School Design Matters How School Design Relates to the Practice and Experience of Schooling

Presenting qualitative and quantative findings from the unique, multi-disciplinary project, Design Matters?, this timely book explores the complex relationship between school design and practice to consider how environmental aspects impact on the day-to-day perceptions, actions and behaviours of pupils, teachers, leaders and professionals within the school community. Exploring debates and issues from a number of different professional and academic perspectives, School Design Matters results from a rich collaboration between schools, architects, engineers, educationalists and policymakers to consider what an inspiring teaching and learning environment might look like. Case studies and first-hand student and teacher experience allow analysis of the ways in which environmental factors might transform pedagogy, shape patterns of leadership, improve student engagement and enhance social interactions within and beyond the school community. Experts in their fields, authors acknowledge the significance of sociocultural contexts, reference relevant policy, and tackle the tensions, dilemmas and contradictions which frequently arise as schools and professionals in the design and construction sectors collaborate in the creation of buildings which fulfil the needs of diverse, invested parties. Offering a uniquely holistic approach to understanding the ways in which design may contribute, shape and mediate teaching and learning, this comprehensive text will be essential reading for educationalists, architects, policymakers and professionals involved in the design, construction and use of school buildings.

List of Figures List of Tables Acknowledgements About the Authors Foreword: Design Obviously Matters - Peter Clegg Foreword - Pamela Woolner Chapter 1: Introduction: School Design Matters? Chapter 2: School Design: What do we know? Chapter 3: The aims, scope and method of the Design Matters? Project Chapter 4: Design as a Social Practice Chapter 5: Design and Practice Chapter 6: The Experience of New-Build Schools Chapter 7: Changing Schools Chapter 8: What matters about Design? Index

Harry Daniels is Professor of Education in the Department of Education, University of Oxford, UK. Andrew Stables is Professor Emeritus at the University of Roehampton and a Senior Researcher with the International Semiotics Institute. Hau Ming Tse is a Research Fellow in the Department of Education, University of Oxford, UK. Sarah Cox is a Researcher in the Department of Education at the University of Oxford, UK.