Collaborative Re-design with Schools

Projekter: ProjektForskning

  • Rasmussen, Lisa Rosén (Deltager)
  • Woolner, Pamela (PI)
  • Hovaldt, Bodil Bøjer (Deltager)
  • Frelin, Anneli (Deltager)
  • Grannäs, Jan (Deltager)
  • Coelho, Carolina (Deltager)
  • Stadler-Altmann, Ulrike (Deltager)
  • Newcastle University, Newcastle, U.K.
  • Aarhus Universitet
  • University of Gävle
  • Univ Coimbra, Universidade de Coimbra, CEMUC
  • Free University of Bozen-Bolzano
Se relationer på Aarhus Universitet

Beskrivelse

Research shows that well-designed learning spaces can impact on the wellbeing, engagement and attainment of learners, and provide pivotal support for school level change. It also demonstrates the impact of raising educators’ awareness of school space, so that they can adjust their setting or their practices. Meanwhile, across Europe, new schools are being designed and built, and older ones are being refurbished or redesigned. If this is to succeed in creating more innovative and inclusive spaces for pupils’ learning, we need education professionals to appreciate the impact of school space and be enabled to contribute in an informed way to discussions. Their contribution could, and should, range from evaluating their own classroom or school space, to changing local space and practice, through to engaging with national policy agendas relevant to school premises. There is an imperative to produce a coherent understanding that can support practice and policy into the future, empowering teachers and school leaders internationally to develop as ‘agents of change contributing to school development.’ (ET 2020 Working Group Schools 2016-18:10)

The overarching aim of this project is to undertake activities and develop resources that will result in increased understanding of educational environments, firstly by education professionals within their own contexts, but subsequently more widely, influencing local and national debates and policy. The project activities and outputs will support teachers and school leaders to engage more effectively with their learning environment, empowering them in decisions made about facilities, material resources and digital provision. We intend to alter the conversation about school premises through making policy-makers, architects and designers, and teacher educators more aware of how users and space interact, including the active role of the spatially aware education professional.
AkronymCoReD
StatusIgangværende
Effektiv start/slut dato01/01/202001/09/2022

ID: 189805927