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ERIC Number: ED512988
Record Type: Non-Journal
Publication Date: 2009
Pages: 123
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1092-5522-5
ISSN: N/A
Community College Facility Design: The Relationship between the Learning-Centered Paradigm and Learning Space as Viewed through the Lens of Developmental Studies Faculty
Perkinson, Betty J.
ProQuest LLC, D.A. Dissertation, George Mason University
The view that community college developmental studies educators have about the space in which they teach, any renovated or new spaces they were involved in designing, and the type of space in which they would like to teach is examined. The developmental studies educators are experts in their field, having completed The Kellogg Institute at Appalachian State University or having served as a president of the National Association for Developmental Educators. Qualitative methodology yielded data that indicated the developmental studies educators used collaborative, problem-based, and experiential techniques in their teaching; that some did not believe that their work was given strong consideration in the final design of the space while others did; and that learning space strongly impacts how they teach. The participants commented positively on the researcher's sketch of a proposed learning-centered classroom space which permits them to expand their teaching techniques and better affect student learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A