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1 – 10 of over 2000School-university partnerships (SUPs) probe a range of P12 challenges and interests, with teacher residencies being chief among them. Because historically black colleges and…
Abstract
Purpose
School-university partnerships (SUPs) probe a range of P12 challenges and interests, with teacher residencies being chief among them. Because historically black colleges and universities (HBCUs) have impressive track records (Hill-Jackson, 2017) and knowhow (Marchitello & Trinidad, 2019; Petchauer & Mawhinney, 2017) in preparing teacher candidates to work effectively in diverse schools, this paper seeks deeper understandings of the types of SUPs for teacher residency collaborations employed by traditional versus HBCU programs.
Design/methodology/approach
This article draws upon the self-study as a methodology to review a SUP for a teacher residency at an HBCU in the southwestern United States to illustrate an equity-centric model.
Findings
Leveraging an equity and third space perspective, three separate approaches to the SUPs are unpacked to establish the outline for this proposal: ceremonial, conventional and communal teacher residency approaches.
Originality/value
A novel typology of three distinct approaches to SUPs for teacher residencies is outlined to establish the extent to which equity is foregrounded among teacher residencies.
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Phuong Thanh To and David Grierson
Providing improved access to nature within educational settings can promote stronger child–nature connections and is conditional on making evidence-based decisions for the…
Abstract
Purpose
Providing improved access to nature within educational settings can promote stronger child–nature connections and is conditional on making evidence-based decisions for the planning, design and refurbishment of school architecture. The study offers insight into ways of reconnecting children with nature by examining the distribution and classification of diverse natural elements for enhancing children's visual and non-visual experiences of educational environments.
Design/methodology/approach
This study combines quantitative and qualitative analysis of data gathered through measurement and observation at three schools in Glasgow, with a total of 75 students, to identify key issues influencing child–nature multi-sensorial connections within indoor and outdoor environments and on building envelopes and layouts. It applies children's open-questions and diagrams to investigate children's discovery of nature, their feelings around natural attributes and their environmental preferences within school contexts.
Findings
This study's findings reveal that architectural features and landscape settings have significant influence on the quantitative and qualitative degrees of children's natural exploration through visual and non-visual sensorial modalities and environmental preferences.
Research limitations/implications
The limitations of this study are that the data was gathered in the Spring season and with different groups of children from The Glasgow Academy who received the same educational curriculum. Thus, there is a need for further investigation on children's experiences of nature based on temporal and contextual differences, and varying educational-socio-cultural and economic factors.
Practical implications
The findings suggest that applications of natural diversity, accessible and flexible pathways and indoor natural settings, are potential approaches to connect children with nature within their study and play environments.
Originality/value
The authors provide a deeper understanding of how nature-based settings, including indoor and outdoor environments, constructively benefit children's multi-sensorial experiences, knowledge and biophilic feelings toward nature.
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This study introduces an ecological framework for disabilities meant to provide a new model of viewing and learning about disabilities and special education. This model projects a…
Abstract
Purpose
This study introduces an ecological framework for disabilities meant to provide a new model of viewing and learning about disabilities and special education. This model projects a multi-systemic view of factors that influence a person's life, where people with disabilities are active actors in the development of the world. The increased awareness about interconnectedness, globalization, inter- and trans-disciplinarity, influences on human experience, greening, sustainability, inequality, inequity and lack of opportunities is shifting how people think about potential and growth.
Design/methodology/approach
The methodological approach is qualitative, interpretive research.
Findings
In disability studies, the Ecological Model of Disabilities helps reframe this uniqueness as part of the spectrum of human experiences. In special education, the Ecoducation Model helps reframe the learning experience.
Research limitations/implications
This research is conceptual, but it is also all-inclusive, rendering itself to a wide application in educational settings.
Practical implications
The Ecoducation Model for Special Education is specific to the education of children and adults with disabilities, and it is directly compatible with the broader Ecological Model of Disabilities. These ecological models can be applied to all levels of the ecological system, and to different ecodemes of population. Nevertheless, the ecological models need to be locally implemented, with general principles tailored to national traditions, laws and resources.
Social implications
Advocating for the pursuit of individual well-being within the larger society, both models call for practical changes in a multitude of areas, including legislation and policy, training of professional personnel, sufficient financial input in programs designed for the care of children and adults with disabilities, change in societal mentalities to fight discrimination, disempowerment and isolation. Because the scope of ecological frameworks is incommensurate, being both interdisciplinary and transdisciplinary, further research possibilities are countless. The ecological perspective opens the fields of disability studies and special education to new theoretical and empirical possibilities.
Originality/value
Two epistemological models are described as new frameworks in disability studies: the Ecological Model of Disabilities and the Ecoducation Model for Special Education. Both are original models that look into the education and inclusion of the person with disabilities.
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Magda Mostafa, Marlene Sotelo, Toby Honsberger, Christine Honsberger, Erin Brooker Lozott and Nate Shanok
The objective of this paper is to study the efficacy of the ASPECTSS Design Index's concepts as drivers of design intervention for educational environments for students on the…
Abstract
Purpose
The objective of this paper is to study the efficacy of the ASPECTSS Design Index's concepts as drivers of design intervention for educational environments for students on the autism spectrum. Based on the seven principles of acoustics, spatial sequencing, escape spaces, compartmentalization, transitions, sensory zoning and safety, ASPECTSS formed the basis for a preliminary post-occupancy evaluation (POE) and survey of an existing school environment.
Design/methodology/approach
Concepts drawn from the review of other strategies for autism spectrum disorder (ASD) friendly design were integrated with the seven ASPECTSS principles to create a design framework and consequent design retro-fit for a Pre-K-12th grade public school for students on the autism spectrum. The following design interventions were proposed: colour-coding based navigation; acoustical treatments in key circulation spaces; introduction of transition alcoves; classroom reorganisation using compartmentalization principles and the introduction of escape spaces for de-escalation. Specifically, a classroom template of modules of ASPECTSS-compliant layouts was provided to all staff. The efficacy and impact of these interventions were assessed using a whole campus online staff survey with further probing using classroom observations and subsequent interviews.
Findings
The results show alignment between the implementation of the ASPECTSS informed design interventions and responses to nine of the Likert scale items were all significantly lower than the middle response, indicating a high degree of satisfaction from survey respondents. These questions and responses related to the colour scheme facilitating ease of navigation for visitors of the school, the acoustics of the building successfully mitigating sound magnification and subsequently student distractibility, the organisation of the classrooms enhancing learning and the de-escalation zones allowing improved management of disruptive behaviours in the classroom.
Research limitations/implications
This study focuses primarily on the Autism ASPECTSS Design Index as a framework for assessing classroom efficacy. Other tools and frameworks may produce different insights. A single school site was studied. Validation of these findings in other school environments is necessary before generalising these strategies at scale. The use of qualitative tools, primarily teacher and staff surveys, provides one lens into the efficacy of these design strategies. Further research using measurable biometric indicators such as heart-rate and stress levels measured through wearable technology could provide a first step towards the triangulation of these findings.
Practical implications
These findings could help provide more standardised best practices for designing learning environments for autism, potentially providing supportive strategies with real impact on learning quality, skill development and knowledge acquisition in school environments. This could potentially have economic implications by supporting more efficient progress for autistic students through their school curriculum.
Social implications
Similar to economic impact, if validated and generalised, these findings could help with sense of accomplishment, general mental health improvement, alleviation of family stress and potential reduction of stigma in the autism community.
Originality/value
There is a slowly emerging field of design guidance for autism schools, but very little empirical evidence on the measurable efficacy of these strategies. This research provides one type of such evidence, as measured by the perceived impact from the point of view of staff and teachers at the school.
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S. P. Sreenivas Padala and Prabhanjan M. Skanda
The purpose of this paper is to develop a building information modelling (BIM)-based multi-objective optimization (MOO) framework for volumetric analysis of buildings during early…
Abstract
Purpose
The purpose of this paper is to develop a building information modelling (BIM)-based multi-objective optimization (MOO) framework for volumetric analysis of buildings during early design stages. The objective is to optimize volumetric spaces (3D) instead of 2D spaces to enhance space utilization, thermal comfort, constructability and rental value of buildings
Design/methodology/approach
The integration of two fundamental concepts – BIM and MOO, forms the basis of proposed framework. In the early design phases of a project, BIM is used to generate precise building volume data. The non-sorting genetic algorithm-II, a MOO algorithm, is then used to optimize extracted volume data from 3D BIM models, considering four objectives: space utilization, thermal comfort, rental value and construction cost. The framework is implemented in context of a school of architecture building project.
Findings
The findings of case study demonstrate significant improvements resulting from MOO of building volumes. Space utilization increased by 30%, while thermal comfort improved by 20%, and construction costs were reduced by 10%. Furthermore, rental value of the case study building increased by 33%.
Practical implications
The proposed framework offers practical implications by enabling project teams to generate optimal building floor layouts during early design stages, thereby avoiding late costly changes during construction phase of project.
Originality/value
The integration of BIM and MOO in this study provides a unique approach to optimize building volumes considering multiple factors during early design stages of a project
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Paramita Atmodiwirjo, Rokhshid Ghaziani, Supreeya Wungpatcharapon, Ratna Djuwita and Yandi Andri Yatmo
This study aims to identify the role of nature-related features in promoting well-being from the perspective of children as the users of post-disaster schools. It highlights the…
Abstract
Purpose
This study aims to identify the role of nature-related features in promoting well-being from the perspective of children as the users of post-disaster schools. It highlights the importance of connectedness to nature in design strategies for post-disaster school reconstruction.
Design/methodology/approach
The mixed-method study was conducted in three primary schools reconstructed after the earthquakes in Lombok (Indonesia) and Chiang Rai (Thailand) that integrated some nature-related elements in their design. The questionnaire survey explored the children’s satisfaction with the post-disaster school environment as an indication of well-being.
Findings
The findings suggest that priority in post-disaster school design strategies should incorporate nature-related design features that provide opportunities for children to be with friends and to play, to learn in comfortable and safe conditions, to interact with nature and to be in a quiet and relaxing place.
Originality/value
Most post-disaster reconstruction prioritizes the speed of construction rather than the spatial qualities that could help children deal with the disaster. This study provides evidence on the potential of nature-related design features to support the children’s well-being after the disaster.
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Given the historical legacy of policing Black bodies, this research focuses on the structures of anti-Blackness within school policing and the strategies students of Color…
Abstract
Purpose
Given the historical legacy of policing Black bodies, this research focuses on the structures of anti-Blackness within school policing and the strategies students of Color activists use as they work to defund or abolish police departments in the Los Angeles Unified School District (LAUSD).
Design/methodology/approach
Specifically, this article looks to Twitter as a counter-storytelling space for students of Color activists to organize and build movements to end anti-Black school policing. Through the frameworks of critical race theory (CRT) and Black critical theory (BlackCrit), this research applies inductive coding to analyze 42 Twitter posts from three students of Color-led organizations based in Los Angeles.
Findings
This document analysis presents four themes, which describe four dominant strategies students of Color activists use in their campaigns to defund or abolish school police in the LAUSD: (1) centering Blackness and Black student experiences, (2) making demands for the elimination of funding and support for school police, (3) calling for a shift in funding to support Black students and (4) employing multiple tactics concurrently.
Research limitations/implications
These findings demonstrate the importance of developing and centering a critical understanding of anti-Blackness to achieve racial and educational justice within social movements.
Originality/value
Moreover, the demands of students of Color activists reflect visions of public schools free from anti-Black school policing.
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Asif Wilson, Erica Dávila, Valentina Gamboa-Turner, Anänka Shony and David Stovall
In this paper the co-authors, educators and organizers working together in a liberatory curriculum development organization (People's Education Movement Chicago), put forth a…
Abstract
Purpose
In this paper the co-authors, educators and organizers working together in a liberatory curriculum development organization (People's Education Movement Chicago), put forth a conceptualization of Critical Race Praxis (CRP) in education as it applies to K-12 curriculum and education writ large. They take Yamamoto's (1997) premise seriously in that they need to spend less time with abstract theorizing and more time in communities experiencing injustice.
Design/methodology/approach
The co-authors utilize critical race counterstory methodologies to analyze and (re)tell their experiences building and supporting justice-centered curriculum bound in CRP. In doing so, they share narratives that illuminate their individual and collective experiences navigating the gratuitous violence of white supremacy and other forms of structural oppression, and their work to center justice in and out of K-12 schools.
Findings
The findings provide examples of organizational praxes within the tenets of CRP (Conceptual, Material, Performative and Reflexive). For People’s Education Movement Chicago the conceptual conditions of their praxes begin with an intersectional analysis of schooling, education, and life. Within the CRP tenant of the material, the co-authors share experiences that detail their continuous political education and offer seven emergent ways of being and building to bound the material change they seek to create through their work. Next, the co-authors share their insights on the performative tenet, with a focus on curriculum, which creates learning experiences that support people to remember social movements and develop within them the curiosity and agency to act on their findings in ways that center justice and transformation. Finally, the findings related to reflexivity focus on the authors’ internal practices as a collective. The authors place process over product which, as they articulate, is a must if they are to produce a vital harvest for communities they work with and for.
Research limitations/practical/social implications
The authors conclude the article with the following offerings useful to P-20 educators, researchers, school administrators and community members advancing more just educational futures: a commitment to the on the groundwork, situating social justice as an experiential phenomenon, the utilization of interdisciplinary approaches, collaborative work and capacity building, and a commitment to self and collective care.
Originality/value
As P-20 teachers, community workers, organizers, caregivers and education scholars of color building together in a K-12 curriculum development organization, the authors suggest that now is the moment to pivot away from the rhetoric of “we don't do CRT” and into work that constructs paths toward praxes bound in the tenets of CRP.
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Aliaa M. Kamal and Hisham S. Gabr
The purpose of this study is to explore the design of outdoor play spaces in Cairo that provide an enjoyable play experience, along with opportunities for enhancing child social…
Abstract
Purpose
The purpose of this study is to explore the design of outdoor play spaces in Cairo that provide an enjoyable play experience, along with opportunities for enhancing child social and cognitive developmental skills through play features incorporated in their play spaces to achieve this goal.
Design/methodology/approach
The study adopts a qualitative methodology to examine the effectiveness of natural, customized and elevated features on social and cognitive play behaviors of 6–8 year-olds. Data were gathered in three different play settings; a play space inside a social club, a park and a schoolyard. Data gathering relied on observations, written descriptions of play patterns and recordings of children's conversations. Additionally, the researcher utilized sketching diagrams to illustrate children's preferences for play with each feature.
Findings
The results of the study indicate that incorporating natural, elevated and customized play features into children's play spaces can enhance their environment and provide opportunities for fostering their social and cognitive skills.
Research limitations/implications
This study reports the occurrence of indicative behaviors and not the exact measurement of skill development. Research involving children can have limitations in terms of reliability of results due to slight variations affected by unmeasurable circumstances.
Originality/value
The study makes a valuable contribution towards enhancing the quality of children's play spaces in Cairo by emphasizing the significance of providing opportunities for social and cognitive in addition to physical play.
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Megan Burfoot, Ali GhaffarianHoseini, Amirhosein Ghaffarianhoseini and Nicola Naismith
To maximise acoustic comfort in a classroom, the acoustic conditions of the space should be variable. So, the optimal acoustic state also changes when the classroom changes from a…
Abstract
Purpose
To maximise acoustic comfort in a classroom, the acoustic conditions of the space should be variable. So, the optimal acoustic state also changes when the classroom changes from a study environment into a lecture environment. Passive Variable Acoustic Technology (PVAT) alters a room’s Reverberation Time (RT) by changing the total sound absorption in a room. The purpose of this paper is to evaluate the improvements to classroom acoustic comfort when using PVAT.
Design/methodology/approach
The study is conducted in an existing tertiary classroom at Auckland University of Technology, New Zealand. The PVAT is prototyped, and the RTs are measured according to international standards before and after classroom installation. The acoustic measurement method used is a cost-effective application tool where pre- and post-conditions are of primary concern.
Findings
PVAT is found to offer statistically significant improvements in RT, but the key benefits are realised in its’ ability to vary RT for different classroom situations. It is predicted that the RT recommendations for two room types outlined in the acoustic standard AS/NZS 2107:2016 are satisfied when using PVAT in a single classroom space. By optimising RT, the acoustic comfort during both study and lecture is significantly improved.
Originality/value
When PVAT is combined with an intelligent system – Intelligent Passive Room Acoustic Technology (IPRAT) – it can detect sound waves in real time to identify the optimal RT. This paper details a pilot case study that works towards quantifying the benefits of IPRAT, by prototyping and testing the PVAT component of the system.
Highlights
A pilot case study outlines the development and test of a variable acoustic prototype in a tertiary classroom
A method is adopted to measure acoustic conditions, using three under-researched Android applications
The benefits of PVAT are realised in its ability to vary RT by adjusting the prototypes’ sound absorption
By using PVAT in a single space, the recommended RTs for two room types outlined in the acoustic standard AS/NZS 2107:2016 can be satisfied
The improvements in acoustic comfort due to PVAT are statistically significant
A pilot case study outlines the development and test of a variable acoustic prototype in a tertiary classroom
A method is adopted to measure acoustic conditions, using three under-researched Android applications
The benefits of PVAT are realised in its ability to vary RT by adjusting the prototypes’ sound absorption
By using PVAT in a single space, the recommended RTs for two room types outlined in the acoustic standard AS/NZS 2107:2016 can be satisfied
The improvements in acoustic comfort due to PVAT are statistically significant
Details