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Significant investment in innovative learning environments (ILEs) around the world has created the need for a suite of reliable measures regarding their educational impact. Focusing specifically on principals' perceptions of pedagogy and learning in a variety of spatial design types, this paper will argue the Space Design and Use survey contains teacher mind frames and student deep learning subscales that constitute a robust analysis of the teaching and learning activities currently being sought by global education priorities. While many studies have investigated variants of teacher mind frames and student learning approaches, few have done so in the context of innovative learning environments. Analysis of 822 survey responses provides much-needed evidence of the possible impact of innovative learning environments on teacher practices and student learning. [ABSTRACT FROM AUTHOR]

Driven by international trends and government policy, it is a requirement for all newly built schools in New Zealand to be designed as innovative learning environments (ILEs) with flexible learning spaces. These environments, celebrated by some for the "transformational" educational opportunities they may provide, also raise questions about whether the anticipated pedagogical value of these "non-traditional" spaces is based on idealised visions of teaching and learning rather than empirically derived evidence. Before such complex issues can be efficiently addressed, evidence of the actual "state of play" of ILEs is required. Drawing on New Zealand specific data from a large Australasian research project, this paper triangulates principals' opinions, teachers' perspectives, and the literature on some key preliminary issues: what types of learning spaces can be found in New Zealand schools; what teaching styles are evident in these spaces; what pedagogical beliefs are driving ILE teaching practices; and what types of learning activities are occurring in ILEs? The paper provides an evidencebased platform for further discussion about the opportunities and challenges surrounding the use and practice of ILEs in New Zealand. [ABSTRACT FROM AUTHOR]