Designing Classrooms to Maximize Student Achievement

Cheryan, Sapna; Ziegler, Sianna A.; Plaut, Victoria C.; Meltzoff, Andrew N.

doi:10.1177/2372732214548677

Cited by 116 publications

(107 citation statements)

References 37 publications

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“…The ideal classrooms were described as ventilated spaces with the necessary lighting for the daily activities, which is in line with the description given by participants of previous studies (Tanner, 2008). Furthermore, the participants of the present study indicated the need for visual resources in the schools, such as guiding posters and pictograms (Cheryan, Ziegler, Plaut, & Meltzoff, 2014;Gaines & Curry, 2011).…”

supporting

confidence: 81%

The dream school: Mind‐changing perspectives of people with intellectual disabilities

Nieto

Moriña

2019

Research Intellect Disabil

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In this study, we analyse the characteristics that define an ideal school, from the perspective of people with intellectual disabilities. we carried out an inclusive research qualitative study with 36 Spanish adults with intellectual disabilities. Information from individual interviews about educational inclusion was summarized on to notecards, allowing participants to place messages into categories on a poster board. Identified themes included facilities and resources; values and rules; intimidation; what students learn; how students learn best; exams; teachers; and classmates. Results highlight the importance of inclusive values and the need for a curriculum that meets the needs of all students.

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supporting

confidence: 81%

The dream school: Mind‐changing perspectives of people with intellectual disabilities

Nieto

Moriña

2019

Research Intellect Disabil

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“…Furthermore, students who have more self-relevant role models, brought about because of increased diversity, experience increased long-term positive consequences, such as decreased implicit stereotypical beliefs, future job security, and enhanced well-being (Brady, Cohen, Jarvis, & Walton, 2017;Dasgupta & Asgari, 2004). Changing the cues in the environment-especially in some of the smaller ways, like changing whose pictures are on the walls-can have substantial payoffs for marginalized group members (see Cheryan, Ziegler, Plaut, & Meltzoff, 2014).…”

Section: Recommendation 1: Be Mindful Of Cues That Signal Inclusion (mentioning

confidence: 99%

From Backlash to Inclusion for All: Instituting Diversity Efforts to Maximize Benefits Across Group Lines

Brannon

Carter

Murdock-Perriera

et al. 2018

Social Issues Policy Review

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Recent real‐world events in which diversity policies and practices have been met with severe backlash can prompt a zero‐sum perception of inclusion efforts. This article offers theory‐based insights for instituting diversity initiatives that can afford inclusion for all—allowing institutions to reap the benefits of diversity efforts while reducing the costs of backlash. Using an inclusion for all framework we highlight three salient, interrelated, sources of backlash tied to dominant group members’ goals and motivations: (1) perceived or actual restriction of independence or autonomy, (2) preference for the status quo and colorblindness, and (3) beliefs that racial and other social equalities have been reached. Throughout, we emphasize an intergroup focus that recognizes the interdependent yet often divergent goals and motivations of marginalized and dominant groups. Mainstream institutions’ (colleges, workplaces) role as a critical site for inclusion interventions is discussed.

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“…Working in warm environments led to a lower performance than in thermos-neutral rooms [35,36]. In addition to calibrating the temperature, ventilation involves oxygen renewal, and exposure to poor air quality decreases student attention and entails passive social behaviour [37]. Manual window-airing is the usual method of ventilation in most Spanish educational buildings, and, in Portugal, this method under monitoring has provided appropriate ventilation for a quarter of the academic year [38].…”

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confidence: 99%

Architectural Indoor Analysis: A Holistic Approach to Understand the Relation of Higher Education Classrooms and Academic Performance

2019

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The influence of learning space on users has been broadly accepted and tested. However, the literature has focused on single factor research, instead of holistic approaches. Additionally, lower educational levels have been the focus of interest, while higher education is moving towards multi-method teaching. This paper focuses on how learning spaces for different purposes (practice and lecture rooms) may influence academic performance from a holistic approach of learning physical environment perception. For this, the iPEP scale (Indoor physical environment perception) is used and validated through Cronbach Alpha and Exploratory Factorial Analysis. Then, multiple linear regression is conducted. The results indicate that iPEP measures near to 63 percent of the construct, which is structured in six factors. Moreover, linear regression analyses support previous literature concerning the influence of learning physical environment on academic performance (R 2 = 0.154). The differences obtained between practice and lecture room in terms of predictor variables bring to the light the need to diagnose learning environments before designing changes in educational buildings. This research provides a self-reported way to measure indoor environments, as well as evidence concerning the modern university, which desires to combine several teaching methods.These studies provide evidence that acoustic comfort is fundamental to support sustainable learning environments, which implement active pedagogies [15].Illumination combines artificial lighting and daylight to offer visual support and it influences visual perception, cognitive processing, behaviour, learning and academic performance [16][17][18]. Therefore, lighting design perspectives should be task-driven, as well as focusing on comfort to human health and perception [19]. Appropriate levels of visual comfort have been evidenced to improve social relations [20]. While daylight helps students to retain and learn information [21], long exposure to artificial lighting may cause stress and lead to irritability [22]. Buildings are highly artificial lighting dependent, as there was no concern about energy efficiency when educational facilities were designed, and nowadays represent a major factor of energy consumption.In traditional learning, the views through windows are considered as distractor, which may explain the lack of daylight through windows, despite its importance for children [23], who distinguish lighting requirements given the task performed. Nature inspires students through its aesthetic value and entails a restorative effect on the mind, which fosters concentration [24]. It stabilizes students' psychology and reduces their negative emotions [25], and leads to a proactive knowledge of the natural environment. This fact may foster a culture in which life-based learning is a must and encourage positive social interaction [26]. Landscape views and walls with living plants are correlated with better academic results [27,28] and may reduce stress [29], whilst increasing le...

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Designing Classrooms to Maximize Student Achievement

Cited by 116 publications

References 37 publications

The dream school: Mind‐changing perspectives of people with intellectual disabilities

The dream school: Mind‐changing perspectives of people with intellectual disabilities

From Backlash to Inclusion for All: Instituting Diversity Efforts to Maximize Benefits Across Group Lines

Architectural Indoor Analysis: A Holistic Approach to Understand the Relation of Higher Education Classrooms and Academic Performance

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