Action research

, 38

brief/initial planning

, 79–80

construction/getting ready

, 80

hand-over/moving in

, 80

lessons learnt

, 84–85

POE/reflecting and adjusting

, 80–83

principal reflection on impact of

, 34

process

, 2

at Viscontini

, 79–83

Agency Self Perception Tool (ASPT)

, 70, 72

Agile learning environments

, 3–4

Assessment tools

, 61–62

Baseline data

, 33

Bathroom design group

, 20

Being an effective Stonefields teacher (BEST)

, 63, 66

model to inquire about spatial literacy and organization for learning

, 66–70

Stonefields school BEST rubric

, 65

Stonefields school professional growth cycle

, 64

Bellevue Hill Public School (BHPS)

, 26, 37–38

Bellevue Hill school community, The

, 26

Brainforest

, 28–29

Bring Your Own Device (BYOD) programme

, 32

Building capability of teachers

, 107

Building teacher capacity

, 37–38

Challenges in school

, 101–102

Change agents, teacher-led inquiry enables teachers to become

, 112

Claremont College

, 42

collaborative teaching models

, 43

Claremont models

, 46

Closed-to-learning conversation

, 51

Collaboration

, 29, 33–34, 60, 68, 70

Collaborative inquiry

, 61

Collaborative practice

, 5

Collaborative teaching

Claremont college collaborative teaching models

, 44–46

and learning spaces

, 42

models

, 42–43, 47

Collective efficacy, teacher collaboration and

, 60–61

Communication strategies

, 42–43, 47, 52

Claremont College’s top tips for courageous conversations

, 50–51

courageous conversations and professional dialogue

, 47–49

open to learning conversations

, 49–52

Community of Schools

, 39

Community of Schools in the Eastern Suburbs (CoSiES)

, 39

Composite classes

, 58

Conceptual inquiry learning

, 30, 32

Consultation process

, 79–80

Contemporary schools learning environments

, 3

Control group

, 14

Co–teaching in classroom

, 42–43

Council of Europe Development Bank (CEB)

, 76, 79

Country contexts as self-directed learners, teacher-led inquiry positions teachers

, 111–112

Courageous conversations

, 47–49

Cross-curricular conceptual framework of learning

, 29

Culture

, 37

Cultures of Thinking

, 39

Cyclical process

, 2

Design

, 4–5

groups

, 18–23

process

, 12, 27–28

Digging deeper

, 66–67

Education

, 90

landscape in Malaysia

, 91

planning principles

, 27

stakeholders

, 95–96

Education Assistance Scheme

, 93

Educational contexts as self-directed learners, teacher-led inquiry positions teachers across

, 111–112

Educational Planning Principles

, 26

Educators

, 102, 111

Edutainment

, 101

Engagement

, 7, 61–62

English as a Second Language (ESL)

, 34

European Investment Bank

, 76

European Union bank (EU bank)

, 79

Flexible and agile spaces

, 4–5

Flexible learning environments

, 3–4

Focus groups

, 15–18

sessions

, 16

Ford documents

, 108–109

Hub teams

, 61

Indigenous children

, 95–96

INDIRE

, 81

Information technology (IT)

, 14–15

Innovative assessment tools

, 72

Innovative educational and learning spaces

, 87

Innovative Learning Environment (ILE)

, 58, 87, 111–112

developing teacher and leadership capacity

, 27–28

education planning principles

, 27

2018 post-occupancy evaluation

, 36–37

principal reflection on impact of action research

, 34

school context

, 26

transition into innovative learning environments 2017–2018

, 34–36

Year 1 team action research

, 28–30

Year 1 team reflections and learning

, 30

Year 3 team action research

, 30–32

Year 3 team reflections and learning

, 32

Year 5 team action research

, 32–33

Year 5 team reflections and learning

, 33

Innovative learning spaces

, 27–28

Innovative space

, 60

Inquiry process

, 15, 61, 96

Intentional design of learning spaces

, 72–73

Iterative data collection cycle

, 16–17

Iterative process of inquiry

, 4

JAKOA

, 93

Language

, 60

Leadership

capacity

, 27–28

challenge

, 25–26

Learners

, 67–68, 70

Learning

, 37

BEST model and TLA cycle to inquire about spatial literacy and organization for

, 66–70

communities

, 12

conversations

, 49–52

different approach to

, 95–96

environments

, 35, 98, 101

implications for

, 4–6

process

, 62–63

teacher-led inquiry enables mindsets to grow as teachers use and inhabit

, 112–113

Learning and Support Teachers (LSTs)

, 34

Lencioni’s meeting principles

, 52

Literacy

efforts to enhance

, 97–98

struggle with

, 96–98

Malaysia’s Graduate Leadership Programme

, 110

Middle School Pathfinders at Singapore American School, The

, 24

Milan Polytechnic, The

, 83

Multi-modal approaches

, 69

Municipality of Milan

, 82–83

New didactic approach

, 85

New learner

, 32

New South Wales (NSW)

, 34

New Zealand Curriculum, The

, 61

Open-space school concept

, 3

Open-to-Learning (OTL) conversations

, 42–43, 49, 51

Openness to learning

, 51

Orang Aslis

, 101

beginnings

, 91–92

context

, 92–95

different approach to teaching and learning

, 95–96

education

, 94

efforts to enhance literacy

, 97–98

issue right at roots

, 92–93

low attendance and high dropout rates

, 93–94

reimagining pedagogy and learning environments

, 98–101

social emotional learning

, 94–95

struggle with literacy

, 96–98

Organisation for Economic Co-operation and Development (OECD)

, 3, 113

Organizational strategies

, 42–43

Parent and Citizens’ Association (P&C)

, 26

Partnership approach

, 79–83

Pathfinders

, 12, 14

Pedagogical approach

, 70, 101

Pedagogy

, 5, 31–32, 99

Pilot European project

, 76

Pilot initiative

, 98

Pilot Italy–Constructing Education’ project

, 87–88

Plan–Act–Observe–Review inquiry cycle

, 108–109

collaborative teaching models

, 43–47

communication strategies

, 47–52

strategic meetings

, 52–54

Positioning students concept

, 23

Post-Occupancy Evaluation (POE)

, 36–37, 80, 83–84

awards

, 37–38

culture

, 37

learning

, 37

space

, 36

teaching

, 36–37

Practitioner inquiry

, 2

Principal reflection on impact of action research

, 34

Professional dialogue

, 47–49

Professional learning. See also Learning

, 39

strategy

, 105–106

Professional learning and development (PLD)

, 66

Project Zero Classroom from Harvard University

, 38

Questionnaires

, 13–14

Rancangan Penempatan Semula/Resettlement Programme (RPS)

, 90

Reimagining learning environments

, 102

Reimagining pedagogy

, 98–101

Representative

, 93

Researchers

, 53

School and Environment-Department of Architecture and Urban Studies (DaStU)

, 83

School Learning Support Officers (SLSOs)

, 34

Schools

, 90, 113

context

, 26

context of school learning environments

, 3–4

executive team

, 52

school-wide consultative process

, 46

school-wide strategic meeting strategies

, 43

Second pilot project

, 30

Secretaries Award

, 37–38

Self–directed learners, teacher-led inquiry positions teachers across educational and country contexts as

, 111–112

Sense of belonging

, 81–82

Sijil Pelajaran Malaysia (SPM)

, 96–97

Singapore American School

, 12

SK RPS Banun

, 90, 92, 95–96, 101–102

Social emotional learning

, 94–95

Social learning theory

, 7

Space

, 36

design

, 22–23

Spatial competency

, 6–7

Spatial literacy and organization for learning, BEST model and TLA cycle to inquire about

, 66–70

Spiralling K-6 concept

, 29

Stonefields School

, 58, 60, 72

Essence Statements

, 59

inquiry at

, 61

TLA cycle

, 61–63

Strategic meetings

, 52–54

school-wide strategic meetings

, 53

Structured literacy approaches

, 69

Student voice to inform learning environment design

design groups

, 18–23

focus groups

, 15–18

illustrative narrative

, 13

pathfinder student feedback survey

, 14

student surveys

, 13–15

“Student-only” groupings

, 22

Students

, 12

Surveys

, 13–14

Teacher collaboration in learning environments

BEST

, 63–66

case study

, 66–70

digging deeper

, 66–67

focussing inquiry

, 67

inquiry at Stonefields school

, 61

measuring impact

, 69–70

notice

, 66

our school vision and philosophy

, 58–60

results from Stonefields school senior agency self perception tool

, 71–72

Stonefields school TLA cycle

, 61–63

taking action

, 67–69

teacher collaboration and collective efficacy

, 60–61

Teacher-led inquiry

, 2, 6–7

challenges and opportunities

, 6–7

context of school learning environments

, 3–4

enables mindsets to grow as teachers use and inhabit learning spaces

, 112–113

enables teachers to become agents of change

, 112

implications for teaching and learning

, 4–6

key insights and reflections

, 111–113

positions teachers across educational and country contexts as self-directed learners

, 111–112

in practice

, 105–111

Teachers

, 58–59, 63, 67–68

capacity

, 27–28

efficacy

, 112

enthusiasm

, 6

inquiry

, 43

Teaching. See also Collaborative teaching

, 36–37

different approach to

, 95–96

implications for

, 4–6

Teaching, learning and assessment (TLA) cycle

, 61–62

to inquire about spatial literacy and organization for learning

, 66–70

Team teaching

, 30

Ten Top Tips for Courageous Conversations

, 42–43, 47–48

Transition into innovative learning environments (2017–2018)

, 34–36

Trenno Park

, 78

True collaboration

, 42

University of Milan-Bicocca, The

, 81–82

Viscontini reconstruction, The

, 76

Viscontini school

action research at Viscontini

, 79–83

findings

, 84–85

implications

, 85–86

primary school

, 76, 86

school’s context

, 76–78

Whole-class teaching

, 69