A Phenomenological Study of Administrator and Teacher Perceptions of Newly Constructed Secondary Educational Facilities

Autor/in	VanZandt, Jamey P.
Titel	A Phenomenological Study of Administrator and Teacher Perceptions of Newly Constructed Secondary Educational Facilities
Quelle	(2018), (133 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, McKendree University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-2844-8
Schlagwörter	Hochschulschrift; Dissertation; School Buildings; Building Design; Classroom Design; Administrator Attitudes; Teacher Attitudes; Educational Environment; Space Utilization; Secondary Schools + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School building; Schulgebäude; Baugestaltung; Klassenraumgestaltung; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Raumnutzung; Sekundarschule
Abstract	This qualitative phenomenological research study was based on interviews with 12 persons who had experienced a transition into a new school facility. Six of the individuals were administrators, ranging from superintendents to principals to assistant principals to consultants; six of the individuals were classroom teachers, and all twelve individuals carried various levels of experience. The purpose of the research study was intended to explore the relationship between school building design and classroom space design and the roles both play in educational outcomes. The research study examined three questions: How do administrators and teachers perceive the physical school environment? What favorable and unfavorable aspects of school design do administrators and teachers perceive in creating a school of the future? How are administrators and teachers utilizing the enhanced school facility to facilitate standards and curriculum? Results of the interviews indicated that administrators and teachers perceived openness, teacher presence, space, functionality, cleanliness, and newness, excitement, and pride as aspects affecting educational outcomes. Administrators and teachers perceived flexibility/learning styles/furnishings, technology access, and school-within-a-school, technology/security, storage/organization, and furniture as favorable, while perceiving flawed design/execution, inflexibility/rigidity, initial investment, space deficiencies, and lighting/HVAC/color/distance as unfavorable aspects. Administrators and teachers identified the curriculum being enhanced by the new school facility by serving as a platform for practitioners, and providing an emotional component to the use of space, and being hindered by ongoing technology issues. All participants identified several very favorable aspects to teaching and learning in a new school facility, with several unfavorable aspects that also emerged. [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	2020/1/01