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Lookup NU author(s): Dr Pamela Woolner,
Dr Kate Wall,
This is the authors' accepted manuscript of an article that has been published in its final definitive form by Sage Publications Ltd., 2012.
For re-use rights please refer to the publisher's terms and conditions.
School premises make a difference to learning, but it is important to understand the relationship between setting and educational activities. Physical space has been found to entrench practice, making it harder to reflect and make changes. Yet changes made to the physical environment may not lead to changes in teaching or learning. This may be understood theoretically in terms of levels of participation, and many school design practitioners advocate active participation of school communities in the processes of change. This article considers two case studies of teachers and learners engaging with their physical school learning environment. The overview of responses and outcomes generated by these two studies enables the identification of central issues for effective participatory approaches to the learning environment.
Author(s): Woolner P, McCarter S, Wall K, Higgins S
Publication type: Article
Publication status: Published
Journal: Improving Schools
Print publication date: 01/03/2012
Online publication date: 19/03/2012
Date deposited: 09/02/2019
ISSN (print): 1365-4802
ISSN (electronic): 1475-7583
Publisher: Sage Publications Ltd.
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