Students' Perceptions of Behavior and Instructional Practices in Open-Space Schools.

Autor/inn/en	Gauvain, Mary T.; und weitere
Institution	Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Titel	Students' Perceptions of Behavior and Instructional Practices in Open-Space Schools.
Quelle	(1977), (13 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Classroom Environment; Environmental Influences; Environmental Research; Junior High Schools; Open Plan Schools; Perception; Physical Environment; Self Concept; Space Orientation; Student Behavior; Student Reaction + Suchen Sie Ihr Suchwort? Schulleistung; Klassenklima; Unterrichtsklima; Environmental influence; Umwelteinfluss; Environmental study; Umweltforschung; Sekundarstufe I; Open plan school; Open school; Open schools; Offene Schule; Wahrnehmung; Natürliche Umwelt; Selbstkonzept; Räumliche Orientierung; Student behaviour; Schülerverhalten; Schülerkritik
Abstract	This study investigated students' perceptions of the open-space environment. It focused on their likes and dislikes concerning open space, perceptions of instructional practices and suggestions for improving and utilization of open space in their schools. The study was conducted as part of a Teacher Corps project sponsored jointly by the School of Education at Stanford University and Herbert Hoover Junior High School, San Jose Unified School District, San Jose, California. Besides the type of information collected, this study differs from previous studies in another respect. Open-ended interviews were used rather than forced-choice survey questionnaires which would have limited students in their responses. This method also avoided problems associated with the low academic achievement levels of some of the students in the sample. The relatively free interchange between the interviewer and the respondents permitted the interviewer to discover whether or not each student understood each question. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01