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ERIC Number: ED514016
Record Type: Non-Journal
Publication Date: 2009
Pages: 223
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-2692-6
ISSN: N/A
Room for Change: Decisions Made by K-3 Teachers in Designing Classrooms
Owens, Cheris
ProQuest LLC, Ed.D. Dissertation, George Fox University
The question of whether teachers' beliefs match their educational philosophies and are seen in their practice is an important area of research inquiry. Using a mixed methods design, this research study investigated whether there was such a match between a teacher's educational philosophy and his/her use of classroom physical space and layout. The classroom space of 21 teacher participants was diagrammed in detail and was also videotaped. The teachers were then surveyed and interviewed to discover their underlying educational philosophies. Quantitative and qualitative data analyses were used to compare the teachers' self-identified educational philosophies with their arrangement of their physical space. To aid in the analysis, a checklist of current teaching practices was developed to help identify underlying educational philosophy in each teacher's room arrangement. This study found that all 21 teachers purposefully planned and used their space in many areas: teacher desk placement, student desk arrangement, determining whole group work areas, finding space for small group work areas, and setting up individual workspaces. In addition the participants designed their spaces around physical "defects" in each room and most added personal items to enhance the decor and use of the room. Finally, 19 of the 21 teachers' self-identified educational philosophies were primarily evident or mostly evident in their room arrangement indicating there is a match. Eighteen of the 21 identified their educational philosophy as progressivism. The final research question dealt with exploring the ramifications of any mismatch between educational philosophy and classroom arrangement, but with only two teachers with a mismatch it was not possible to draw conclusions about consequences of a mismatch between the teachers' underlying educational philosophies and room arrangements. [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: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A