Community College Facility Design: The Relationship between the Learning-Centered Paradigm and Learning Space as Viewed through the Lens of Developmental Studies Faculty

Autor/in	Perkinson, Betty J.
Titel	Community College Facility Design: The Relationship between the Learning-Centered Paradigm and Learning Space as Viewed through the Lens of Developmental Studies Faculty
Quelle	(2009), (123 Seiten) PDF als Volltext Verfügbarkeit D.A. Dissertation, George Mason University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1092-5522-5
Schlagwörter	Hochschulschrift; Dissertation; Teaching Methods; Developmental Studies Programs; College Faculty; Teaching Conditions; Space Utilization; Qualitative Research; Cooperative Learning; Problem Based Learning; Experiential Learning; Classroom Environment; Facility Guidelines; Community Colleges; Educational Facilities Design + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Fakultät; Lehrbedingungen; Unterrichtsbedingungen; Raumnutzung; Qualitative Forschung; Kooperatives Lernen; Problem-based learning; Problemorientiertes Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Klassenklima; Unterrichtsklima; Community college; Community College
Abstract	The view that community college developmental studies educators have about the space in which they teach, any renovated or new spaces they were involved in designing, and the type of space in which they would like to teach is examined. The developmental studies educators are experts in their field, having completed The Kellogg Institute at Appalachian State University or having served as a president of the National Association for Developmental Educators. Qualitative methodology yielded data that indicated the developmental studies educators used collaborative, problem-based, and experiential techniques in their teaching; that some did not believe that their work was given strong consideration in the final design of the space while others did; and that learning space strongly impacts how they teach. The participants commented positively on the researcher's sketch of a proposed learning-centered classroom space which permits them to expand their teaching techniques and better affect student learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10