Book Chapters
Byers, Terry (2023). Not Buying into the Hype of Contemporary or New School Learning Spaces: One School’s Attempt at Interrogating Their “Actual” Impact on Teaching and Learning. Creating Dynamic Places for Learning. (pp. 253-266) Singapore: Springer Nature Singapore. doi: 10.1007/978-981-19-8749-6_12
Byers, Terry (2021). What does teaching and learning look like in a variety of classroom spatial environments?. Teacher transition into innovative learning environments: a global perspective. (pp. 187-201) edited by Wesley Imms and Thomas Kvan. Singapore: Springer . doi: 10.1007/978-981-15-7497-9_16
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 Wesley Imms, Benjamin Cleveland and Kenn Fisher. Rotterdam, The Netherlands: Sense Publishers. doi: 10.1007/978-94-6300-537-1_9
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, Kenn. Rotterdam, Netherlands: Sense Publishers. doi: 10.1007/978-94-6300-364-3_10
Journal Articles
Byers, Terry, Leighton, Vicky, Leggett, Jack, Krzensk, Alex, Adamson, Rebecca, Pollock, Christopher and MacMahon, Stephanie (2022). The impact of a preparatory science of learning intervention in secondary schools contexts in Australia. Review of Education, 10 (1) e3340. doi: 10.1002/rev3.3340
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
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.