Titlebook: Making Education: Material School Design and Educational Governance; Ian Grosvenor,Lisa Rosén Rasmussen Book 2018 Springer Nature Switzerl

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Design As a Social Practiceought to understand more about the extent to which a building regulates or governs the behaviour of those who occupy it. Through our approach to multi-professional pedagogic post occupancy evaluation, we came to the view that a building may be understood as a tool which may be used to facilitate change rather than as an instrument of change.

Lament

Governing Education Through The Futures with a more ethical, nuanced and robust orientation to the future. It argues that schools can be recognised as playing four important roles in relation to the future: stewardship, modelling, critique and experimentation. These four roles, the chapter concludes by arguing, generate a new orientation to educational governance and to school design.

鐵塔等

Book 2018ionship in any depth. In addressing the issue of governance through analysing current and historical material school designs, it looks at the intersection of politics, economics, aesthetics and pedagogical ideas and practices.?More specifically, it explores and unfolds educational governance as it i

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Making Education: Governance by Design,ial school design can be seen to be high on the political agenda, often directed towards the pupil body and working through emotional and sensuous means. Drawing on Tim Ingold’s notion of ‘making’, the understanding of the coming into being of material school design is extended to include both proce

Immortal

Making the Schoolyard: Recess, Recreation, Play, and Other Pedagogical Incentives to Regulate Outdoong about school governance. The making of the schoolyard meant a reconfiguration of the temporal and spatial preconditions of schooling and an expansion of ambitions to regulate pupils’ behaviour outside of the classroom walls.

Occipital-Lobe

Democratic Schools for an Authoritarian Regime: Portuguese Educational and Architectural Experiences standardized projects for primary, preparatory and secondary schools that were built all over Portugal until 1984..This chapter will analyse this democratizing process of the authoritarian educational system focusing on four topics: (1) the educational policies and their implementation, (2) the des

Gnrh670

Design Features of Icelandic School Buildings: How Do They Reflect Changes in Educational Governanceional design pattern with classrooms of similar sizes along corridors, a cluster design pattern with two or more classrooms with adjacent spaces grouped together and arranged to form units within the school as a whole and finally an open plan design pattern with extended learning spaces for large gr