The Walls Still Speak: The Stories Occupants Tell

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Autor/inn/en	Uline, Cynthia L.; Tschannen-Moran, Megan; Wolsey, Thomas DeVere
Titel	The Walls Still Speak: The Stories Occupants Tell
Quelle	In: Journal of Educational Administration, 47 (2009) 3, S.400-426 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/09578230910955818
Schlagwörter	Focus Groups; Academic Achievement; School Buildings; Aesthetics; School Culture; Outcomes of Education; Mathematics Achievement; Case Studies; Observation; Interviews; Urban Schools; Rural Schools; Educational Facilities Design; Building Design; Educational Environment; Educational Policy; Correlation; English Instruction; Low Income; Disadvantaged Schools; Middle Schools + Suchen Sie Ihr Suchwort? Schulleistung; School building; Schulgebäude; Ästhetik; Schulkultur; Schulleben; Lernleistung; Schulerfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Case study; Fallstudie; Case Study; Beobachtung; Interviewing; Interviewtechnik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Baugestaltung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Korrelation; English langauage lessons; Englischunterricht; Niedriglohn; Middle school; Mittelschule; Mittelstufenschule
Abstract	Purpose: Accompanying the recent concern for the quality of our nation's educational infrastructure, a growing body of research connects the quality of school facilities to both student outcomes including achievement, behavior, and attitude as well as to teacher attitude and behavior. Less is known about the mechanisms of these relationships. This paper aims to examine the link between school building quality and student outcomes through the mediating influence of school climate. Results build upon those of a recent study that confirmed a link between the quality of school facilities and student achievement in both English and Mathematics, as well as the mediating role of school climate. This qualitative follow-up study explores the complicated intricacies of how a school building's physical properties influence teaching and learning. Design/methodology/approach: The study is structured according to a collective, instrumental case study design. Individual, focus group, walk-through and photo-interviews, as well as observations inform the inquiry. Two high-poverty schools are identified from the earlier quantitative study because the ratings of the quality school facilities by their faculties fall within the upper quartile. These two schools, one urban and one rural, are selected purposefully for this study, maximizing learning from cases rich in information. Findings: Results of the research indicate that ongoing interactions between the original design, the day-to-day reality of the built environment, and the occupants of that environment help to define the learning climate of these schools. Reciprocally, the climate helps to shape the interactions that take place, fostering environmental understanding, competence and control and supporting academic learning. From the data, several broad themes related to building quality emerge as central to this interaction between the built environment and building occupants, including movement, aesthetics, play of light, flexible and responsive classrooms, elbow room, and security. Originality/value: Through the stories told by occupants of these two schools, we gain further understanding of the interactions between certain building conditions and design features and how these reinforce and enhance the social environment of school, helping to foster a sense of belonging within a place, a sense of control and competence, and a sense of collective commitment to the place and its purposes. As school designers balance considerations of durability with flexibility, the voices of these occupants may serve to argue for the inclusion of design features that allow occupants some measure of control over comfort and use factors. The broad themes related to building quality that emerge from the data include movement, aesthetics, the play of light, flexible and responsive classrooms, elbow room, as well as safety and security. (Contains 1 figure, 1 table and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10