Learning Spaces in Australia and New Zealand

Abstract

Within the participating educational jurisdictions (Australian Capital Territory, Catholic Diocese of Parramatta, New South Wales, Queensland and New Zealand), we wanted to find out principals’ perceptions of (1) the types of learning spaces in their schools; (2) the types of teaching approaches observed in those spaces; (3) the degree to which teachers in those spaces utilised progressive ‘mind frames’; and (4) the degree to which students engaged in ‘deep’ as opposed to ‘’surface’ learning in those spaces.