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The holistic impact of classroom spaces on learning in specific subjects

Barrett, PS, Davies, F, Zhang, Y and Barrett, LC 2016, 'The holistic impact of classroom spaces on learning in specific subjects' , Environment and Behavior .

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Abstract

The HEAD study of UK primary schools sought to isolate the impact of the physical design of classrooms on the learning progress of pupils aged from 5 to 11 years (US kindergarten to 5th grade). One hundred and fifty-three classrooms were assessed and links made to the learning of the 3766 pupils in them. Through multilevel modeling the role of physical design was isolated. Analyses are presented for reading, writing, and math. Variations in the importance of the physical design parameters are revealed for the learning of each subject. In addition to some common factors, such as lighting, a heavy salience for Individualization in relation to math becomes apparent and the importance emerges of Connection for reading and of Links to Nature for writing. Possible explanations are suggested. These results provide a stimulus for additional finesse in practice and for further investigation by researchers.

Item Type: Article
Schools: Schools > School of the Built Environment
Journal or Publication Title: Environment and Behavior
Publisher: SAGE Publications
ISSN: 0013-9165
Related URLs:
Funders: Engineering and Physical Sciences Research Council (EPSRC)
Depositing User: WM Taylor
Date Deposited: 19 Apr 2016 09:21
Last Modified: 27 Jun 2016 08:47
URI: http://usir.salford.ac.uk/id/eprint/38755

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