International studies of school design – Lessons for Europe on innovation and risk
Bibliographic Data
| ID | 21725677 |
|---|---|
| Authors | Joanne Deppeler (0000-0001-5606-3287, Monash University, corresponding author), Ian Thompson (0000-0001-6564-2635, University of Oxford), Deborah Corrigan (0000-0002-8324-8217, Monash University) |
| Year | 2022 |
| Volume | 21 |
| Issue | 4 |
| Pages | 561-567 |
| Publication date | 2022-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 1474-9041 • E-ISSN: 2165-8714 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/14749041211014604 |
| OpenAlex | W3160325895 |
| Language | EN |
| References cited | 20 |
This editorial sets out the context and agenda for this special issue of European Educational Research Journal, which brings together four accounts of research from diverse international contexts in relation to schools that are being designed and promoted as innovative learning environments (ILEs). The overall purpose is to advance what is known about innovation and the challenges and risks involved for those engaged in the design and occupation of ILEs. We begin by outlining some of the important considerations for researchers working in ILE projects that specifically place an emphasis on participatory approaches to innovation and put educational and social change, at the centre of the work. We then highlight some themes for readers to keep in mind as they consider the arguments developed in the papers
Educational research · Engineering ethics · Pedagogy · Political science · Public relations · Responsible Research and Innovation · Sociology · Computer Science · Digital literacy in education · Education and Technology Integration · Educational Environments and Student Outcomes · Engineering
The impact of classroom design on pupils' learning
Introducing the dilemma of societal alignment for inclusive and responsible research and innovation
The best guess for the future?’ Teachers’ adaptation to open and flexible learning environments in Finland
The School in the City
Intro to Access special issue
Framing learning entanglement in innovative learning spaces
Learning spaces without boundaries? Territories, power and how schools regulate learning
| Highly cited | No |
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