School Buildings for the 21st Century Some Features of New School Buildings in Iceland

dc.creator	Anna Kristín Sigurðardóttir
dc.creator	Torfi Hjartarson
dc.date	2011-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:07:09Z
dc.date.available	2015-07-20T22:07:09Z
dc.identifier	1855-9719
dc.identifier	2232-2647
dc.identifier	https://doaj.org/article/f60952b312f94c839b067398b130c4f8
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/10996
dc.description	The aim of this study is to identify features of change in the recent design of school buildings in Iceland, and how they might affect teaching practices. Environmental and architectonic features characterising school buildings designed and built at the beginning of the 21st century are examined in light of challenges involving architecture, educational ideology, school policy and digital technology. The sample for the study consists of 20 schools located in four municipalities. Four of the school buildings were developed and built in this century, while the other 16 were designed in the 20th century. The design of all of the buildings was explored and reviewed by a multidisciplinary team. Data was collected by observations and photography at each school site, as well as by reviewing technical documents. The relationship between school design and school practices was studied through a questionnaire survey among all teachers, in order to find out whether teachers working in new environments differ from teachers in more traditional classroom settings. The results indicate a clear shift in the design of educational buildings. Flexibility, flow, openness and teamwork seem to guide recent school design. Clusters of classrooms or open spaces, transparent or movable boundaries, as well as shared spaces allowing for manifold interactions in flexible groups seem to be replacing traditional classrooms along confining corridors. Teachers working in open classroom environments collaborate more often than their counterparts. Teaching practices are also characterised by more opportunities for pupils to choose between tasks and enjoy more variation regarding group division and workspace arrangements.
dc.language	English
dc.language	Slovene
dc.publisher	University of Ljubljana
dc.relation	http://www.cepsj.si/pdfs/cepsj_1_2/cepsj_1_2_pp025_sigurdadottir_etal.pdf
dc.relation	https://doaj.org/toc/1855-9719
dc.relation	https://doaj.org/toc/2232-2647
dc.rights	CC BY
dc.source	CEPS Journal : Center for Educational Policy Studies Journal, Vol 1, Iss 2, Pp 25-43 (2011)
dc.subject	Classroom environment
dc.subject	Collaborative learning
dc.subject	Individualised learning
dc.subject	Physical learning environment
dc.subject	School buildings
dc.subject	School design
dc.subject	Teacher collaboration
dc.subject	Teaching practices
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	School Buildings for the 21st Century Some Features of New School Buildings in Iceland
dc.type	article