Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/22373
Title: | Assessment for Learning in the relationality of schooling spaces | Contributor(s): | Smardon, Dianne (author); Charteris, Jennifer (author)![]() |
Publication Date: | 2017 | Open Access: | Yes | Handle Link: | https://hdl.handle.net/1959.11/22373 | Open Access Link: | http://goodteacher.co.nz/downloads/gt1703.pdf![]() |
Abstract: | Over the last few years there has been intense interest in the physical design of schools. There have been demolitions, with walls removed and spaces conjoined. Factors associated with population growth, the Christchurch earthquake and leaky buildings have led to exciting new builds with consideration given to student agency, curricula and power relations. Transformative shifts to develop Innovative Learning Environments (ILE) in schools and notions of the empowered 21st century learner have resulted in student agency emerging as a critical aspect of schooling. With schooling design influencing a revisioning of spatially influenced pedagogy, it is timely to consider power dynamics and how schooling spaces can enable student agency. | Publication Type: | Journal Article | Source of Publication: | Good Teacher Magazine, 2017(Term 3), p. 5-7 | Publisher: | Ed-media Publications | Place of Publication: | New Zealand | ISSN: | 1175-5911 1173-8499 |
Fields of Research (FoR) 2008: | 130202 Curriculum and Pedagogy Theory and Development | Fields of Research (FoR) 2020: | 390102 Curriculum and pedagogy theory and development | Socio-Economic Objective (SEO) 2008: | 930201 Pedagogy | Socio-Economic Objective (SEO) 2020: | 160302 Pedagogy | HERDC Category Description: | C3 Non-Refereed Article in a Professional Journal |
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Appears in Collections: | Journal Article School of Education |
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