Viewing the transition to innovative learning environments through the lens of the burke-litwin model for organizational performance and change

Abstract

Abstract: Recent history has seen many schools shift from their original purpose of standardization and facts to focus on soft skills and global preparedness. The physical design of a school follows suit, shifting from identical classrooms and autonomous teachers to more collaborative shared spaces deemed 'innovative'. While those who formulate such schools and school designs (i.e. the architects and school leaders) often have clear anticipations of the teaching and learning behaviors, these expectations oftentimes go unrealized and educators maintain traditional practice despite the innovative spaces. It is proposed that this misalignment between expectation and reality is due to a lack of ..