The Impact of a Study of 3 School Environments and Teacher/Student Perceptions.
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| Title: | The Impact of a Study of 3 School Environments and Teacher/Student Perceptions. |
|---|---|
| Language: | English |
| Authors: | Brown, C., Burch, L., Zellner, L. |
| Peer Reviewed: | N |
| Page Count: | 34 |
| Publication Date: | 2002 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | College School Cooperation, Educational Environment, Educational Research, Elementary Education, Elementary Schools, Facility Case Studies, Higher Education, Physical Environment, Student Attitudes, Teacher Attitudes |
| Abstract: | This paper highlights the results of a recent study collaboratively conducted by a university and three schools within two school districts. The purpose of the investigation was to prove a connection between quality teaching and learning and quality physical environment. The three person research team included: (1) a practicing professional architect/professional of educational administration interested in school design; (2) a university professor from a college of education whose main focus was teacher instruction and principal leadership; and (3) a doctoral student majoring in counseling psychology. The team examined three elementary schools for the connection that exists among the physical environments, brain-based learning (BBL) tenets, and the impact on learning. Each selected school site noted variables that influence a teacher's attitude (use of instructional strategies, job satisfaction, and retention in the profession), student attention, and student enthusiasm for learning. Two school sites were located in impoverished sections of a midsize town; the third site was an older school serving a diverse population of students from low to middle income homes. Preliminary findings show a connection between indirect and/or direct application of BBL affecting teacher and student perceptions of learning and teaching. (Contains 15 tables.) (BT) |
| Entry Date: | 2002 |
| Accession Number: | ED465682 |
| Database: | ERIC |
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