Children with learning difficulties and the move to Innovative Learning Environments.
This paper discusses the perceptions of 283 New Zealand primary school principals and teachers about flexible learning spaces (Innovative Learning Environments), and the changes in pedagogical practices and classroom environments that these lead to, particularly in regard to outcomes in reading, wri...
| Publicado en: | Asia Pacific Journal of Developmental Differences Vol. 6; no. 1; pp. 49 - 74 |
|---|---|
| Autores principales: | , |
| Formato: | Journal Article |
| Publicado: |
Dyslexia Association of Singapore
Jan2019
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=137700481&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 137700481 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 23457341 LW6D jtl: Asia Pacific Journal of Developmental Differences issn: 23457341 maglogo: N pubinfo: dt: Jan2019 vid: 6 iid: 1 pid: 52390 pub: Dyslexia Association of Singapore artinfo: ui: 137700481 10.3850/s2345734119000189 137700481 ppf: 49 ppct: 25 formats: tig: atl: Children with learning difficulties and the move to Innovative Learning Environments. aug: au: Everatt, John Fletcher, Jo affil: University of Canterbury, New Zealand sug: ab: This paper discusses the perceptions of 283 New Zealand primary school principals and teachers about flexible learning spaces (Innovative Learning Environments), and the changes in pedagogical practices and classroom environments that these lead to, particularly in regard to outcomes in reading, writing and mathematics. Statements were general to all learners, but focused on struggling learners (students with learning difficulties), and targeted primary school educators given the importance of early learning for acquiring literacy and mathematics. An online questionnaire was distributed to both teachers and principals given their different influences on learning environments, management and teaching practices/interactions. Results indicated generally positive views of flexible learning spaces, though this varied with experience/professional development. Positive views were also less evident for questions related to low progress learners, suggesting that although New Zealand educators can see the benefits of flexible learning spaces, they seem more cautious about the value for those with learning problems. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|