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dc.contributor.authorSnow, Sue Ellen
dc.date.accessioned2014-03-05T16:02:50Z
dc.date.available2014-03-05T16:02:50Z
dc.date.issued2002-05
dc.identifier.othersnow_sue_e_200205_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/snow_sue_e_200205_edd
dc.identifier.urihttp://hdl.handle.net/10724/29432
dc.description.abstractThis dissertation was conducted to examine the perceptions held by secondary teachers about their use of classroom space. Six participants--Georgia teachers with National Board certification--were interviewed and asked to describe their teaching experiences related to: orientation issues (the individual’s perception of space); operation issues (intentions and attempts to shape and use the environment); and evaluation issues (judgments made about the environment). The findings of this study indicated three major themes concerning teachers’ perceptions of classroom space: (1) the adequacy of the amount and arrangement of space for teachers’ needs, (2) the physical condition of the classroom in relation to teacher performance and morale, and (3) the affects of the classroom’s physical condition on student behavior. The amount or arrangement of space was inadequate for the teachers’ needs, particularly in the areas of student mobility and storage. However, teachers found numerous ways to modify and shape their setting to make it support their instructional program. Newer facilities and smaller class sizes contributed to teachers’ sense of well-being and effectiveness while poor maintenance and overcrowding were associated with feelings of frustration. Teachers believed that the physical environment sent positive or negative messages. Students in trailers and older, poorly maintained buildings seemed to be more destructive and less appreciative of their facility than students in newer schools. Based on teachers’ perceptions in this study, seven classroom design recommendations were identified. 1.) Construct adequate storage to house materials for instructional programs, particularly in laboratory sciences. 2.) Plan for flexible arrangements of people, furnishings, and equipment by limiting built-ins and immobile fixtures. 3.) Locate all technology resources together and away from windows. 4.) Provide classroom space in secondary schools that will support instructional programs and accommodate student mobility. 5.) Construct additional space for computer workstations located in classrooms. 6.) Build separate workspaces for teachers to use for planning and conferencing with parents, students, and colleagues. 7.) Create professional classroom environments that include computers with Internet access and telephones with outside lines.
dc.languageTeachers' perceptions and use of classroom space
dc.publisheruga
dc.rightspublic
dc.subjectClassroom design
dc.subjectclassroom environment
dc.subjectclassroom space
dc.subjectdesign requirement
dc.subjecteducational environment
dc.subjectflexible facilities
dc.titleTeachers' perceptions and use of classroom space
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentEducational Leadership
dc.description.majorEducational Leadership
dc.description.advisorC. Kenneth Tanner
dc.description.committeeC. Kenneth Tanner
dc.description.committeeThomas Holmes
dc.description.committeeWilliam Wraga


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