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)orcid 
Publication Date: 2017
Open Access: Yes
Handle Link: https://hdl.handle.net/1959.11/22373
Open Access Link: http://goodteacher.co.nz/downloads/gt1703.pdfOpen Access Link
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: Mt. Maunganui, New Zealand
ISSN: 1175-5911
Field of Research (FOR): 130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Outcome Codes: 930201 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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