Evaluating learning enviroments :: snapshots of emerging issues, methods and knowledge /
The recent trend in innovative school design has provided exciting places to both learn and teach. New generation learning environments have encouraged educators to unleash responsive pedagogies previously hindered by traditional classrooms, and has allowed students to engage in a variety of learnin...
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam, The Netherlands ; Boston :
Sense Publishers,
[2016]
|
| Schriftenreihe: | Advances in learning environments research ;
v. 8. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | The recent trend in innovative school design has provided exciting places to both learn and teach. New generation learning environments have encouraged educators to unleash responsive pedagogies previously hindered by traditional classrooms, and has allowed students to engage in a variety of learning experiences well beyond the traditional 'chalk and talk' common in many schools. These spaces have made cross-disciplinary instruction, collaborative learning, individualised curriculum, ubiquitous technologies, and specialised equipment more accessible than ever before. The quality of occupation of such spaces has also been encouraging. Many learning spaces now resemble places of collegiality, intellectual intrigue and comfort, as opposed to the restrictive and monotonous classrooms many of us experienced in years past. These successes, however, have generated a very real problem. Do these new generation learning environments actually work -- and if so, in what ways? Are they leading to the sorts of improved experiences and learning outcomes for students they promise? This book describes strategies for assessing what is actually working. Drawing on the best thinking from our best minds -- doctoral students tackling the challenge of isolating space as a variable within the phenomenon of contemporary schooling -- Evaluating Learning Environments draws together thirteen approaches to learning environment evaluation that capture the latest thinking in terms of emerging issues, methods and knowledge. |
| Beschreibung: | 1 online resource (vii, 257 pages). |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9789463005371 9463005374 |
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| 245 | 0 | 0 | |a Evaluating learning enviroments : |b snapshots of emerging issues, methods and knowledge / |c edited by Wesley Imms, Benjamin Cleveland and Kenn Fisher. |
| 264 | 1 | |a Rotterdam, The Netherlands ; |a Boston : |b Sense Publishers, |c [2016] | |
| 264 | 4 | |c ©2016 | |
| 300 | |a 1 online resource (vii, 257 pages). | ||
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| 490 | 1 | |a Advances in learning environments research ; |v volume 8 | |
| 504 | |a Includes bibliographical references. | ||
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| 505 | 0 | |a COVER; TABLE OF CONTENTS; ACKNOWLEDGMENTS; INTRODUCTION; 1. PURSUING THAT ELUSIVE EVIDENCE ABOUT WHAT WORKS IN LEARNING ENVIRONMENT DESIGN; LINKING EVALUATION THEORIES TO LEARNING ENVIRONMENT CONTEXTS; A NOTE ON EVALUATION THEORY; SITUATING THEORIES OF EVALUATION WITHIN E21LE; SITUATING EVALUATION METHODOLOGICALLY WITHIN E21LE; THE NEED FOR EVIDENCE ABOUT 'WHAT WORKS' IN LEARNING ENVIRONMENTS; WHAT IS THE STRUCTURE OF SNAPSHOTS?; WHO CONTRIBUTES TO SNAPSHOTS?; ACKNOWLEDGEMENTS; REFERENCES; EMERGING ISSUES; 2. NEW GENERATION LEARNING ENVIRONMENT: SHow Can We Find out If What Works Is Working? | |
| 505 | 8 | |a INTRODUCTIONA HOUSE OF CARDS?; Do Innovative Learning Environments Actually Exist?; Do the Design Qualities of New Generation Learning Environments Address the Educational Needs of the Future?; EVALUATION, THE PANACEA FOR WHAT AILS; Can We Actually Evaluate the Impact of Learning Environments?; FRAMING THE 'ISSUES' RELEVANT TO LEARNING ENVIRONMENT EVALUATIONS; REFERENCES; 3. WHAT WORKS: Changing Practice When Spaces Change; CONTEXT; OBJECTIVE; Understand the Nature of the Change; Build 'Change Readiness'; Adopt a Leadership Style That Is Appropriate to the Context. | |
| 505 | 8 | |a Engage in Participatory Planning and Problem-SolvingEngage in Sense-Giving, and Promote Useful Sense-Making; Avoid Change That Is Perceived as Being of 'Low Cultural Fit'; METHODOLOGICAL CONSIDERATIONS; IMPLICATIONS FOR TEACHERS, LEADERS AND DESIGNERS; THEORY INTO PRACTICE; Scenario One; Scenario Two; REFERENCES; 4. WHAT WORKS? EMERGING ISSUES; INTRODUCTION: EMERGING LEARNING ENVIRONMENTS FOR ARCHITECTURAL EDUCATION; LITERATURE REVIEW: THE FUTURE OF ARCHITECTURAL DESIGN STUDIO TEACHING AND LEARNING IN A NEW DIGITAL WORLD; The Spatial Context of Learning Architecture in Australia. | |
| 505 | 8 | |a The Social Context of LearningThe Design of Studio Environments; Signature Pedagogies and Learning to Become Architects; Emerging Architectural Learning Environment Design and New Pedagogical Approaches; Study 1: Technology Enabled Learning Spaces, SCALED-UP; Study 2: New Studio Spaces, Based on Designs from Study 1; FINDINGS; Resistance in Adaptation; Spatial Elements, Technology and Furniture; CONCLUSION; Spatial Context; Technological Context; Social and Pedagogical Context; IMPLICATIONS FOR TEACHERS AND DESIGNERS; ACKNOWLEDGMENTS; REFERENCES. | |
| 505 | 8 | |a 5. ARCHITECTS AS AGENTS FOR ORGANISATIONAL CHANGE IN NEW GENERATION LEARNING SPACESCONTEXT; OBJECTIVE; The Relevance of Design Thinking to New Generation Learning Space Design; Case Study 1 -- NSW Regional Catholic High School; Case Study 2 -- ACT Public Primary School; FINDINGS/RESULTS; Strong Leadership; Commitment to Teacher Development; CONCLUSIONS; IMPLICATIONS FOR TEACHERS AND DESIGNERS; REFERENCES; 6. WORKING TOGETHER IN THE SPACE-BETWEEN: Pedagogy, Learning Environment and Teacher Collaboration; INTRODUCTION; New Space -- New Opportunities?; A View of Space. | |
| 520 | |a The recent trend in innovative school design has provided exciting places to both learn and teach. New generation learning environments have encouraged educators to unleash responsive pedagogies previously hindered by traditional classrooms, and has allowed students to engage in a variety of learning experiences well beyond the traditional 'chalk and talk' common in many schools. These spaces have made cross-disciplinary instruction, collaborative learning, individualised curriculum, ubiquitous technologies, and specialised equipment more accessible than ever before. The quality of occupation of such spaces has also been encouraging. Many learning spaces now resemble places of collegiality, intellectual intrigue and comfort, as opposed to the restrictive and monotonous classrooms many of us experienced in years past. These successes, however, have generated a very real problem. Do these new generation learning environments actually work -- and if so, in what ways? Are they leading to the sorts of improved experiences and learning outcomes for students they promise? This book describes strategies for assessing what is actually working. Drawing on the best thinking from our best minds -- doctoral students tackling the challenge of isolating space as a variable within the phenomenon of contemporary schooling -- Evaluating Learning Environments draws together thirteen approaches to learning environment evaluation that capture the latest thinking in terms of emerging issues, methods and knowledge. | ||
| 650 | 0 | |a Classroom environment |x Evaluation. | |
| 650 | 0 | |a School facilities |x Planning. |0 http://id.loc.gov/authorities/subjects/sh85118331 | |
| 650 | 6 | |a Salles de classe |x Environnement |x Évaluation. | |
| 650 | 6 | |a Équipements scolaires |x Planification. | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a Classroom environment |x Evaluation |2 fast | |
| 650 | 7 | |a School facilities |x Planning |2 fast | |
| 700 | 1 | |a Imms, Wesley, |e editor. | |
| 700 | 1 | |a Cleveland, Benjamin, |e editor. | |
| 700 | 1 | |a Fisher, Kenn, |e editor. | |
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| contents | COVER; TABLE OF CONTENTS; ACKNOWLEDGMENTS; INTRODUCTION; 1. PURSUING THAT ELUSIVE EVIDENCE ABOUT WHAT WORKS IN LEARNING ENVIRONMENT DESIGN; LINKING EVALUATION THEORIES TO LEARNING ENVIRONMENT CONTEXTS; A NOTE ON EVALUATION THEORY; SITUATING THEORIES OF EVALUATION WITHIN E21LE; SITUATING EVALUATION METHODOLOGICALLY WITHIN E21LE; THE NEED FOR EVIDENCE ABOUT 'WHAT WORKS' IN LEARNING ENVIRONMENTS; WHAT IS THE STRUCTURE OF SNAPSHOTS?; WHO CONTRIBUTES TO SNAPSHOTS?; ACKNOWLEDGEMENTS; REFERENCES; EMERGING ISSUES; 2. NEW GENERATION LEARNING ENVIRONMENT: SHow Can We Find out If What Works Is Working? INTRODUCTIONA HOUSE OF CARDS?; Do Innovative Learning Environments Actually Exist?; Do the Design Qualities of New Generation Learning Environments Address the Educational Needs of the Future?; EVALUATION, THE PANACEA FOR WHAT AILS; Can We Actually Evaluate the Impact of Learning Environments?; FRAMING THE 'ISSUES' RELEVANT TO LEARNING ENVIRONMENT EVALUATIONS; REFERENCES; 3. WHAT WORKS: Changing Practice When Spaces Change; CONTEXT; OBJECTIVE; Understand the Nature of the Change; Build 'Change Readiness'; Adopt a Leadership Style That Is Appropriate to the Context. Engage in Participatory Planning and Problem-SolvingEngage in Sense-Giving, and Promote Useful Sense-Making; Avoid Change That Is Perceived as Being of 'Low Cultural Fit'; METHODOLOGICAL CONSIDERATIONS; IMPLICATIONS FOR TEACHERS, LEADERS AND DESIGNERS; THEORY INTO PRACTICE; Scenario One; Scenario Two; REFERENCES; 4. WHAT WORKS? EMERGING ISSUES; INTRODUCTION: EMERGING LEARNING ENVIRONMENTS FOR ARCHITECTURAL EDUCATION; LITERATURE REVIEW: THE FUTURE OF ARCHITECTURAL DESIGN STUDIO TEACHING AND LEARNING IN A NEW DIGITAL WORLD; The Spatial Context of Learning Architecture in Australia. The Social Context of LearningThe Design of Studio Environments; Signature Pedagogies and Learning to Become Architects; Emerging Architectural Learning Environment Design and New Pedagogical Approaches; Study 1: Technology Enabled Learning Spaces, SCALED-UP; Study 2: New Studio Spaces, Based on Designs from Study 1; FINDINGS; Resistance in Adaptation; Spatial Elements, Technology and Furniture; CONCLUSION; Spatial Context; Technological Context; Social and Pedagogical Context; IMPLICATIONS FOR TEACHERS AND DESIGNERS; ACKNOWLEDGMENTS; REFERENCES. 5. ARCHITECTS AS AGENTS FOR ORGANISATIONAL CHANGE IN NEW GENERATION LEARNING SPACESCONTEXT; OBJECTIVE; The Relevance of Design Thinking to New Generation Learning Space Design; Case Study 1 -- NSW Regional Catholic High School; Case Study 2 -- ACT Public Primary School; FINDINGS/RESULTS; Strong Leadership; Commitment to Teacher Development; CONCLUSIONS; IMPLICATIONS FOR TEACHERS AND DESIGNERS; REFERENCES; 6. WORKING TOGETHER IN THE SPACE-BETWEEN: Pedagogy, Learning Environment and Teacher Collaboration; INTRODUCTION; New Space -- New Opportunities?; A View of Space. |
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ARCHITECTS AS AGENTS FOR ORGANISATIONAL CHANGE IN NEW GENERATION LEARNING SPACESCONTEXT; OBJECTIVE; The Relevance of Design Thinking to New Generation Learning Space Design; Case Study 1 -- NSW Regional Catholic High School; Case Study 2 -- ACT Public Primary School; FINDINGS/RESULTS; Strong Leadership; Commitment to Teacher Development; CONCLUSIONS; IMPLICATIONS FOR TEACHERS AND DESIGNERS; REFERENCES; 6. WORKING TOGETHER IN THE SPACE-BETWEEN: Pedagogy, Learning Environment and Teacher Collaboration; INTRODUCTION; New Space -- New Opportunities?; A View of Space.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The recent trend in innovative school design has provided exciting places to both learn and teach. New generation learning environments have encouraged educators to unleash responsive pedagogies previously hindered by traditional classrooms, and has allowed students to engage in a variety of learning experiences well beyond the traditional 'chalk and talk' common in many schools. These spaces have made cross-disciplinary instruction, collaborative learning, individualised curriculum, ubiquitous technologies, and specialised equipment more accessible than ever before. The quality of occupation of such spaces has also been encouraging. Many learning spaces now resemble places of collegiality, intellectual intrigue and comfort, as opposed to the restrictive and monotonous classrooms many of us experienced in years past. These successes, however, have generated a very real problem. Do these new generation learning environments actually work -- and if so, in what ways? Are they leading to the sorts of improved experiences and learning outcomes for students they promise? This book describes strategies for assessing what is actually working. 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| id | ZDB-4-EBA-ocn959617721 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:27:25Z |
| institution | BVB |
| isbn | 9789463005371 9463005374 |
| language | English |
| oclc_num | 959617721 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (vii, 257 pages). |
| psigel | ZDB-4-EBA |
| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | Sense Publishers, |
| record_format | marc |
| series | Advances in learning environments research ; |
| series2 | Advances in learning environments research ; |
| spelling | Evaluating learning enviroments : snapshots of emerging issues, methods and knowledge / edited by Wesley Imms, Benjamin Cleveland and Kenn Fisher. Rotterdam, The Netherlands ; Boston : Sense Publishers, [2016] ©2016 1 online resource (vii, 257 pages). text txt rdacontent computer c rdamedia online resource cr rdacarrier text file Advances in learning environments research ; volume 8 Includes bibliographical references. Print version record. COVER; TABLE OF CONTENTS; ACKNOWLEDGMENTS; INTRODUCTION; 1. PURSUING THAT ELUSIVE EVIDENCE ABOUT WHAT WORKS IN LEARNING ENVIRONMENT DESIGN; LINKING EVALUATION THEORIES TO LEARNING ENVIRONMENT CONTEXTS; A NOTE ON EVALUATION THEORY; SITUATING THEORIES OF EVALUATION WITHIN E21LE; SITUATING EVALUATION METHODOLOGICALLY WITHIN E21LE; THE NEED FOR EVIDENCE ABOUT 'WHAT WORKS' IN LEARNING ENVIRONMENTS; WHAT IS THE STRUCTURE OF SNAPSHOTS?; WHO CONTRIBUTES TO SNAPSHOTS?; ACKNOWLEDGEMENTS; REFERENCES; EMERGING ISSUES; 2. NEW GENERATION LEARNING ENVIRONMENT: SHow Can We Find out If What Works Is Working? INTRODUCTIONA HOUSE OF CARDS?; Do Innovative Learning Environments Actually Exist?; Do the Design Qualities of New Generation Learning Environments Address the Educational Needs of the Future?; EVALUATION, THE PANACEA FOR WHAT AILS; Can We Actually Evaluate the Impact of Learning Environments?; FRAMING THE 'ISSUES' RELEVANT TO LEARNING ENVIRONMENT EVALUATIONS; REFERENCES; 3. WHAT WORKS: Changing Practice When Spaces Change; CONTEXT; OBJECTIVE; Understand the Nature of the Change; Build 'Change Readiness'; Adopt a Leadership Style That Is Appropriate to the Context. Engage in Participatory Planning and Problem-SolvingEngage in Sense-Giving, and Promote Useful Sense-Making; Avoid Change That Is Perceived as Being of 'Low Cultural Fit'; METHODOLOGICAL CONSIDERATIONS; IMPLICATIONS FOR TEACHERS, LEADERS AND DESIGNERS; THEORY INTO PRACTICE; Scenario One; Scenario Two; REFERENCES; 4. WHAT WORKS? EMERGING ISSUES; INTRODUCTION: EMERGING LEARNING ENVIRONMENTS FOR ARCHITECTURAL EDUCATION; LITERATURE REVIEW: THE FUTURE OF ARCHITECTURAL DESIGN STUDIO TEACHING AND LEARNING IN A NEW DIGITAL WORLD; The Spatial Context of Learning Architecture in Australia. The Social Context of LearningThe Design of Studio Environments; Signature Pedagogies and Learning to Become Architects; Emerging Architectural Learning Environment Design and New Pedagogical Approaches; Study 1: Technology Enabled Learning Spaces, SCALED-UP; Study 2: New Studio Spaces, Based on Designs from Study 1; FINDINGS; Resistance in Adaptation; Spatial Elements, Technology and Furniture; CONCLUSION; Spatial Context; Technological Context; Social and Pedagogical Context; IMPLICATIONS FOR TEACHERS AND DESIGNERS; ACKNOWLEDGMENTS; REFERENCES. 5. ARCHITECTS AS AGENTS FOR ORGANISATIONAL CHANGE IN NEW GENERATION LEARNING SPACESCONTEXT; OBJECTIVE; The Relevance of Design Thinking to New Generation Learning Space Design; Case Study 1 -- NSW Regional Catholic High School; Case Study 2 -- ACT Public Primary School; FINDINGS/RESULTS; Strong Leadership; Commitment to Teacher Development; CONCLUSIONS; IMPLICATIONS FOR TEACHERS AND DESIGNERS; REFERENCES; 6. WORKING TOGETHER IN THE SPACE-BETWEEN: Pedagogy, Learning Environment and Teacher Collaboration; INTRODUCTION; New Space -- New Opportunities?; A View of Space. The recent trend in innovative school design has provided exciting places to both learn and teach. New generation learning environments have encouraged educators to unleash responsive pedagogies previously hindered by traditional classrooms, and has allowed students to engage in a variety of learning experiences well beyond the traditional 'chalk and talk' common in many schools. These spaces have made cross-disciplinary instruction, collaborative learning, individualised curriculum, ubiquitous technologies, and specialised equipment more accessible than ever before. The quality of occupation of such spaces has also been encouraging. Many learning spaces now resemble places of collegiality, intellectual intrigue and comfort, as opposed to the restrictive and monotonous classrooms many of us experienced in years past. These successes, however, have generated a very real problem. Do these new generation learning environments actually work -- and if so, in what ways? Are they leading to the sorts of improved experiences and learning outcomes for students they promise? This book describes strategies for assessing what is actually working. Drawing on the best thinking from our best minds -- doctoral students tackling the challenge of isolating space as a variable within the phenomenon of contemporary schooling -- Evaluating Learning Environments draws together thirteen approaches to learning environment evaluation that capture the latest thinking in terms of emerging issues, methods and knowledge. Classroom environment Evaluation. School facilities Planning. http://id.loc.gov/authorities/subjects/sh85118331 Salles de classe Environnement Évaluation. Équipements scolaires Planification. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Classroom environment Evaluation fast School facilities Planning fast Imms, Wesley, editor. Cleveland, Benjamin, editor. Fisher, Kenn, editor. Print version: Evaluating learning enviroments. Rotterdam, The Netherlands ; Boston : Sense Publishers, [2016] 9463005358 (OCoLC)956957266 Advances in learning environments research ; v. 8. http://id.loc.gov/authorities/names/no2011188673 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1356189 Volltext |
| spellingShingle | Evaluating learning enviroments : snapshots of emerging issues, methods and knowledge / Advances in learning environments research ; COVER; TABLE OF CONTENTS; ACKNOWLEDGMENTS; INTRODUCTION; 1. PURSUING THAT ELUSIVE EVIDENCE ABOUT WHAT WORKS IN LEARNING ENVIRONMENT DESIGN; LINKING EVALUATION THEORIES TO LEARNING ENVIRONMENT CONTEXTS; A NOTE ON EVALUATION THEORY; SITUATING THEORIES OF EVALUATION WITHIN E21LE; SITUATING EVALUATION METHODOLOGICALLY WITHIN E21LE; THE NEED FOR EVIDENCE ABOUT 'WHAT WORKS' IN LEARNING ENVIRONMENTS; WHAT IS THE STRUCTURE OF SNAPSHOTS?; WHO CONTRIBUTES TO SNAPSHOTS?; ACKNOWLEDGEMENTS; REFERENCES; EMERGING ISSUES; 2. NEW GENERATION LEARNING ENVIRONMENT: SHow Can We Find out If What Works Is Working? INTRODUCTIONA HOUSE OF CARDS?; Do Innovative Learning Environments Actually Exist?; Do the Design Qualities of New Generation Learning Environments Address the Educational Needs of the Future?; EVALUATION, THE PANACEA FOR WHAT AILS; Can We Actually Evaluate the Impact of Learning Environments?; FRAMING THE 'ISSUES' RELEVANT TO LEARNING ENVIRONMENT EVALUATIONS; REFERENCES; 3. WHAT WORKS: Changing Practice When Spaces Change; CONTEXT; OBJECTIVE; Understand the Nature of the Change; Build 'Change Readiness'; Adopt a Leadership Style That Is Appropriate to the Context. Engage in Participatory Planning and Problem-SolvingEngage in Sense-Giving, and Promote Useful Sense-Making; Avoid Change That Is Perceived as Being of 'Low Cultural Fit'; METHODOLOGICAL CONSIDERATIONS; IMPLICATIONS FOR TEACHERS, LEADERS AND DESIGNERS; THEORY INTO PRACTICE; Scenario One; Scenario Two; REFERENCES; 4. WHAT WORKS? EMERGING ISSUES; INTRODUCTION: EMERGING LEARNING ENVIRONMENTS FOR ARCHITECTURAL EDUCATION; LITERATURE REVIEW: THE FUTURE OF ARCHITECTURAL DESIGN STUDIO TEACHING AND LEARNING IN A NEW DIGITAL WORLD; The Spatial Context of Learning Architecture in Australia. The Social Context of LearningThe Design of Studio Environments; Signature Pedagogies and Learning to Become Architects; Emerging Architectural Learning Environment Design and New Pedagogical Approaches; Study 1: Technology Enabled Learning Spaces, SCALED-UP; Study 2: New Studio Spaces, Based on Designs from Study 1; FINDINGS; Resistance in Adaptation; Spatial Elements, Technology and Furniture; CONCLUSION; Spatial Context; Technological Context; Social and Pedagogical Context; IMPLICATIONS FOR TEACHERS AND DESIGNERS; ACKNOWLEDGMENTS; REFERENCES. 5. ARCHITECTS AS AGENTS FOR ORGANISATIONAL CHANGE IN NEW GENERATION LEARNING SPACESCONTEXT; OBJECTIVE; The Relevance of Design Thinking to New Generation Learning Space Design; Case Study 1 -- NSW Regional Catholic High School; Case Study 2 -- ACT Public Primary School; FINDINGS/RESULTS; Strong Leadership; Commitment to Teacher Development; CONCLUSIONS; IMPLICATIONS FOR TEACHERS AND DESIGNERS; REFERENCES; 6. WORKING TOGETHER IN THE SPACE-BETWEEN: Pedagogy, Learning Environment and Teacher Collaboration; INTRODUCTION; New Space -- New Opportunities?; A View of Space. Classroom environment Evaluation. School facilities Planning. http://id.loc.gov/authorities/subjects/sh85118331 Salles de classe Environnement Évaluation. Équipements scolaires Planification. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Classroom environment Evaluation fast School facilities Planning fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85118331 |
| title | Evaluating learning enviroments : snapshots of emerging issues, methods and knowledge / |
| title_auth | Evaluating learning enviroments : snapshots of emerging issues, methods and knowledge / |
| title_exact_search | Evaluating learning enviroments : snapshots of emerging issues, methods and knowledge / |
| title_full | Evaluating learning enviroments : snapshots of emerging issues, methods and knowledge / edited by Wesley Imms, Benjamin Cleveland and Kenn Fisher. |
| title_fullStr | Evaluating learning enviroments : snapshots of emerging issues, methods and knowledge / edited by Wesley Imms, Benjamin Cleveland and Kenn Fisher. |
| title_full_unstemmed | Evaluating learning enviroments : snapshots of emerging issues, methods and knowledge / edited by Wesley Imms, Benjamin Cleveland and Kenn Fisher. |
| title_short | Evaluating learning enviroments : |
| title_sort | evaluating learning enviroments snapshots of emerging issues methods and knowledge |
| title_sub | snapshots of emerging issues, methods and knowledge / |
| topic | Classroom environment Evaluation. School facilities Planning. http://id.loc.gov/authorities/subjects/sh85118331 Salles de classe Environnement Évaluation. Équipements scolaires Planification. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Classroom environment Evaluation fast School facilities Planning fast |
| topic_facet | Classroom environment Evaluation. School facilities Planning. Salles de classe Environnement Évaluation. Équipements scolaires Planification. EDUCATION Administration General. EDUCATION Organizations & Institutions. Classroom environment Evaluation School facilities Planning |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1356189 |
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