Dr Terry Byers

Adjunct Associate Professor

School of Education

t.byers@uq.edu.au

Researcher biography

Terry Byers currently works the Anglican Church Grammar School, as the Director of the Centenary Library and Innovation in Learning. He is also a Research Fellow in the Melbourne School of Design (University of Melbourne) and Adjunct Associate Professor in the School of Education (University of Queensland) does research on Pedagogic Theory, Educational Technology and Curriculum Theory. Their current projects evaluate the impact of the 'Spatial Transition from Conventional to Innovative Learning Environments on Teachers', 'Affordances of Digital Technology' and 'Making Effective Learning Strategies Stick'.

Publications

Book Chapters (2)

Journal Articles (7)

Conference Paper (1)

Research Reports (2)

Book Chapters

Byers, Terry and Imms, Wesley (2016). Evaluating the Change in Space in a Technology-Enabled Primary Years Setting. The Translational Design of Schools: An Evidence-Based Approach to Aligning Pedagogy and Learning Environments. (pp. 199-220) edited by Fisher, K.. Rotterdam, Netherlands: Sense Publishers. doi: 10.1007/978-94-6300-364-3_10

Byers, Terry (2016). A Quasi-Experimental and Single-Subject Research Approach as an Alternative to Traditional Post-Occupancy Evaluation of Learning Environments. Evaluating Learning Environments: Snapshots of Emerging Issues, Methods and Knowledge. (pp. 117-130) edited by Imms, W., Cleveland, B. and Fisher, K.. Rotterdam, Netherlands: Sense Publishers. doi: 10.1007/978-94-6300-537-1_9

Journal Articles

Byers, Terry, Imms, Wes and Hartnell-Young, Elizabeth (2018). Evaluating teacher and student spatial transition from a traditional classroom to an innovative learning environment. Studies in Educational Evaluation, 58, 156-166. doi: 10.1016/j.stueduc.2018.07.004

Byers, Terry, Imms, Wes and Hartnell-Young, Elizabeth (2018). Comparative analysis of the impact of traditional versus innovative learning environment on student attitudes and learning outcomes. Studies in Educational Evaluation, 58, 167-177. doi: 10.1016/j.stueduc.2018.07.003

Byers, Terry, Hartnell-Young, Elizabeth and Imms, Wesley (2018). Empirical evaluation of different classroom spaces on students' perceptions of the use and effectiveness of 1-to-1 technology. British Journal of Educational Technology, 49 (1), 153-164. doi: 10.1111/bjet.12518

Imms, Wesley and Byers, Terry (2017). Impact of classroom design on teacher pedagogy and student engagement and performance in mathematics. Learning Environments Research, 20 (1), 139-152. doi: 10.1007/s10984-016-9210-0

Bradbeer, Chris, Mahat, Marian, Byers, Terry, Cleveland, Benjamin, Kvan, Tom and Imms, Wesley (2017). The ‘state of play’ concerning New Zealand’s transition to innovative learning environments: Preliminary results from phase one of the ILETC project. Journal of Educational Leadership Policy and Practice, 32 (1), 22-38.

Byers, Terry, Imms, Wesley and Hartnell-Young, Elizabeth (2014). Making the case for space: The effect of learning spaces on teaching and learning. Curriculum and Teaching, 29 (1), 5-9. doi: 10.7459/ct/29.1.02

Byers, Terry (2009). The BASICS Intervention Mathematics Program for At-Risk Students. Australian Mathematics Teacher, 65 (1), 6-11.

Conference Paper

English, Lyn D., Dawes, Les, Hudson, Peter and Byers, Terry (2009). Introducing engineering education in the middle school.

Research Reports

Byers, Terry, Mahat, Marian, Liu, Kirra and Knock, Anne (2018). Systematic review of the effects of learning environments on student learning outcomes. Melbourne, VIC Australia: University of Melbourne, LEaRN.

Imms, W., Mahat, M., Byers, T. and Murphy, D. (2017). Type and Use of Innovative Learning Environments in Australasian Schools ILETC Survey 1. Melbourne, VIC Australia: University of Melbourne, LEaRN.