1. Building The Revolution: Interacting With New Learning Spaces In The Hope Of Achieving Educational Change Elizabeth Hartnell-Young Elvira Vacirca Elizabeth Hartnell-Young and Elvira Vacirca ECER Cadiz, September 2012

2. Equity issues in Australian education

3. Australian responses to global financial crisis Education revolutions BER DER 70 Science and Language centres

4. The Science Centre will offer ‘best practice’ activities for local primary and secondary schools in the hope of having a positive impact on the participation rates in senior subjects: Chemistry, Physics and Biology.

5. Learning spaces From this… …to this

6. ‘A facility such as the Science Centre, (which offers flexible learning spaces), will certainly enhance our reputation as a school which prides itself on providing a culture of academic excellence.’

7. Previous research Schools that were achieving better than expected outcomes had organised leaders and teachers into teams, so that they worked cooperatively with other professionals. ‘Then a school operates as one large family that works in teams’. (DEECD, 2009, p 26)

8. Q To what extent do school leaders seek to use the physical spaces as technologies for change in teaching and learning practice and improved learning outcomes? Method: 70 principals interviewed regarding: Intended benefits Plans and preparations Learnings to share Desired change in teaching practice Analysis: Affective responses

9. Actor-network theory (ANT) Curriculum Principals & Teachers Parents Plans and Physical Spaces learners Government ICT

10. Findings The design of spaces reflects a system view of preferred teaching and learning practice in the 21st century. Many believed that the materiality of the open, flexible spaces would lead to greater interaction between teachers, more team teaching and more professional learning.

11. team teaching and collective classes ‘run together as specialist and assistant’ ‘Everyone has responsibility for every student’ ‘love to see shared classes’ transparency of practice ‘from private to public practice’ ‘ongoing learning walk in effect’ Individual responsibility Closed doors

12. hope ‘Through the development of authentic relationships based on trust and respect, an emphasis on enquiry focused teaching, consistent teaching and learning protocols and the excellent space provided we can continue to motivate our students to be successful’

13. hope

14. enthusiasm ‘We’ve got collaborative learning spaces so the opportunities to teach and learn with other students from within our school as well as with other students from outside the school through video conferencing and things like that, are just fantastic.’

15. enthusiasm ‘Our school has a heavy emphasis on encouraging knowledge of the Koori culture, and so we’ve got the opportunity within our swamp to add a lot of the plants and find out a little bit about their uses and the knowledge the Koori community can add to our curriculum.’

16. fear 'For staff it’s a challenge to change pedagogy' ' Staff are currently not adventurous in their teaching' 'We encountered resistance – we need far more extensive professional development with staff on understanding what spaces can do, how to go about it, visiting other schools – all staff not just the leaders'

17. contacts hartnell-young@bigpond.com vacirca.elvira.e@edumail.vic.gov.au www.education.vic.gov.au/researchinnovation