Improving outdoor pedagogy through design: Reflections on the process of redesigning a school landscape

Khan, Matluba ORCID: https://orcid.org/0000-0002-5546-1870, McGeown, Sarah and Bell, Simon 2024. Improving outdoor pedagogy through design: Reflections on the process of redesigning a school landscape. Journal of Landscape Architecture 19 (1) , pp. 68-81. 10.1080/18626033.2024.2408913 Item availability restricted.

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Abstract

This paper critically reflects on a participatory multi-phase mixed-methods action research study with an embedded quasi-experiment to investigate the design and development of a school landscape in Bangladesh. The study employs a suite of qualitative, quantitative and visual methods to co-design the school landscape with children, teachers and the school community, and examine the impact of the re-designed school grounds on the teaching and learning process, children’s academic attainment, engagement (motivation), and play during break times. This research approach is novel within landscape architecture and represents a methodological shift in the field of design and planning of school grounds. By critically reflecting on the methodological approach and outlining strategies to overcome the challenges related to this complex design, the paper provides new insights to contribute to the design and planning of mixed methods evaluation in landscape architecture research.

Item Type:	Article
Date Type:	Published Online
Status:	Published
Schools:	Geography and Planning (GEOPL)
Publisher:	Taylor & Francis
ISSN:	1862-6033
Date of First Compliant Deposit:	6 August 2024
Date of Acceptance:	1 August 2024
Last Modified:	07 Nov 2024 14:15
URI:	https://orca.cardiff.ac.uk/id/eprint/171216

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