DESIGN MATTERS? THE EFFECTS OF NEW SCHOOLS ON STUDENTS', TEACHERS' AND PARENTS' ACTIONS AND PERCEPTIONS
Lead Research Organisation:
University of Oxford
Department Name: Education
Abstract
The project will investigate the effects of newly designed schools on their users, particularly students and teachers. This addresses an important policy issue but also has implications for architectural practice, educational theory and methodology.
The research is of particular and immediate policy importance. During the 2000s, the UK government invested heavily in the Building Schools for the Future and Academy programmes, commissioning a number of architect-designed new schools at relatively high cost. Since 2010 the policy rhtetoric has shifted to the need for more standardised designs at much lower cost. Needless to say, large amounts of public money are at stake, and the findings are of international as well as national interest.
The research base for making such judgments is remarkably thin, on three fronts. First, there is insufficient clarity about how educational theory should underpin decisions in this area, in terms of informing both commissioners of new schools and the architects who will design them. Secondly, the empirical research base is very limited, regarding the importance of the visuo-spatial (place and space) in learning and teaching, and in the general creation of a suitable educational environment, and also regarding the effectiveness of newly designed schools. Current post-occupancy evaluations tend to be tightly focused on specific environmental issues such as energy use. Thirdly, the literature on research methods to tackle issues such as this is still relatively limited. While there is sufficient for us to undertake the project with confidence, we will undoubtedly be able to offer new insights for future researchers in what remains an underresearched field.
The research team brings together leading academic researchers in education (recognised for contributions to both theory and methodology, and with considerable experience of empirical work in schools) with leading architects in the field of school design, supported by representatives from their principal professional bodies. We shall use a variety of methods, both 'first person' (including interviews and written accounts) and 'third person' (including observations and documentary and data analysis) in order to arrive at by far the most comprehensive account yet of the differences (should there be any) that newly designed schools, of a variety of types, make to children's educational experience, to teachers, and to other users of the schools. This will inform the policy debate as well as making contributions to theory, which in education is limited on the issue of how school spaces are appropriated as learning and social spaces, and in architecture is limited in terms of designing for specifically educational outcomes.
We have agreement from five schools built since 2007 under the Building Schools for the Future and Academy programmes. They represent different designs by FeildenCleggBradley, who are acknowledged as one of the leading firms in the field of school design. We will follow children from their feeder primary schools (some of which are also new-build) into the newly designed secondaries, alongside children from those primary schools who move to older secondary schools as a control. Thus we will be able to follow children from new primary to new secondary, old primary to new secondary, new primary to old secondary, and old primary to old secondary, though the majority will be studied in the newly built schools. The sample will comprise about 300 children in total. The project is supported by RIBA and BCSE.
The project will run for 36 months, in five phases, as detailed in the Case for Support. Its progress will be informed by a steering group involving professional architects and those involved in school building policy as well as the project team. The outcomes will be disseminated widely, through academic and professional channels, in order to maxmise impact for academics, architects, policy makers and users
The research is of particular and immediate policy importance. During the 2000s, the UK government invested heavily in the Building Schools for the Future and Academy programmes, commissioning a number of architect-designed new schools at relatively high cost. Since 2010 the policy rhtetoric has shifted to the need for more standardised designs at much lower cost. Needless to say, large amounts of public money are at stake, and the findings are of international as well as national interest.
The research base for making such judgments is remarkably thin, on three fronts. First, there is insufficient clarity about how educational theory should underpin decisions in this area, in terms of informing both commissioners of new schools and the architects who will design them. Secondly, the empirical research base is very limited, regarding the importance of the visuo-spatial (place and space) in learning and teaching, and in the general creation of a suitable educational environment, and also regarding the effectiveness of newly designed schools. Current post-occupancy evaluations tend to be tightly focused on specific environmental issues such as energy use. Thirdly, the literature on research methods to tackle issues such as this is still relatively limited. While there is sufficient for us to undertake the project with confidence, we will undoubtedly be able to offer new insights for future researchers in what remains an underresearched field.
The research team brings together leading academic researchers in education (recognised for contributions to both theory and methodology, and with considerable experience of empirical work in schools) with leading architects in the field of school design, supported by representatives from their principal professional bodies. We shall use a variety of methods, both 'first person' (including interviews and written accounts) and 'third person' (including observations and documentary and data analysis) in order to arrive at by far the most comprehensive account yet of the differences (should there be any) that newly designed schools, of a variety of types, make to children's educational experience, to teachers, and to other users of the schools. This will inform the policy debate as well as making contributions to theory, which in education is limited on the issue of how school spaces are appropriated as learning and social spaces, and in architecture is limited in terms of designing for specifically educational outcomes.
We have agreement from five schools built since 2007 under the Building Schools for the Future and Academy programmes. They represent different designs by FeildenCleggBradley, who are acknowledged as one of the leading firms in the field of school design. We will follow children from their feeder primary schools (some of which are also new-build) into the newly designed secondaries, alongside children from those primary schools who move to older secondary schools as a control. Thus we will be able to follow children from new primary to new secondary, old primary to new secondary, new primary to old secondary, and old primary to old secondary, though the majority will be studied in the newly built schools. The sample will comprise about 300 children in total. The project is supported by RIBA and BCSE.
The project will run for 36 months, in five phases, as detailed in the Case for Support. Its progress will be informed by a steering group involving professional architects and those involved in school building policy as well as the project team. The outcomes will be disseminated widely, through academic and professional channels, in order to maxmise impact for academics, architects, policy makers and users
Planned Impact
The very nature of this research will allow for multiple and far ranging non-academic impacts. The research focus on the various stakeholders across different sites provides an excellent opportunity to add real value. Even at this early stage we can identify a number of different beneficiaries, but we also recognise that a core part of the project will be to find those groups who are currently 'hidden' beneficiaries and give them the opportunity to learn from and be influenced by the research project. The various methods of engagement are described fully in the 'Pathways to Impact' document.
POSSIBLE NON-ACADEMIC BENEFICIAIRES INCLUDE:
SCHOOL FOCUSED COMMUNITY: School children (past, current and future); parents/carers; teachers; Head Teachers; school support staff; school Governors; local community; Local Education Authority.
The research will allow for a greater understanding of how the immediate school environment affects the purpose and aims and school - especially learning and raising aspirations. The study will provide evidence for these groups as to the suitability of the school for the stated purpose and 'value for money' in this respect. Beyond the sample schools, the study will provide evidence of the importance of design in the learning environment.
GOVERNMENT AUDIENCES: Department for Education; Office for Standards in Education; Training and Development Agency for Schools; The Treasury; Department for Business, Innovation and Skills; Department for Communities and Local Government; Department of Energy and Climate Change - plus the equivalents outside of the relevant jurisdiction.
This research will aim to fill the gaps in knowledge about the links between the immediate environment and the process of education and learning. It will take the debate further than ever before and allow for a more complete discussion about the place of design in public spaces.
BUSINESS USERS: Architectural firms working for both private and public clients, not limited to the design of educational buildings.
Architects (whether working on private or public commissions) will be benefit from the relatively rare feedback based on post-occupancy. This 'next stage' in user led design will help when thinking about the design and functioning of buildings in the future, making the user even more central than ever.
PROFESSIONAL ORGANISATIONS AND RELEVANT CHARITIES: Royal Institute of British Architects (RIBA); Open-City; British Council for School Environments (BCSE); Centre for Effective Learning Environments (CELE) at the Organisation for Economic Co-operation and Development (OECD); The Sorrell Foundation.
Professional organisations will allow for the wider dissemination of the research findings and will benefit from being able to keep their members informed of the latest information available. It will also help inform debate amongst the members of these organisations in order to further develop understanding of the issues.
POSTGRADUATE STUDENTS: Architecture; Design; Education.
Postgraduates (both at Bath and beyond) will be able to benefit from the new research and help to ensure that their work is both cutting edge and relevant to the world outside of academia.
GENERAL PUBLIC
This includes those members of the public who have an interest in design and those with an interest in the educational attainment of children and young people. Making the information available to the general public will enable a wider discussion about the place of design in the public world and considerations of value for money (both financial value and non-financial value).
POSSIBLE NON-ACADEMIC BENEFICIAIRES INCLUDE:
SCHOOL FOCUSED COMMUNITY: School children (past, current and future); parents/carers; teachers; Head Teachers; school support staff; school Governors; local community; Local Education Authority.
The research will allow for a greater understanding of how the immediate school environment affects the purpose and aims and school - especially learning and raising aspirations. The study will provide evidence for these groups as to the suitability of the school for the stated purpose and 'value for money' in this respect. Beyond the sample schools, the study will provide evidence of the importance of design in the learning environment.
GOVERNMENT AUDIENCES: Department for Education; Office for Standards in Education; Training and Development Agency for Schools; The Treasury; Department for Business, Innovation and Skills; Department for Communities and Local Government; Department of Energy and Climate Change - plus the equivalents outside of the relevant jurisdiction.
This research will aim to fill the gaps in knowledge about the links between the immediate environment and the process of education and learning. It will take the debate further than ever before and allow for a more complete discussion about the place of design in public spaces.
BUSINESS USERS: Architectural firms working for both private and public clients, not limited to the design of educational buildings.
Architects (whether working on private or public commissions) will be benefit from the relatively rare feedback based on post-occupancy. This 'next stage' in user led design will help when thinking about the design and functioning of buildings in the future, making the user even more central than ever.
PROFESSIONAL ORGANISATIONS AND RELEVANT CHARITIES: Royal Institute of British Architects (RIBA); Open-City; British Council for School Environments (BCSE); Centre for Effective Learning Environments (CELE) at the Organisation for Economic Co-operation and Development (OECD); The Sorrell Foundation.
Professional organisations will allow for the wider dissemination of the research findings and will benefit from being able to keep their members informed of the latest information available. It will also help inform debate amongst the members of these organisations in order to further develop understanding of the issues.
POSTGRADUATE STUDENTS: Architecture; Design; Education.
Postgraduates (both at Bath and beyond) will be able to benefit from the new research and help to ensure that their work is both cutting edge and relevant to the world outside of academia.
GENERAL PUBLIC
This includes those members of the public who have an interest in design and those with an interest in the educational attainment of children and young people. Making the information available to the general public will enable a wider discussion about the place of design in the public world and considerations of value for money (both financial value and non-financial value).
People |
ORCID iD |
| Harry Daniels (Principal Investigator) |
Publications
Daniels H
(2018)
Design as a social practice: the experience of new-build schools
in Cambridge Journal of Education
Daniels H
(2020)
Bernstein and Vygotsky: how the outside comes in and the inside goes out
in British Journal of Sociology of Education
Daniels H
(2018)
Making Education: Material School Design and Educational Governance
Daniels H
(2017)
Design as a social practice: the design of new build schools
in Oxford Review of Education
Daniels H
(2019)
Changing schools: a study of primary secondary transfer using Vygotsky and Bernstein
in British Journal of Sociology of Education
Daniels, H
(2019)
Making Education: Material School Design and Educational Governance
Daniels, H.
Designing Buildings for the Future of Schooling
| Description | We have submitted three papers and two chapters in the last month. Both books are progressing well. In the sample of schools that we studied, some of these transformations were maintained over time whilst others were repeatedly adapted, in sometimes vain attempts to recreate prior modalities of design and practice. We used multiple sources of interview and observation data to populate a model of description based on Bernstein's work. There was a very high degree of consistency over these multiple sources. We were also able to identify schools where the design vision was aligned with current practice and where the modality of current practice was in direct conflict with the modality of the school design. On the basis of these data, we were able to identify four types of trajectories between two modalities of primary schools and the modalities of secondary schools. Our internally consistent adaptation of the school connectedness scale showed the decrease over time that is characteristic of this measure (Niehaus et al. 2012). However, when the contrast between the new build schools and established comparator schools was examined the decrease in the new build schools were significantly less in time point 2 at the beginning of secondary school although there was no significant difference by the end of the first year at secondary school. When we discussed this finding in schools, teachers spoke of a 'wow' effect that they felt 'worn' off over a short period time. Some schools went to considerable effort to maintain this 'wow' effect as long as possible through such measures as constant repainting of scuffed surfaces. When the connectedness data were examined at the school level, we saw that changes in connectedness scores differed markedly over time between schools. The highly significant differences between trajectories that had an A type secondary school and those that had a B type secondary school were supported by extensive interview and observation data which will be reported in another paper. This was particularly marked in cases where students from B type primary schools moved to A type secondary schools. However it was only when the data were examined over time between school modalities that significant group effects were observed. Additionally, comparisons between schools where practice was aligned with design and where practice was not aligned with design show highly significant differences in the secondary school measures where there were no significant differences in the primary data. In answer to our overriding question as to whether design matters, it seems that the relation between design and practice is what matters, as well as continuity in the experience of design. Moving between different forms of pedagogic practice that are aligned with design environments appears to have a marked effect on how connected students feel to their schools. It has long been well known that the transition between some homes and school on starting education is more difficult than those where continuity is evident (Douglas (1964) , Melhuish et al (2008), Bernstein (2000). The internal coherence of design and practice also seems to be important. Perhaps of more interest is the evidence we have obtained on the implications of moving from one modality of design and practice to another. It would seem that school design is one of the factors that act as explicit and tacit relays of the structure of pedagogic practice and that when students move between different structures of pedagogic practice over time they are faced with specific challenges in adjusting to what may be thought of as new semiotic orders in which specific forms of competence are privileged. When we followed students from the end of year 6 in their primary schools through their transition into year 7 of their secondary schools we were examining the implications of moving from one pedagogic environment to another and one physical / design environment to another. Our concern was the effects of continuities and discontinuities in these trajectories. We have shown that this does matter. |
| Exploitation Route | These could be taken forward to studies of the design of spaces for learning in universities, developing guidance for schools on designing new schools, design for the inclusion of students with SEN and disability |
| Sectors | Communities and Social Services/Policy,Construction,Creative Economy,Digital/Communication/Information Technologies (including Software),Education,Energy,Environment |
| URL | https://www.socsci.ox.ac.uk/research/videos/designing-better-schools |
| Description | Our established multi-professional research team have in-depth experience in reaching multiple and far ranging academic, professional and non-academic audiences. In addition, our research partnerships with OECD, Education Funding Agency, Feilden Clegg Bradley Studios, Kier Construction, RIBA, Construction Industry Council and the Design Council CABE have given us multiple opportunities to disseminate our research to important pathways to impact for professional audiences and UK policy makers. Daniels and Tse will also maintain their existing role on the Technical Advisory Board (TAG) of the Learning Environments Evaluation Programme (LEEP) beyond April 2017 with regular engagement and opportunities to present findings to international policy makers and professional organisations. |
| Sector | Communities and Social Services/Policy,Construction,Creative Economy,Digital/Communication/Information Technologies (including Software),Education,Environment |
| Impact Types | Cultural,Societal |
| Description | 9th Regional Workshop of the project "Learning in 21st Century Schools - Second Phase", Santiago, Chile. |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Impact | Daniels will present at the 9th Regional Workshop of the project "Learning in 21st Century Schools - Second Phase" financed by the Education Division of the Inter-American Development Bank. The workshop will be held April 5th to 7th in Santiago, Chile. The project seeks to promote the creation of learning spaces that encourage a modern school management and contribute to improving school performance in Latin America and the Caribbean. With the active participation of the heads of school infrastructure in 12 countries in Latin America and the Caribbean, the first phase of implementation (2011 - 2014) developed activities around norms, costs, design, comfort conditions, maintenance and management of natural risks for school infrastructure. The current second phase has the objective of improving project planning and school infrastructure management capacities of countries in the region. During this workshop Daniels will advise on school infrastructure planning and the relationship between school design and the learning model. |
| URL | http://www.iadb.org/schoolinfrastructure |
| Description | Engagement with Ann Bodkin, Education Funding Agency (EFA) |
| Geographic Reach | National |
| Policy Influence Type | Influenced training of practitioners or researchers |
| Description | Membership of Technical Advisory Group (TAG), Centre of Effective Learning Environments, OECD |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | The role of the Technical Advisory Group (TAG) is to support the Centre for Effective Learning Environments (CELE), OECD in developing a set of survey questionnaires for the Learning Environments Evaluation Programme (LEEP) work on the "Efficiency, Effectiveness and Sufficiency of the Physical Learning Environment". Our role in this group is to advise on the form of the survey instruments and the types of questions that should be included. To support their role on the TAG, Daniels and Tse have regular engagement and opportunities to present research findings from 'Design Matters?' to international policy makers and professional organisations concerned with school design and its educational impact. |
| URL | http://www.oecd.org/edu/innovation.../LEEPFrameworkforWEB.docx |
| Description | OECD 3rd Session of the Group of National Experts on Effective Learning Environments, Paris, October 15th/16th 2015 |
| Geographic Reach | Multiple continents/international |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Impact | Daniels and Tse presented to the National Experts on Effective Learning Environments on the complex relationship between design and pedagogic practice of educational spaces and its impact on the perceptions of students, teachers and parents. Daniels and Tse were also invited to give guidance on the development of the Learning Environments Evaluation Programme (LEEP), which led to their existing role on the technical advisory board (TAG) of the LEEP, OECD. |
| URL | http://www.oecd.org/edu/innovation-education/centreforeffectivelearningenvironmentscele/NewsCELELEEP... |
| Description | Participation in private seminar at the Department for Education |
| Geographic Reach | National |
| Policy Influence Type | Contribution to a national consultation/review |
| Description | RIBA Annual Research Symposium |
| Geographic Reach | National |
| Policy Influence Type | Membership of a guideline committee |
| Impact | Daniels and Tse presented to practitioners from the field of design and education at the RIBA Annual Research Symposium, entitled 'Design as a Social Practice', highlighting initial key findings from 'Design Matters?'. Their engagement has led to Daniels and Tse being invited to give guidance to the RIBA Practice Committee, who devise and implement RIBA policy concerning practice as well as developing tools for effective practice. Daniels and Tse will work in collaboration with the RIBA to develop add-ons to RIBA guidance documents on practice concerning the design of schools. DAniels and Tse have regular engagement with a range of audiences at the RIBA to disseminate 'Design Matters?' findings. The next engagement will be a presentation at the RIBA 'Future Leaders 2016' in May 2016. |
| URL | https://www.architecture.com/RIBA/Professionalsupport/Professionalcommunities/FutureLeaders2016.aspx |
| Description | ESRC IAA award |
| Amount | £39,929 (GBP) |
| Funding ID | 1702-KEA-272 |
| Organisation | Economic and Social Research Council |
| Sector | Public |
| Country | United Kingdom |
| Start | 04/2017 |
| End | 03/2018 |
| Description | Collaboration with Ritsumeikan University, Japan |
| Organisation | Ritsumeikan University |
| Country | Japan |
| Sector | Academic/University |
| PI Contribution | Following an invited presentation on our initial key findings from 'Design Matters?' to Ritsumeikan University in June 2015, Daniels and Tse were invited to collaborate and contribute to research in the following areas in 2016-2017, extending their methodology in secondary school settings to Higher Education. A week of engagement and research activity took place in September 2016. a. Investigating short and long-term effects of university physical environment on student learning aptitude and social activity. b. Research on an optimal configuration of the physical environment for project-based education (as opposed to laboratory-based and lecture-based education) at an engineering college of a university. c. Investigation of the influence of ICT learning tools on the usage of physical space by university students with different areas of specialization. d. Research on customizable education models for multicultural universities; A further invited research visit will take place March 20th - 25th 2017 where Daniels and Tse will collaborate further on 'Researching the design of University spaces for project based learning' |
| Collaborator Contribution | Daniels and Tse, with Ritsumeikan University, will develop a proposal to Japanese Research Council for funds to explore 'Design Matters?' issues in Higher Education. The specific focus will be on the introduction of a project-based curriculum and the demands for space that it creates. |
| Impact | Ritsumeikan University will fund the development of the above proposal. |
| Start Year | 2014 |
| Description | 'Design Matters?' Research Symposium, University of Oxford |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | This event is intended to bring together key individuals in the field of school design for discussion, engagement and research dissemination. The event will also provide a platform for developing our forthcoming edited volume 'Designing New Schools' with the contributors. |
| Year(s) Of Engagement Activity | 2016 |
| Description | 7th International ISCAR Summer University for PhD students and young scholars |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | The 7th ISCAR Summer University for PhD students & young scholars was held in Moscow State University of Psychology & Education on July, 3 - 8, 2017. The program brought together professors & young scholars from all over the world to discuss different aspects of theory & methodology of cultural-historical psychology & activity approach. The ISCAR SU program included lectures, seminars and discussion sessions by leading world experts in the field of cultural-historical psychology. Harry Daniels presented on 'Cutural-historical psychology: interdisciplinary research perspectives and social practices in the case of design'. |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://en.mgppu.ru/the-7th-iscar-summer-university/ |
| Description | 9th International Conference on Researching Work and Learning, Singapore |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Daniels presented 'School Building: Case studies of a complex form of work' to contribute to the wider conference theme, "Work and Learning in the Era of Globalisation: Challenges for the 21st Century", to a range of academic and professional audiences. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Design in Higher Education Seminar |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Other audiences |
| Results and Impact | Harry Daniels gave a seminar on 'Design in Higher Education' (27-31st March 2017) at the College of Information Science and Engineering, Ritsumeikan University, 1-1-1 Nojihigashi, Kusatsu, Japan |
| Year(s) Of Engagement Activity | 2017 |
| Description | European Conference on Educational Research (Dublin: August) |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Andrew Stables was an invited discussant for the symposium From Design to Practice in School Environments (Parts 1 and 2) at the European Conference on Educational Research, Dublin, August 2016 |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://www.eera-ecer.de/ecer-programmes/conference/21/contribution/37493/ |
| Description | European Conference on Educational Research, Budapest |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Prof Andrew Stables presented 'The Semiotics of Organisational Landscape: school as design' as a member of the Philosophy panel at this conference. |
| Year(s) Of Engagement Activity | 2015 |
| Description | From the Classroom to the Learning Environment (Rome) |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | "Dall'Aula all' Ambiente di Apprendimento" - From the Classroom to the Learning Environment. Daniels and Tse attended this event by invitation on December 14th 2016 convened by the Italian government to bring together academics, policy makers and practitioners in order to share ideas, perspectives and issues around the topic of space and pedagogy. The aim of the conference was to provide a high quality international overview in order to provide a new vision on learning spaces and inspire the stakeholders involved in the design and building of new schools. Proceedings of the conference will be published in May. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Future of Work Programme (FoW), Green Templeton College (GTC) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Postgraduate students |
| Results and Impact | The Future of Work Programme (FoW) is an interdisciplinary research programme that connects diverse Green Templeton College (GTC), and greater Oxford, students and fellows from across a range of academic disciplines as a means of engaging with each other, as well as with scholars, policymakers and practitioners beyond the University. FoW aims to explore whether and how changes in work and employment over time might contribute to social, economic, and individual welfare and wellbeing. The 'Design Matters?' team will present 'School Building: Case Studies of New Forms of Collaborations'. |
| Year(s) Of Engagement Activity | 2016 |
| URL | http://fow.gtc.ox.ac.uk/ |
| Description | ISCAR 5th International Congress |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other audiences |
| Results and Impact | Harry Daniels presented 'DesignPractice' in 'Environmental designs and new forms of work' |
| Year(s) Of Engagement Activity | 2017 |
| URL | http://iscar17.ulaval.ca/ |
| Description | ISCAR summer school, Moscow |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other academic audiences (collaborators, peers etc.) |
| Results and Impact | generated high level of interest/discussion Received further invitations |
| Year(s) Of Engagement Activity | 2014 |
| Description | Investigating the Invisible, Wollongong University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other academic audiences (collaborators, peers etc.) |
| Results and Impact | Generated a high level of interest/discussion I was appointed honorary chair following this visit |
| Year(s) Of Engagement Activity | 2014 |
| Description | Keynote presentation: International Society for Cultural and Activity Research |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other academic audiences (collaborators, peers etc.) |
| Results and Impact | The keynote generated a high level of interest among participants Resulted in further invitations to present work |
| Year(s) Of Engagement Activity | 2014 |
| Description | Oxford University Qualitative Methods Research Hub |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Postgraduate students |
| Results and Impact | Prof Harry Daniels presented 'Design Matters? Methods Developed to Study Effects of New Schools on Students', Teachers' and Parents' Actions and Perceptions', to explore research methodology and analytical tools with the Oxford academic and professional community. |
| Year(s) Of Engagement Activity | 2015 |
| Description | Oxford-Cambridge Exchange Conference |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Undergraduate students |
| Results and Impact | Daniels will present 'The social practices of design: the case of schools' as a keynote speaker to the Oxford-Cambridge Exchange Conference, 26th April 2016, 'Interdisciplinarity in Education Research'. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Presentation to Feilden Clegg Bradley London Studios, 27th January 2016 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Professional Practitioners |
| Results and Impact | Daniels and Tse presented on 'Design and Practice' to architects, engineers and commissioners at Feilden Clegg Bradley London Studios. This led to a further invited presentation to the Education Funding Agency (EFA) to disseminate our latest research from 'Design Matters?'. The event was also a platform for promoting our output: Daniels H., Tse, H.M. , Tanzi Neto A., Stables, A., Ortega, L., and Cox, S. (2015 ) Learning from Pupils and Teachers - Design and Practice: How new school buildings influence teachers' and pupils' experience of schooling in P. Clegg (Ed) Learning from Schools London: Artifice |
| Year(s) Of Engagement Activity | 2016 |
| Description | School Design Competition in France, University of Cergy-Pontoise. |
| Form Of Engagement Activity | A formal working group, expert panel or dialogue |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Professional Practitioners |
| Results and Impact | Stables has been invited to act as juror on an expert panel for a School Design competition in France, organised from the University of Cergy-Pontoise. This engagement led to a further invitation to present a paper at an associated conference, 'Concours international d'idées: Construire une école pour demain', November 2016, Paris. |
| Year(s) Of Engagement Activity | 2016 |
| URL | https://videotheque.u-cergy.fr/video.php?id=1589&key=1735030935&largeur=640&hauteur=360 |
| Description | School Design and Educational Practice: Lessons from BSF and the Academies Programme (Roehampton: July 2016) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Schools |
| Results and Impact | The seminar provided an opportunity for school leaders in the London area to share and reflect on the various ways in which design can be used, misused, appreciated and revised as educational priorities and personnel change. |
| Year(s) Of Engagement Activity | 2016 |
| Description | Seminar for Oxford Centre for Sociocultural and Activity Theory |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Postgraduate students |
| Results and Impact | To promote and develop the paper 'Design and Practice: a study of new school buildings', and to engage the Oxford student community with our research. |
| Year(s) Of Engagement Activity | 2015 |
| URL | https://podcasts.ox.ac.uk/design-and-practice-study-design-build-and-occupation-new-schools |
| Description | The 8th International Basil Bernstein Symposium, Japan |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other academic audiences (collaborators, peers etc.) |
| Results and Impact | Generated high level of interest/discussion The idea was taken up by sociologists interested in the use of space |
| Year(s) Of Engagement Activity | 2014 |
| Description | Turkish Ministry of National Education |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Policymakers/politicians |
| Results and Impact | TAIEX Instrument of the European Commission, TAIEX Workshop on Smart School: The workshop was held to exchange information on how smart schools contribute to the improvement of the individual's skills in the 21st century. During the workshop policy makers, academics and subject experts discussed learning, teaching and pedagogy, including lifelong learning approaches, the school's physical and architectural design, and tools and technologies to be used in smart schools. Harry Daniels presented findings from 'Design Matters'. |
| Year(s) Of Engagement Activity | 2017 |
| URL | https://webgate.ec.europa.eu/TMSWebRestrict/resources/js/app/#/library/detail/64577 |
| Description | presentation at Victoria University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | generated high level of interest from students Received invitation to return |
| Year(s) Of Engagement Activity | 2014 |