The Classroom Environment and Its Effects on the Practice of Teachers

Martin, Sandra Horne

doi:10.1006/jevp.2001.0239

Cited by 107 publications

(63 citation statements)

References 4 publications

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“…Literature suggests that the physical classroom space has a critical role in changing teaching practice and subsequently, can affect, student learning (Martin 2002;Taylor 2009;Brooks 2011). For example, seating where students face one another, such as U-shape or circular configuration, more readily allows for class discussions (Rosenfield et al 1985;Bonus and Riordan 1998), clustered desks facilitate cooperative group activities (Bonus and Riordan 1998), and classrooms where students are seated in rows result in higher levels of instructor presentation and direction (Martin 2002).…”

Section: Classroom Layout Can Impact Teaching Practicesmentioning

confidence: 99%

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Get a room: the role of classroom space in sustained implementation of studio style instruction

et al. 2016

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Background: The characteristics of the classroom environment play an important role in shaping teaching practices and supporting research-based instructional strategies. One instructional strategy that has reimagined the classroom is the Student-Centered Active Learning Environment with Upside-Down Pedagogies (SCALE-UP). SCALE-UP uses studio-style instruction to facilitate student collaboration. Although there is significant interest in studio-style instruction, there is not much research-based guidance available for institutions interested in setting up a classroom, especially for secondary users interested in using this in different academic settings and contexts. We interviewed key informants involved in 21 successful secondary implementations of SCALE-UP about creating, using, and spreading studio-style classrooms. This paper summarizes respondent's perceptions of (1) how these classrooms are initiated; (2) which classroom features are helpful, non-essential, and unhelpful; (3) how professional development efforts support SCALE-UP instructors; and (4) how the classroom indirectly affects the department and/or institution. Results: Room initiation Interviewees engaged in multiple activities to obtain a studio-style classroom. The majority of interviewees worked in teams created by faculty or administrators, with the participation from both groups. Interviewees typically sought institutional funding to develop the rooms. Classroom features When developing the room, implementers used many key characteristics of the recommended classroom, such as collaborative workspace (e.g., special tables) for students, but they generally did not replicate all of the recommended features. Interviewees had mixed opinions about the importance of classroom technology. Professional development and support Interviewees noted the importance of professional development for teaching staff (instructors and teaching assistants) new to the SCALE-UP teaching environment. Indirect effects Beyond direct benefits to the teachers and learners, our interviewees reported that the classrooms had larger impacts including attracting visitors to the institution and encouraging the use of active learning in non-SCALE-UP classes. Conclusions: There are many paths to successful development of a studio-style classroom. The process can be initiated by faculty or administrators. Classroom designs can vary to suit the local environment as long as they maintain the intent of the space: to support peer collaboration. Beyond improving student outcomes, these classrooms have additional benefits for institutions that include transforming instructor approaches to teaching and symbolizing the institution's commitment to quality teaching.

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Section: Classroom Layout Can Impact Teaching Practicesmentioning

confidence: 99%

“…and the environment (i.e., physical space, local culture, and available resources) (Beggs 2000;Martin 2002;Cotner et al 2013). Therefore, the design of the physical classroom space plays an important role in shaping the learning environment.…”

Section: Introductionmentioning

confidence: 99%

Get a room: the role of classroom space in sustained implementation of studio style instruction

et al. 2016

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“…Other general influences on the children's ability to concentrate were classroom settings, as shown by Martin (2002). These were perceived to be of major importance for the children in question, who needed to do individual work at purpose-suited places or personal seating places in order to function well, a perception also supported by the work of Adams et al (2000).…”

Section: General Influences At An Overall Levelmentioning

confidence: 99%

The building process as a tool towards an all-inclusive school. A Swedish example focusing on children with defined concentration difficulties such as ADHD, autism and Down’s syndrome

Tufvesson

2008

J Hous and the Built Environ

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Professionals who take part in the building process have long been concerned with the same environmental factors, e.g. spatial layout, capacity, and function, as well as user demography. Through the knowledge gained on the ways environmental factors affect users of buildings, the need to understand how to handle these factors has grown, due to their influence on the building process. It will be shown how research on the

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“…Bu nedenle, öğrenme çıktılarının değerlendirilmesinde öğrenme ortamının dikkate alınması oldukça önemlidir. Alanyazın incelendiğinde uluslararası literatürde öğrenme çevresi, sınıf iklimi, sınıf atmosferi ile ilgili olarak birçok çalışmanın bulunduğu anlaşılmaktadır (Barth, Dunlap, Dane, Lochman, & Wells, 2004;Burnett, 2002;Church, Elliot, & Gable, 2001;Dart et al 2000;Dorman, 2001;Feldlaufer, Midgley, & Eccles, 1988;Fraser, 2015;Fraser, 1998;Fraser & Fisher, 1992;Goh & Fraser, 1998;Holley & Steiner, 2005;Martin, 2002;WerthamerLarsson, Kellam, & Wheeler, 1991). Bu çalışmalar incelendiğinde, sınıf iklimini öğretmen ve öğrenci açısından ele aldıkları görülmektedir.…”

Section: Introductionunclassified

“…Therefore, considering learning environment in evaluating learning outcomes is of great importance. Examining the international literature revealed that there are many studies conducted about learning environment, classroom climate or classroom atmosphere (Barth, Dunlap, Dane, Lochman, & Wells, 2004;Burnett, 2002;Church, Elliot, & Gable, 2001;Dart et al 2000;Dorman, 2001;Feldlaufer, Midgley, & Eccles, 1988;Fraser, 2015;Fraser, 1998;Fraser & Fisher, 1992;Goh & Fraser, 1998;Holley & Steiner, 2005;Martin, 2002;Werthamer-Larsson, Kellam, & Wheeler, 1991). These studies investigate classroom climate regarding teachers' and students' perceptions.…”

Section: Introductionmentioning

confidence: 99%

Investigating of perceptions on classroom climate for third and fourth graders

Aygün

Taşkın

2018

Pegegog

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In the research, it is aimed to investigate the classroom environment perceptions of the third and fourth graders in terms of some variables. Accordingly, `What is happening in this class?` scale has been adapted into Turkish and validity and reliability studies have been conducted as well. Then, the scale was administered to 526 students at the third and the fourth grades of primary school in the fall semester of the 2016-2017 academic years. The data was analyzed terms of gender, class level and socio-cultural status of the school. The findings indicate that the students' perceptions of classroom environment in the factors of Student Cohesiveness, Teacher Support, Participation, Investigation, Task Orientation, Cooperation and Equity are Always. Additionally, there is a significant difference between students’ classroom environment perceptions in favour for girls. According to grades, there is a significant difference between students’ classroom environment perceptions in favour of the third grade students. Based on the school socio-cultural status, there is a significant difference between students’ classroom environment perceptions towards very good.

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The Classroom Environment and Its Effects on the Practice of Teachers

Cited by 107 publications

References 4 publications

Get a room: the role of classroom space in sustained implementation of studio style instruction

Get a room: the role of classroom space in sustained implementation of studio style instruction

The building process as a tool towards an all-inclusive school. A Swedish example focusing on children with defined concentration difficulties such as ADHD, autism and Down’s syndrome

Investigating of perceptions on classroom climate for third and fourth graders

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