Investigating Middle School Students' Perceptions of Their Learning Environments through Drawings

Autor/inn/en	McHatton, Patricia Alvarez; Shaunessy-Dedrick, Elizabeth; Farmer, Jennie L.; Ray, Sharon N. E.; Bessette, Harriet J.
Titel	Investigating Middle School Students' Perceptions of Their Learning Environments through Drawings
Quelle	In: Middle Grades Research Journal, 9 (2014) 2, S.37-55 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Middle School Students; Student Attitudes; Educational Environment; Regular and Special Education Relationship; Teacher Student Relationship; Academically Gifted; Freehand Drawing; Statistical Analysis; Qualitative Research + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Drawing; Zeichnen; Statistische Analyse; Qualitative Forschung
Abstract	The purpose of this study was to explore through student drawings and corresponding narratives, middle grades students' perceptions of their learning environment, which we defined to include pedagogy, interactions (teacher-student and student-student), and climate, and how these may differ based on service delivery model (i.e., gifted, special education, or general education settings). Although the use of drawing has been suggested as a compelling method to both inform and facilitate educational change (Haney, Russell, & Bebell, 2004), the extant literature rarely includes student-centered representations of classroom climate or perspectives, particularly as differentiated across common service delivery models. A total of 132 middle grades students participated in this investigation, representing each of the 3 sectors. Findings suggest that middle grade students perceive differential classroom experiences in terms of instructional methods, interactions, and behavior management based upon service delivery. Implications for P-12 practice, and future research are discussed. (As Provided).
Anmerkungen	IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com/middle-grades-research-journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01