Does Classroom Architecture Count beyond the Early Years?

Autor/inn/en	Smith, Hannah; White, Wendee
Titel	Does Classroom Architecture Count beyond the Early Years?
Quelle	In: Teacher Education Advancement Network Journal, 14 (2022) 1, S.3-18 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Classroom Design; Elementary School Students; Classroom Techniques; Foreign Countries; Classroom Environment; Furniture; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Klassenraumgestaltung; Klassenführung; Ausland; Klassenklima; Unterrichtsklima; Möbel
Abstract	The importance of classroom architecture has long been recognized and supported as a significant factor in Early Years teaching and learning, garnering an explicit focus in policy and practice in Scotland. The same cannot be said of practices beyond the early years, where the explicit role of classroom architecture has been less clearly defined. In my study, I adopted an inductive approach, using a systematic literature review followed by a directed content image analysis to explore how the classroom architecture supports teaching and learning in the primary school for children ages 7-11. Within the study, classroom architecture was defined as the use and arrangement of furniture, organisation of resources, and sensory variables. The goal of the study was to better understand how classroom architecture supports teaching and learning to inform teacher practices in Scottish primary schools. Findings suggest classroom architecture is an essential element of positive teaching and learning environments for primary classrooms. Flexible and purposeful use of furniture, attention to seating arrangement, organisation and access to resources, and attention to the impact of sensory variables play a part in children's social, emotional, cognitive, and physical development and can be used by the teacher to create positive instructional environments. (As Provided).
Anmerkungen	University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: https://ojs.cumbria.ac.uk/index.php/TEAN
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01