Method -- Students' Ideas and the Actual Classroom Environment -- Classroom Arrangement -- Students' Voices -- Spaces Deemed Good for Learning -- Spaces Deemed 'Not Good' for Learning -- Students' Influences on Their Own Learning Environment -- Discussion and Conclusions -- Acknowledgements -- References -- 13 Virtual Reality: Its Transformative Potential -- Abstract -- Introduction -- Democratic Education and Constructivism -- Virtual Realities/Worlds in Education: Prior Research -- The Case of Second Life -- Conclusion -- References -- 14 Coup D'etat in the Panopticon: Social Networking in Education -- Abstract -- Introduction -- Context -- Visibility and Invisibility -- Identification -- Communication -- Coup D'etat: Resisting the Panopticon -- Conclusion -- References -- 15 Transferring Pedagogical Spaces: Schoolyards as Learning Environments in the Perspective of Students and Teachers -- Abstract -- Introduction -- School Building-Schoolyard-School Surrounding -- Current Situation -- Pedagogical Relevance of School Building and Schoolyard -- Schoolyard and School Surroundings: Views of Students and Teachers -- Schoolyard Survey -- Findings -- Concepts for Schoolyards and School Surroundings -- Design of Schoolyards as Part of the Pedagogical Concept -- Participation of All School Members -- Constant Design Process
  • Steps Towards Schoolyard Transformation -- Conclusion: Design of Schoolyards as Part of School Development -- References
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http://library.link/vocab/discovery_link
{'f': 'http://opac.lib.rpi.edu/record=b4388942'}
Extent
1 online resource (248 pages)
Form of item
online
Isbn
9789811056789
Media category
computer
Media MARC source
rdamedia
Media type code
c
Sound
unknown sound
Specific material designation
remote

Library Locations

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