Below is a list of research literature that is guiding the principles and strategy of our Shared Learning Spaces project.

Barrett, P. S., Davies, F., Zhang, Y., & Barrett, L. (2015). The impact of class-room design on pupils’ learning: Final results of a holistic, multi-level analysis, Building and Environment, 89, 118-133.

Berris, R & Miller, E. (2011). How design of the physical environment impacts early learning: Educators and parents perspectives, Australasian Journal of Early Childhood, 36(4).

Byers, T. & Imms, W. (2016). Does the space make a difference? Anglican Church Grammar School, Empirical Retrospective of the impact of the physical environment on teaching and learning evaluated by the New Generation Learning Spaces Project (Technical Report) DOI: 10.13140/RG.2.1.3720.1040

Coyle, D., & Al Bishawi, R. (2016). The TePL Initiative, Final Report, University of Aberdeen.

Goodyear, P., Ellis, R A. & Marmot, A. (2018). Learning Spaces Research: Framing Actionable Knowledge. In Spaces of Teaching and Learning. Understanding Teaching-Learning Practice in Ellis, R. A. & Goodyear, P. (eds) Spaces of Teaching & Learning, Integrating Perspectives on Research & Practice, 221-238.

Kollor, I., Pilz, F., & Fisher, F. (2014) Why it is hard to make use of new learning spaces: a script perspective, Journal of Technology, Pedagogy & Education, Vol 23 (1): Designing Physical & Digital Learning Spaces for the Future.

McNeil, J. & Borg, M. (2018). Learning spaces and pedagogy: Towards the development of a shared understanding. Innovations in Education and Teaching International, 55:2, 228-238.

Mulcahy, D & Morrison, C. (2017) Re/assembling ‘innovative’ learning environments: Affective practice and its politics, Educational Philosophy and Theory, 49:8, 749-758.

Mulcahy, D., Cleveland, B. & Aberton, H. (2015). Learning spaces and pedagogic change: envisioned, enacted and experienced, Pedagogy, Culture and Society, 23(4), 575-595.