Innovative Learning Environments: Grand experiment or sound investment in Māori students' futures?

Abstract

In 2010, the New Zealand government [re]introduced policy to engineer the spatial organisations of schools—traditionally known as open or informal learning spaces. More recently these learning spaces are referred to as innovative learning environments (ILEs) and as a means through which 21st century skills, capabilities and knowledge can be taught and learnt. Ideally, the concept of open spaces encourages changes in curriculum, pedagogy and more student-centred collaborative working spaces which encourages improved student outcomes and wellbeing. Ten years later there is still a paucity of research evidence from a New Zealand education context supporting the merits of ILE, and in particular, the impact on student achievement. Considering the significant scale of this change, the Ministry of Education have been remiss in not supporting research measuring the effects of this new spatial environment on the learning and wellbeing of our students, and supporting the pedagogical changes required of teachers to teach effectively within the ILE space. This study addresses a paucity in the research by focusing on Māori students, who have been labelled by the New Zealand Ministry of Education as ‘priority learners’, and who have historically not achieved as well as their Pākehā peers. Drawing on kaupapa Māori/Indigenous research methodology, this study examines the challenges and issues facing teachers, students and whānau involved in the transition from traditional single-cell classrooms to ILEs. This study investigated the impact of ILEs in two case study schools on Māori student learning, gathering a snapshot of the perceptions of participant teachers, students and whānau regarding teaching and learning in ILEs. Data from teacher and whānau face-to-face interviews and a student survey were thematically analysed to interpret the reality of the experiences from the perspectives of participants in the ILEs. The findings of this study suggest there is inconclusive evidence to support the claim that ILEs support student achievement and wellbeing any more so than traditional single-cell classrooms. The findings also suggest there is some frustration and angst amongst teachers and whānau with regard to the implementation of pedagogy and working in ILEs, which may influence student attitudes to learning in an ILE and thus student outcomes. Based on the analysis of data from the two case study schools and a critique of literature, recommendations for future implementation at the school and policy level, including recommendations for future research into the impact of ILEs on Māori student learning are suggested.