Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

SCHOOLISIZING OUR SCHOOLYARDS: FROM A SPACE TO OUR PLACE

No description
by

Totali Differenti

on 10 June 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of SCHOOLISIZING OUR SCHOOLYARDS: FROM A SPACE TO OUR PLACE

"Schoolisization"
Every school's grounds are potential educational places.
Literature Review
Results / Analysis
Questionnaires
Methodology
From a space to our place
-Wagner, C. 2000.

SCHOOLYARDS
Space or Place ?
Good or Bad ?
Rural or Urban ?
Grounds of a school or Grounds or a curriculum ?
Principals, Teachers, Students.
Anonymity.
Swedish language.
Different contents and format depending the respondents
Various types of questions types (Likert Scale, three scale questions, multiple responses, numerical, categorical.)
Research Strategy ---> Quantitative

Research Design ---> Comparative
Aristea Kyriakou
Linköping University
2013-2014


Outdoor Environmental Education and Outdoor Life


Schoolisizing our schoolyards:
from a space to our place.

11- 06- 2014
Greece
Transformative Process
Adaptation
Flexibility
Outdoor Education
Place-based Education
My contribution

Deductive Theory


 Do intrapersonal and interpersonal factors influence teachers’ use of their schoolyards in the educational process depending on geographical factors (urban or rural environment)?
Almost every place has the
potential
to produce flow

-Cszikszentmihalyi, M. 1996
Using the surroundings to the maximum...
Extracting from them all that they have to contribute to
build worthwhile experiences.

- Dewey, J. 1938
"Schoolyard Naturalization"

-Sobel, D. 2004
"Anomalous Places"
"Good-Enough Holding Environments"

-Ellsworth, E. 2005
- Bryman, A. 2012
10 SCHOOLS:
5 RURAL
&
5 URBAN

10 PRINCIPALS:

5 RURAL

&
5 URBAN
53 TEACHERS:

25 RURAL

&
28 URBAN
293 STUDENTS:

114 RURAL

&
179 URBAN

Adaptation of curriculum to the classrooms.

- Hattie, J. 2012
"Personalized Curriculum"

- Taylor, C. 2009
Personalized Curriculum & Personalized Education

- Robinson, K. 2013
"Hidden Curriculum of School Grounds"

- Titman, W. (1994)
Designed to protect from accidents
Enough space for all
Colors & Shapes
Reflect particularities
Create emotions
Inspire
Play structures
Fields
Encourages moving instead of stability
Support outdoor classes
Sitting places
Fireplace
Change things in order to adapt them to specific needs
Why is it important?
The investigation of contradictions
hides surprises... in the results!

Difficulties faced in this step:
Phone calls / Communication
Not enough schools
Waiting for possible responses
Are the 3 study questions answered?
1. Do intrapersonal and interpersonal factors influence teachers’ use of their schoolyards in the educational process depending on geographical factors (urban or rural environment) ?
2. Are the school communities’ opinions (principals’, teachers’, students’) found in an agreement regarding how much their current schoolyards design facilitates their incorporation in teachers’ plans, in both environments?
3. How adaptable can the curriculum become to a school through the use of the school grounds?
Conclusion
FOUR SEASONS
Principals, teachers, students
Parents & grandparents, school council
Architects & designers
Local community stakeholders, experts, volunteers
Growing plants or vegetables
School Garden

Software
SPSS
Microsoft Excel 2007
Tests Questions
Independent

t-test --> Likert Scale
Mann-Whitney test --> Three Scale
Chi-square test --> Multiple Response
Intrapersonal Level
Interpersonal Level
Location/ Geographical Level
Students
Bibliography
Ready for the discussion! :)
No interpersonal, Yes intrapersonal
1. Time needed
2. Lack of outdoor expertise
3. Curriculum integration
4. Well trained
Rural & urban environments have equal chances!
(Schoolisization - Schoolyard pyramid)
Rejection
of the stereotypical idea


Yes! principals, teachers, students are found in an agreement, in both cases.
"Education is all a matter of building bridges"
-Ralph Elisson
THANK YOU!
THANK YOU VERY MUCH,
TACK!

 How adaptable can the curriculum become to a school through the use of the school grounds?
 Are the school communities’ opinions (principals’, teachers’, students’) found in an agreement regarding how much their current schoolyards design facilitates their incorporation in teachers’ plans, in both environments?
Research Questions
Observation
Schoolisization
Collaboration
schoolyards:
neither good nor bad
unique!
there is
no
bad weather,
only wrong clothes!
All of the schoolyards.
Taking photos (no children pictured).
Maps of the schools.
Observation list.
Analysis as a table of existence/absence.
Piloted
Full transcript