Abstract
Space, technology and pedagogy are often heralded as the key influences in the development of New Generation Learning Spaces (NGLS’s) (Radcliffe, Wilson, Powell, & Tibbetts, 2008).The successful utilisation of these spaces and the introduction of new teaching and learning practices is not, however, a guaranteed outcome of a process that only focuses upon the physical aspects of NGLS design.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Brooks Jr, F. P. (2010). The design of design: Essays from a computer scientist. Boston, MA: Pearson Education.
Brown, T., & Wyatt, J. (2010). Design thinking for social innovation. Stanford Social Innovation Review, 8(1), 31–35.
Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604.
Dorst, K. (2011). The core of ‘design thinking’ and its application. Design Studies, 32(6), 521–532.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.
Fullan, M. (1993). Why teachers must become change agents. Educational Leadership, 50(6), 12.
Fullan, M. (2002). The change leader. Educational Leadership, 59(8), 16–20.
Fullan, M. (2006). Leading professional learning: Think ‘system’ and not ‘individual school’ if the goal is to fundamentally change the culture of schools. School Administrator, (10), 10.
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.
Knuth, R. K., & Banks, P. A. (2006). The essential leadership model. Nassp Bulletin, 90(1), 4–18.
MacNeill, N., Cavanagh, R. F., & Silcox, S. (2003). Pedagogic principal leadership. Management in Education, 17(4), 14–17.
Martin, R. L. (2009). The design of business: Why design thinking is the next competitive advantage. Boston, MA: Harvard Business Press.D. Clarke74
Mulford, B. (2005). Organizational learning and educational change. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Extending educational change (Vol. 2, pp. 336–361). Dordrecht, The Netherlands: Springer.
Radcliffe, D., Wilson, H., Powell, D., & Tibbetts, B. (2008). Designing next generation places of learning: Collaboration at the pedagogy-space-technology nexus. The University of Queensland & Australian Learning and Teaching Council, ALTC Priority Project #627.
Silins, H. C., Mulford, W. R., & Zarins, S. (2002). Organizational learning and school change. Educational Administration Quarterly, 38(5), 613–642.
Zimmerman, J. (2006). Why some teachers resist change and what principals can do about it. Nassp Bulletin, 90(3), 238–249.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
Clarke, D. (2016). Architects as Agents for Organisational Change in New Generation Learning Spaces. In: Imms, W., Cleveland, B., Fisher, K. (eds) Evaluating Learning Environments. Advances in Learning Environments Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-537-1_5
Download citation
DOI: https://doi.org/10.1007/978-94-6300-537-1_5
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-537-1
eBook Packages: EducationEducation (R0)