Abstract
This mix method study examines U.S. high school teachers’ perceptions of new school designs on their implementation of twenty-first century pedagogy. The findings suggest that the new designs support and foster the characteristics of pedagogy, including differentiation of instruction, collaboration, and inclusion of students with special needs. Freire’s seminal work, Pedagogy of the Oppressed, highlighted the need for dialogue (collaboration) and other attributes of twenty-first century century pedagogy to promote equity. This study suggests that the physical design of the learning spaces is critical in supporting teacher efforts to increase equity and close achievement gaps. That previous high school designs with double-loaded corridors of classrooms (egg-crate design) inhibited the characteristics of pedagogy needed for the twenty-first century century to increase conditions for equity and eliminate oppression.
Presenters
Gary SnyderAdjunct Faculty, Educational Leadership, Virginia Tech and also Delaware Valley Univ., United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Pedagogy and School Design
