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Designing Schools for Future : = Comparison of Teacher Attitudes and Preferences toward Classroom Environment.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Designing Schools for Future :/
Reminder of title:	Comparison of Teacher Attitudes and Preferences toward Classroom Environment.
Author:	Altinbasak, Ece.
Description:	1 online resource (318 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
Subject:	Architecture. -
Online resource:	click for full text (PQDT)
ISBN:	9781369619997

Designing Schools for Future : = Comparison of Teacher Attitudes and Preferences toward Classroom Environment.
Altinbasak, Ece.

Designing Schools for Future :Comparison of Teacher Attitudes and Preferences toward Classroom Environment. - 1 online resource (318 pages)

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--North Carolina State University, 2016.

Includes bibliographical references

The purpose of this study is to investigate the relationships between classroom environment teachers' current classroom arrangements (i.e. teacher-centered and student centered classrooms) and their classroom design preferences (i.e. expandable and variations of L-shape classroom designs) based on teachers' attitudes and behavioral outcomes. The outcome variables under investigation include teachers' motivation towards education; environmental response and awareness; teacher movement in classroom; furniture movement; motivational strategies; technology use; satisfaction with current classroom arrangement; teaching methods; and instructional area. The main purpose of this study is to understand how teachers behave in different classroom environments and what motivates them to make changes in spatial arrangement. One of the most unique aims of this study is measuring teachers' environmental awareness and examining its associations with teachers' current classroom arrangements and design preferences. The Environmental Response Inventory (ERI) assessment instrument was adopted to help define and measure differences in the way teachers interact with the environment. Within a descriptive correlational research design, specific classroom arrangements and designs were selected to study the relationship between classroom environment, teacher attitudes and preferences. A survey questionnaire was the instrument used for data collection. In order to address the associations between the variables and answer the main research questions of the study, multiple analyses techniques were also used.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369619997Subjects--Topical Terms:

555123
Architecture.
Index Terms--Genre/Form:

554714
Electronic books.

Designing Schools for Future : = Comparison of Teacher Attitudes and Preferences toward Classroom Environment.
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100 1 $a Altinbasak, Ece. $3 1194193
245 1 0 $a Designing Schools for Future : $b Comparison of Teacher Attitudes and Preferences toward Classroom Environment.
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300 $a 1 online resource (318 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Adviser: Celen Pasalar.
502 $a Thesis (Ph.D.)--North Carolina State University, 2016.
504 $a Includes bibliographical references
520 $a The purpose of this study is to investigate the relationships between classroom environment teachers' current classroom arrangements (i.e. teacher-centered and student centered classrooms) and their classroom design preferences (i.e. expandable and variations of L-shape classroom designs) based on teachers' attitudes and behavioral outcomes. The outcome variables under investigation include teachers' motivation towards education; environmental response and awareness; teacher movement in classroom; furniture movement; motivational strategies; technology use; satisfaction with current classroom arrangement; teaching methods; and instructional area. The main purpose of this study is to understand how teachers behave in different classroom environments and what motivates them to make changes in spatial arrangement. One of the most unique aims of this study is measuring teachers' environmental awareness and examining its associations with teachers' current classroom arrangements and design preferences. The Environmental Response Inventory (ERI) assessment instrument was adopted to help define and measure differences in the way teachers interact with the environment. Within a descriptive correlational research design, specific classroom arrangements and designs were selected to study the relationship between classroom environment, teacher attitudes and preferences. A survey questionnaire was the instrument used for data collection. In order to address the associations between the variables and answer the main research questions of the study, multiple analyses techniques were also used.
520 $a The results of the study revealed the relationships between teachers' current classroom arrangement (teacher-centered and student centered classroom environments); teachers' classroom design preferences (expandable and variations of L-shape classroom designs); and teachers' attitude and behavioral outcomes. The results further provide understanding on how teacher attitudes and behaviors differ in different classroom arrangements and what motivates them to make spatial changes in classroom settings. Future planning and design of these classroom spaces need to be based on behavioral processes that motivate innovative learning opportunities. (Abstract shortened by ProQuest.).
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Architecture. $3 555123
650 4 $a Behavioral psychology. $3 1179418
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0384
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a North Carolina State University. $b Design. $3 1194194
773 0 $t Dissertation Abstracts International $g 78-08A(E).
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