Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/22373
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Smardon, Dianne | en |
dc.contributor.author | Charteris, Jennifer | en |
dc.date.accessioned | 2018-01-19T15:56:00Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | Good Teacher Magazine, 2017(Term 3), p. 5-7 | en |
dc.identifier.issn | 1175-5911 | en |
dc.identifier.issn | 1173-8499 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/22373 | - |
dc.description.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. | en |
dc.language | en | en |
dc.publisher | Ed-media Publications | en |
dc.relation.ispartof | Good Teacher Magazine | en |
dc.title | Assessment for Learning in the relationality of schooling spaces | en |
dc.type | Journal Article | en |
dcterms.accessRights | Gold | en |
dc.subject.keywords | Curriculum and Pedagogy Theory and Development | en |
local.contributor.firstname | Dianne | en |
local.contributor.firstname | Jennifer | en |
local.subject.for2008 | 130202 Curriculum and Pedagogy Theory and Development | en |
local.subject.seo2008 | 930201 Pedagogy | en |
local.profile.school | School of Education | en |
local.profile.email | dsmardon@une.edu.au | en |
local.profile.email | jcharte5@une.edu.au | en |
local.output.category | C3 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20171031-132841 | en |
local.publisher.place | New Zealand | en |
local.format.startpage | 5 | en |
local.format.endpage | 7 | en |
local.url.open | http://goodteacher.co.nz/downloads/gt1703.pdf | en |
local.identifier.volume | 2017 | en |
local.identifier.issue | Term 3 | en |
local.access.fulltext | Yes | en |
local.contributor.lastname | Smardon | en |
local.contributor.lastname | Charteris | en |
dc.identifier.staff | une-id:jcharte5 | en |
local.profile.orcid | 0000-0002-1554-6730 | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:22562 | en |
local.identifier.handle | https://hdl.handle.net/1959.11/22373 | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Assessment for Learning in the relationality of schooling spaces | en |
local.output.categorydescription | C3 Non-Refereed Article in a Professional Journal | en |
local.search.author | Smardon, Dianne | en |
local.search.author | Charteris, Jennifer | en |
local.uneassociation | Unknown | en |
local.year.published | 2017 | en |
local.subject.for2020 | 390102 Curriculum and pedagogy theory and development | en |
local.subject.seo2020 | 160302 Pedagogy | en |
Appears in Collections: | Journal Article School of Education |
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