Teachers as Researchers in Innovative Learning Environments: Case Studies from Australia and New Zealand Schools

Contents
1 What Are Innovative Learning Environments and How Can You Explore What Environments Have Impact?
	ILEs: Designs and Practices
	ILE Development and Knowing Where to Start for Your School
	The Plans to Pedagogy Strategy
	The Plans to Pedagogy Schools and Understanding the Context in Australia and New Zealand
	The Gap to Address
	References
2 Co-designing Teacher-Led Action Research in School Learning Environments
	Introduction
	Co-design Teacher-Led Action Research: An Overview
	Co-designing in Practice: Case Study Examples
		Case Study 1—Co-designing Spatial Configurations
		Case Study 2—Co-designing Student-Centred Co-teaching Practices
		Case Study 3—Co-designing Learning Settings
	A Framework for Co-designing Teacher-Led Action Research
	Conclusion and Implications
	References
3 Developing Pedagogic Routines in Innovative Learning Environments: A Journey of Discovery at MacKillop Catholic College
	Introduction: What is Our Learning Spaces Challenge?
	The Journey Begins
	Initial Post Occupancy Evaluation and Design Iteration
	Building Teachers’ Capacity to Utilise the Learning Environment as a Pedagogic Tool: Our Challenge
	Theoretical Orientation
		Affordance Theory
		Self-Determination Theory
	Research Design: How Did We Do It?
		Methodology
		Methods
	Research Findings: What Have We Learned?
		Tracking Spatialised Pedagogic Practice Development Over Time
		Sharing and Translating Pedagogic Practices Across the College
	Conclusions: What Are the Key Takeaways?
	References
4 Affordances for Learning: Identifying and Sharing Pedagogic Encounters for Contemporary Education at Methodist Ladies’ College
	Introduction: What is Our Learning Spaces Challenge?
	Background/Theory: What Do We Know, What Do We Need to Know?
		Learning Environment Affordances
		Affordance Ecologies
	Methods: How Did We Do It?
		Sample
		Research Settings
		Data Collection Methods and Procedure
		Data Analysis
	Findings: What Have We Learned?
	Sharing and Translating the Research Across the College
	Conclusions: What Are the Key Takeaways?
	References
5 Transforming Practices in ILEs
	Introduction: What is Our Learning Spaces Challenge?
	Background: What Do We Know, What Do We Need to Know?
		A Focus on Collaboration
	Methods: How Did We Do It?
		Classroom Observations
		Stop-Motion Video
		Interviews
		Phase Three
	Findings: What Have We Learned?
		Significance to the Broader School Context
		Creating a Supportive Teacher Learning Environment
		Ongoing Impacts of This Study
	Conclusions
	References
6 Using Teacher-Led Research to Assist Colleagues to Use ILEs Well
	Introduction: What is Our Learning Spaces Challenge?
	The Literature: What Do We Know, What Do We Need to Know?
	The Reality of Implementation, and the Scope of This Chapter
	Methods: How Did We (Plan to) Do It?
		Approach
		Design and Procedure for Phase 1
		Sampling
		Data Collection
		Data Analysis
	Findings: What Have We Learned?
		The Pre-project SDU Survey
		The Student SSRD Repeated Measures Survey
		The Teacher Observational Metric
	Conclusions: What Are the Key Takeaways?
	References
7 Spatial and Furniture Configurations: The Impact on Teacher Mind Frames and Student Deep Learning
	Introduction: What is Our Learning Spaces Challenge?
	The Literature: Placing the Henschke P2P Initiative into a Wider Context
	Methods: How Did We Do It?
		Design-Thinking Workshops
		Observations
		Pre- and Post-survey for Teachers
	Findings: What Have We Learned?
		Changes in Teacher Pedagogical Approach Over Time
		Teacher Mind Frame and Student Deep Learning
	Conclusion: What Are the Key Takeaways?
	References
8 The Impact of Teacher Collaborative Pedagogies on Student Learning
	Introduction: What Was Our Learning Spaces Challenge?
	The Literature: Placing the Radford P2P Initiative into a Wider Context
	Methods: How Did We Do It?
		Participants
		Design-Thinking Workshops
		Data Collection Methods
	Findings: What Have We Learned?
		Pre- and Post-survey
		Changes in Teacher Pedagogical and Student Learning Approaches Over Time
	Conclusion: What Are the Key Takeaways?
	References
9 The Relationship Among Classroom Furniture, Student Engagement and Teacher Pedagogy
	Introduction: What is Our Learning Spaces Challenge?
	The Literature: What Do We Know, What Do We Need to Know?
	Methods: How Did We Do It?
	Findings: What Have We Learned?
		Question 1: Do Levels of Student Perceptions of Their Engagement in Learning Correlate to Types of Furniture Provided in Their Classrooms?
		Question 2: Do Teaching Styles (Pedagogies) Change with Differing Furniture Arrangements?
	Conclusion: What Are the Key Takeaways?
	References
10 The Haeata Story: Maintaining School-Based Research in a Rapidly Changing Environment
	Introduction: What is Our Learning Spaces Challenge?
	Literature/Background: What Do We Know, What Do We Need to Know?
	Methods: How Did We Do It?
		Design
		Procedure
		Data Collection
		Sampling
		Data Analysis
	Findings: What Have We Learned?
		Question 1: What Choices Are Students Making About Haeata’s Spatial Arrangements? Where, Why, and What Are They Doing, and with Whom?
		Research Question 2: How Do Students Feel About Themselves as Learners, in Terms of Haeata’s Seven Disposition Statements?
		Research Question 3: What Relationships Exist Between Students’ Choices About Space and Their Feelings About Themselves As Learners?
	What Does This Mean?
	Conclusions: What Are the Key Takeaways?
	References
11 Creating a Whole-Staff Approach to a New Build
	Introduction: What is Our Learning Spaces Challenge?
	The Literature: What Do We Know, What Do We Need to Know?
	Methods: How Did We Do It?
		Overview
		Timeline
		Design
		Variables
		Sampling
		Data Collection
		Data Analysis
	Findings: What Have We Learned?
		Student Repeated Measures Survey: Senior School
		Student Repeated Measures Survey: Junior School
		Teacher Observations
		Teacher Mind Frame Surveys
	Conclusions: What Are the Key Takeaways?
		What Comes Next?
	References
12 A Synthesis of Findings and Trends from Nine Teacher-Initiated Learning Environment Research Projects
	A Summary of the Findings and Approaches
		MacKillop Catholic College
		Methodist Ladies College
		Newmarket Primary School
		Luther College
		Henschke Catholic Primary School
		Radford College
		Vasse Primary School
		Haeata Community Campus
		Whitsundays Anglican School
	Trends in the P2P Project Findings
		The Chosen Topics and Methods Matched Schools’ Positions on an ILE ‘Journey’.
		P2P Mirrors Larger Discourse Analysis
		P2P Findings on Some of These ‘Core’ Issues.
	References
13 The ‘Lost Ones’: Lessons Learned from the Failed Projects
	The Lost Ones
	What Do We Know About ‘Failure’?
	Projects Do ‘Fail’, but Why?
		The Design/Teaching Paradox
		Time
		School Culture
		Research Skills
		Unrealistic Expectations
	Strategies for Success (or the Usefulness of 20–20 Hindsight)
	For the Next Time!
		Have a ‘Champion’
		Keep Your Research Team Small
		Use the Experts
		Don’t Get Complicated
		Give Yourself Time
		Build a Community
	A Final Word
	References
14 A School Leadership Perspective on the Plans to Pedagogy Project
	Introduction
	Background
	Reflecting on P2P as a School Principal
		Change
		Driving the Learning Space Change
		The Missing Element
		Leadership During a Research Project
		So, What Did I Learn?
	Conclusions
	References
15 What Has Plans to Pedagogy Taught Us?
	Effective School-Based Research Projects
	Characteristics of Effective School-Based Learning Environment Research
	The Bigger Picture
		The Importance of Networks
		The Power of Localised Knowledge
		Empowering Teachers as Spatial Researchers
		What Doesn’t Work
		Contributing to the Broader Field