27 SES 04 A, Participatory and Contextualised Development of the Physical School Environment to Facilitate Educational Change: Three Case Studies
In this this paper one case is drawn out of sample of 20 Icelandic schools studied to investigate the process from innovative design period, through the first year of working in a new building and towards being a rather stabilised school. The main intention here is to reveal the educational aims and ideas behind the design and to investigate how it turned out in school practice. Data includes policy documents reviews, classroom observations, surveys among staff, students and parents and interviews with school leaders, teachers and students. The school was established in temporary housing in 2001 and a new building in 2005. A large group of people representing different stakeholders followed the Design Down Process (Copa & Pease, 1992; Jilk, 2005) to decide educational and environmental emphasis before a more detailed design took place. The school design was intended to enhance individualised learning, team teaching and strengthen ties with the wider community. The school is designed as an open plan school for 500 students in five large learning spaces. It was found that 10 years later the original policy is still in place even though the staff has experienced several difficulties.
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