Intro
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?

Future-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

Teaching 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

Cycle 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

Metal 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