Search

found 2 results

Research papers, University of Canterbury Library

The Canterbury Earthquakes of 2010 and 2011 and subsequent re-organisation and rebuilding of schools in the region is initiating a rapid transitioning from traditional classrooms and individual teaching to flexible learning spaces (FLS’s) and co-teaching. This transition is driven by the Ministry of Education property division who have specific guidelines for designing new schools, re-builds and the five and ten year property plan requirements. Boards of Trustees, school leaders and teachers are faced with the challenge of reconceptualising teaching and learning from private autonomous learning environments to co-teaching in Flexible Learning Spaces provisioned for 50 to 180 children and two to six teachers in a single space. This process involves risks and opportunities especially for teachers and children. This research project investigates the key components necessary to create effective co-teaching relationships and environments. It explores the lessons learnt from the 1970’s open plan era and the views of 40 experienced practitioners and leaders with two or more years’ experience working in collaborative teaching and learning environments in sixteen New Zealand and Australian schools. The research also considers teacher collaboration and co-teaching as evidenced in literature. The findings lead to the identification of eight key components required to create effective collaborative teaching and learning environments which are discussed using three themes of student centeredness, effective pedagogy and collaboration. Six key recommendations are provided to support the effective co-teaching in a flexible learning space: 1. Situate learners at the centre 2. Develop shared understanding about effective pedagogy in a FLS 3. Develop skills of collaboration 4. Implement specific co-teaching strategies 5. Analyse the impact of co-teaching strategies 6. Strategically prepare for change and the future

Research Papers, Lincoln University

Creative temporary or transitional use of vacant urban open spaces is seldom foreseen in traditional urban planning and has historically been linked to economic or political disturbances. Christchurch, like most cities, has had a relatively small stock of vacant spaces throughout much of its history. This changed dramatically after an earthquake and several damaging aftershocks hit the city in 2010 and 2011; temporary uses emerged on post-earthquake sites that ran parallel to the “official” rebuild discourse and programmes of action. The paper examines a post-earthquake transitional community-initiated open space (CIOS) in central Christchurch. CIOS have been established by local community groups as bottom-up initiatives relying on financial sponsorship, agreements with local landowners who leave their land for temporary projects until they are ready to redevelop, and volunteers who build and maintain the spaces. The paper discusses bottom-up governance approaches in depth in a single temporary post-earthquake community garden project using the concepts of community resilience and social capital. The study analyses and highlights the evolution and actions of the facilitating community organisation (Greening the Rubble) and the impact of this on the project. It discusses key actors’ motivations and values, perceived benefits and challenges, and their current involvement with the garden. The paper concludes with observations and recommendations about the initiation of such projects and the challenges for those wishing to study ephemeral social recovery phenomena.