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首页> 外文学位 >The impact of school design and arrangement on learning experiences: A case study of an architecturally significant elementary school.
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The impact of school design and arrangement on learning experiences: A case study of an architecturally significant elementary school.

机译：学校设计和布置对学习经历的影响：以具有建筑意义的小学为例。

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摘要

This qualitative study examined the impact of architectural design and arrangement on the learning experiences of students. Specifically, it examined how school design and arrangement foster interactions and relationships among students and adults relevant to integral learning experiences. This case study was limited to the breadth of knowledge about Crow Island School, an elementary school in Winnetka, Illinois, built in 1940, that remains a national historic landmark and was the embodiment of Dewey's Progressive School Movement of the early 20th century.;I collected historical data including documents, archival reports, and physical artifacts, and conducted interviews with 19 teachers and teacher associates. Data were analyzed and themes identified that yielded valuable information about how the design and arrangement of Crow Island School facilitates interactions among children and adults in a 21st-century learning environment.;I drew a correlation between progressive education in the 1930s and 21 st-century learning theory. The original learning experiences identified were toileting, displaying student work, individual academics, group academics, individual activities and group activities. The review of the literature revealed important 21st-century learning experiences to be independence, one-to-one experiences, partner work, small-group work, project learning, and technology. In addition, participants identified whole-school experiences and combined-class experiences as integral to 21st-century learning. This study showed Crow Island's L-shaped classrooms to support these learning experiences. Clear preference from Specials teachers who had experience teaching in traditional classrooms---alternative spaces to the L-shaped classroom---helped clarify that the L-shaped classroom is essential in providing spaces for these integral experiences.;The results of the study demonstrate the ability of the visionaries and collaborators of Crow Island School to create a learning environment that effectively accommodated not only the progressive ideals and practices of the 20th century, but also the needs of the 21st -century learner. The story and legacy of the building also play an integral role in shaping the learning environment as they are threaded into the fabric of everyday life at Crow Island.
机译：这项定性研究考察了建筑设计和布置对学生学习经历的影响。具体而言，它研究了学校的设计和布置如何促进与整体学习体验相关的学生和成年人之间的互动和关系。本案例研究仅限于了解伊利诺伊州温尼特卡市一所小学克劳岛学校的知识，该学校建于1940年，至今仍是国家历史地标，是杜威20世纪初进步学校运动的体现。收集了包括文件，档案报告和文物在内的历史数据，并对19位老师和同事进行了采访。对数据进行了分析并确定了主题，从而为克劳岛学校的设计和布置如何促进21世纪学习环境中儿童与成人之间的互动提供了有价值的信息。;我得出了1930年代与21世纪进步教育之间的关联学习理论。确定的原始学习经历是上厕所，展示学生的工作，个人学者，团体学者，个人活动和团体活动。文献回顾显示21世纪重要的学习经历是独立性，一对一的经历，合作伙伴的工作，小组工作，项目学习和技术。此外，参与者将整个学校的经历和组合课程的经历确定为21世纪学习的组成部分。这项研究显示了Crow Island的L形教室来支持这些学习经验。经验丰富的特殊教师对传统教室（替代空间比L型教室）有明显的偏爱，这有助于澄清L型教室对于提供这些整体体验的空间至关重要。展示乌鸦岛学校有远见的人和合作者创造创造学习环境的能力，该学习环境不仅有效地适应了20世纪的进步理想和实践，而且还适应了21世纪学习者的需求。建筑物的故事和遗产在塑造学习环境方面也起着不可或缺的作用，因为它们融入了乌鸦岛的日常生活。

著录项

  • 作者

    Churchill, Deirdre Lyne.;

  • 作者单位

    Teachers College, Columbia University.;

  • 授予单位 Teachers College, Columbia University.;
  • 学科 Education Administration.;Architecture.
  • 学位 Ed.D.
  • 年度 2014
  • 页码 257 p.
  • 总页数 257
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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