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001476256 001__ 1476256
001476256 003__ OCoLC
001476256 005__ 20231003174640.0
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001476256 019__ $$a1395067513
001476256 020__ $$a9789811987496
001476256 020__ $$a9811987491
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001476256 020__ $$z9789811987489
001476256 0247_ $$a10.1007/978-981-19-8749-6$$2doi
001476256 035__ $$aSP(OCoLC)1395183703
001476256 040__ $$aEBLCP$$beng$$cEBLCP$$dYDX$$dGW5XE$$dEBLCP$$dOCLCO
001476256 049__ $$aISEA
001476256 050_4 $$aLB3209
001476256 08204 $$a371.6/2$$223/eng/20230830
001476256 24500 $$aCreating dynamic places for learning :$$ban evidence based design approach /$$cPeter C. Lippman, Elizabeth A. Matthews, editors.
001476256 260__ $$aSingapore :$$bSpringer,$$c2023.
001476256 300__ $$a1 online resource (viii, 273 pages) :$$billustrations (some color).
001476256 500__ $$aDescription based upon print version of record.
001476256 5050_ $$aIntro -- Acknowledgements -- Contents -- Introduction -- Prologue: Basis for This Book -- Overview of the Book -- Defining Dynamic Learning Environments -- Understanding and Creating Dynamic Places for Learning -- Organization of the Sections and Chapters of This Book -- The Visioning Process in Relationship to Practice -- Research in Context -- Part IV: Design -- References -- Visioning Process -- School Designs for Personalizing and Co-constructing the Learning Journey -- Introduction -- What if Compulsory Schooling Was a Twenty-First-Century Invention?
001476256 5058_ $$aFuture-Focused Schooling and School Design -- The Future Role of Schools -- The Changing Role of Learner and Teacher -- The Critical Element of Equity -- The Future is Here but is not Spread Evenly -- The Conceptual and Physical Designs of Such Schools -- The Role of Emerging Technologies -- The Future is Here but is not Spread Evenly -- Conclusion -- References -- Working in Non-Western Cultures: A Framework for Functional School Design -- School Design and Global Educational Trends -- Designing the Classroom: Recent Research -- A Framework for Designing Learning Environments
001476256 5058_ $$aTeaching practices -- Learning experiences -- The cultural and physical environment-situating and shaping experience -- Applying the Framework During the Design Process -- Illustrative Case Study -- Teaching practices -- Learning experience -- Interactions and tensions -- Concluding Comments: Working in Non-Western Contexts -- References -- Pedagogy Matters: Cultivating Independent Learning in College Classrooms -- The College Completion Problem -- Completion Agendas -- The Teaching (and Learning) Solution -- Pedagogy Matters -- Adult Learning Theory: Self-Directed Learning
001476256 5058_ $$aCycle of Self-Directed Learning -- Student Motivation: Value * Expectancy * Support -- Transparent Assignment Design -- Culturally Responsive Teaching -- Classroom Climate -- Relationships -- Putting It Together: Student-Centered Learning Environments -- The Physical Environment -- Online Learning Environments -- Conclusion -- References -- Research in Context -- The School Security Environment and Adolescents' Feelings of Safety and Academic Performance -- Introduction -- Metal Detectors in Schools: A Brief History -- Fear, Academic Performance and Metal Detectors in the School Environment
001476256 5058_ $$aMetal Detectors and Student Fear -- Metal Detectors and Academic Performance -- Environmental Competencies and Security Design -- Discussion -- Conclusion -- References -- Making the Transition from Teacher-Centered Teaching to Students' Active Learning: Developing Transformative Agency -- Introduction -- Transforming Pedagogical Practice -- The Case Study -- Cultural-History Activity Theory -- The Design and Construction of the Study -- Findings -- Teaching Almost as Usual -- Teaching as Break-Down -- Teaching Based on a Collective Meaning of Students' Active Learning -- Discussion
001476256 506__ $$aAccess limited to authorized users.
001476256 520__ $$aThis book showcases how an evidence-based design approach can be utilized in the planning of learning environments, by acknowledging the interconnectedness of research, practice, and theory as core considerations in the design of learning environments. Toward this end, this volume explores a multi-disciplinary perspective that draws upon modern learning theories, and empirical research from the fields of environmental psychology education, and architectural practice. By presenting this information in an accessible manner, it enables researchers, educators and designers to take actionable steps needed to re-imagine their settings and create dynamic places for learning.
001476256 650_0 $$aSchool buildings$$xDesign and construction.
001476256 650_0 $$aLearning, Psychology of$$xSocial aspects.
001476256 650_6 $$aPsychologie de l'apprentissage$$xAspect social.
001476256 655_0 $$aElectronic books.
001476256 7001_ $$aLippman, Peter C.
001476256 7001_ $$aMatthews, Elizabeth A.
001476256 77608 $$iPrint version:$$aLippman, Peter C.$$tCreating Dynamic Places for Learning$$dSingapore : Springer,c2023$$z9789811987489
001476256 852__ $$bebk
001476256 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-19-8749-6$$zOnline Access$$91397441.1
001476256 909CO $$ooai:library.usi.edu:1476256$$pGLOBAL_SET
001476256 980__ $$aBIB
001476256 980__ $$aEBOOK
001476256 982__ $$aEbook
001476256 983__ $$aOnline
001476256 994__ $$a92$$bISE