Scholarlink

<p>Despite the global shift towards architecturally innovative school designs that promote flexibility and collaboration, little is known about how these environments shape relational dynamics among teachers and students. This study investigates principals’ perspectives on how socio-spatial affordances in flexible learning spaces (FLS) shape relational dynamics among teachers and students in Aotearoa New Zealand primary and secondary schools. Drawing on semi-structured interviews with 12 school leaders, thematic analysis identified three interrelated domains of affordances that were seen to foster positive classroom management. Leaders described how features such as acoustic quality, spatial zoning, flexible grouping, distributed roles, and fluid role-switching can expand possibilities for proactive and responsive classroom management. Findings indicate that in FLS, classroom management operates as a distributed, collaborative practice mediated by the interplay of architectural design, organisational structures, and professional relationships. A tripartite model of affordances is presented alongside a repertoire of reflective tools for leadership and team use, supporting critical alignment between space, routines, and pedagogical approaches. This study extends socio-material perspectives by specifying how meso-level organisational and spatial arrangements can be leveraged to create conditions for student engagement and positive behaviour in multi-teacher learning environments.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Principals’ perspectives on socio-spatial affordances for classroom management in flexible learning spaces

  • 期刊论文

  • 发表日期：

    2025年12月12日

查看全文
  • Jennifer Charteris,
  • Angela Page,
  • Sarah Oluk

摘要

Despite the global shift towards architecturally innovative school designs that promote flexibility and collaboration, little is known about how these environments shape relational dynamics among teachers and students. This study investigates principals’ perspectives on how socio-spatial affordances in flexible learning spaces (FLS) shape relational dynamics among teachers and students in Aotearoa New Zealand primary and secondary schools. Drawing on semi-structured interviews with 12 school leaders, thematic analysis identified three interrelated domains of affordances that were seen to foster positive classroom management. Leaders described how features such as acoustic quality, spatial zoning, flexible grouping, distributed roles, and fluid role-switching can expand possibilities for proactive and responsive classroom management. Findings indicate that in FLS, classroom management operates as a distributed, collaborative practice mediated by the interplay of architectural design, organisational structures, and professional relationships. A tripartite model of affordances is presented alongside a repertoire of reflective tools for leadership and team use, supporting critical alignment between space, routines, and pedagogical approaches. This study extends socio-material perspectives by specifying how meso-level organisational and spatial arrangements can be leveraged to create conditions for student engagement and positive behaviour in multi-teacher learning environments.