Literaturnachweis - Detailanzeige
| Autor/in | Bowers, Hugh Hawes, III |
|---|---|
| Titel | Dimensions of Learning: Community College Students and Their Perceptions of Learning Spaces |
| Quelle | (2016), (217 Seiten)
PDF als Volltext Ph.D. Dissertation, North Carolina State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3696-3775-5 |
| Schlagwörter | Hochschulschrift; Dissertation; Community Colleges; Two Year College Students; Two Year Colleges; Student Attitudes; Classroom Environment; Qualitative Research; Grounded Theory; School Space; Interviews; Comparative Analysis |
| Abstract | Classrooms, both by design and by accident, have been used to teach and reinforce certain ethics and ideologies. Examining the actual structures of a classroom one can recognize forces often hidden or considered background revealing how students and instructors together are culturally bound by educational spaces. Considerable research exists that examines the many challenges community college students face, but work that explores how their classroom environments affect learning is limited. Much of the scholarship regarding learning spaces is still rooted in the physical environment. Research of the material culture of classrooms and how students and instructors culturally construct their learning spaces represents an opportunity to expand our understanding of how classrooms function. The objective of this research was not to determine what the ideal physical environment was for teaching and learning, rather it was to examine how instructors and students might take the classrooms they already occupy and reconstruct those into effective learning spaces. The three research questions that guided this study were: 1) How do community college students construct their classroom spaces? 2) How do community college students compare their classroom spaces to their learning spaces? 3) What strategies and methods would allow community college students to make community college classrooms into learning spaces? In a qualitative study, fourteen community college students were asked to share their perspectives on classrooms. In hour-long interviews, participants compared their classrooms and the places where they preferred to study. Grounded theory methodology was employed to analyze data from the interviews and develop theoretical statements about community college classrooms. Analysis also borrowed from Critical and Post Modern perspectives, the work of Henri Lefebvre and Pierre Bourdieu in particular, to reveal the lines of power in classrooms. Findings developed through five theoretical statements. Classrooms are made for classes, not for students. Entering a classroom, instructors and students occupy roles that have been culturally established and embedded within the place itself. The power to construct a learning space is the power to learn. Before students can reconstruct their classroom spaces, they must have an awareness that classrooms can be changed as well as ways that might happen. Students and instructors enter their classes with an implicit understanding of how they will act and interact without even acknowledging such an agreement exists. The grounded theory that emerged was that classrooms are negotiated spaces where the terms of usage have already been established before students or instructors have even entered the room. In order for negotiations to occur within classrooms over their usage, students must recognize that such discussions can occur. The research concluded that the power of the classroom is cultural. While generally supportive of the literature, the findings here suggest that instead of changing the physical environment of the room to change perceptions, it may be better and more effective to alter the culture of the classroom so that students feel a greater sense of agency and have more power over their 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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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