Abstract

Recent history has seen many schools shift from their original purpose of standardization and facts to focus on soft skills and global preparedness. The physical design of a school follows suit, shifting from identical classrooms and autonomous teachers to more collaborative shared spaces deemed 'innovative'. While those who formulate such schools and school designs (i.e. the architects and school leaders) often have clear anticipations of the teaching and learning behaviors, these expectations oftentimes go unrealized and educators maintain traditional practice despite the innovative spaces. It is proposed that this misalignment between expectation and reality is due to a lack of holistic change in the organizational system underpinning the new spatial design leaving the enactors of the envisioned environment (i.e. the educators) without clear expectations and supports to successfully shift their practice. To answer this need, this paper advances the Burke-Litwin Model for Organizational Performance and Change as a theoretical lens for understanding the holistic system involved in the transition of schools from traditional learning spaces to more innovative learning environments.

中文翻译：

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从组织绩效和变革的伯克利特温模型的角度来看向创新学习环境的过渡

摘要

最近的历史见证了许多学校从其最初的标准化和事实目标转变为专注于软技能和全球准备。学校的实体设计也随之而来，从相同的教室和自主教师转变为更具协作性的被视为“创新”的共享空间。虽然制定此类学校和学校设计的人（即建筑师和学校领导）通常对教学和学习行为有明确的预期，但这些期望往往无法实现，尽管有创新空间，教育工作者仍保持传统做法。有人提出，这种期望与现实之间的错位是由于支撑新空间设计的组织系统缺乏整体变化，而使设想的环境（即 教育者）没有明确的期望和支持来成功改变他们的做法。为了满足这一需求，本文提出了 Burke-Litwin 组织绩效和变革模型，作为理解学校从传统学习空间向更具创新性的学习环境转变的整体系统的理论视角。