Learning lessons from the collaborative design of guidance for new build schools

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
H. Daniels, Ian Thompson, H. Tse, J. Porter
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引用次数: 1

Abstract

This article focusses on the lessons learnt from the collaborative design of guidance for new build schools in England about the processes of school design, construction and occupation. The study involved headteachers, school building commissioners, teachers and wider school communities thinking about the pedagogic implications of the production of new school buildings. Professionals who had been involved with the development of new school buildings, and those currently involved, engaged in workshops to discuss their experiences of the process and designed guidance for those who would be involved in the future. This collaborative process pointed to possibilities but also significant potential risks involved in innovative school design. Theoretically, an activity theory framework was adopted to explore patterns of interaction and contradictions in the collaborative processes of the design, construction and occupation of new school builds and how these should be captured in a guidance document. We problematise the concept of innovation in the design of new build schools and the related risks. We suggest that collaborative school design calls for a new conception of collective action.
新建学校协同设计指导的经验教训
本文重点介绍了英国新建学校指导合作设计在学校设计、建设和使用过程中的经验教训。这项研究让校长、学校建筑专员、教师和更广泛的学校社区思考新校舍建设的教育意义。曾参与新校舍开发的专业人员和目前参与的专业人员参加了研讨会,讨论他们在这一过程中的经验,并为未来参与的人员设计了指导。这一合作过程指出了创新学校设计的可能性,但也指出了重大的潜在风险。从理论上讲,采用了一个活动理论框架来探索新校舍设计、施工和占用的协同过程中的互动和矛盾模式,以及如何将这些模式纳入指导文件。我们对新建学校设计中的创新概念及其相关风险提出了质疑。我们建议,合作学校设计需要一个新的集体行动概念。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
European Educational Research Journal
European Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
33
期刊介绍: The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)
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