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SCHOOLISIZING OUR SCHOOLYARDS: FROM A SPACE TO OUR PLACE
Transcript of SCHOOLISIZING OUR SCHOOLYARDS: FROM A SPACE TO OUR PLACE
Every school's grounds are potential educational places.
Results / Analysis
From a space to our place
-Wagner, C. 2000.
Space or Place ?
Good or Bad ?
Rural or Urban ?
Grounds of a school or Grounds or a curriculum ?
Principals, Teachers, Students.
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
Outdoor Environmental Education and Outdoor Life
Schoolisizing our schoolyards:
from a space to our place.
11- 06- 2014
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
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
-Sobel, D. 2004
"Good-Enough Holding Environments"
-Ellsworth, E. 2005
- Bryman, A. 2012
Adaptation of curriculum to the classrooms.
- Hattie, J. 2012
- 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
Encourages moving instead of stability
Support outdoor classes
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?
Principals, teachers, students
Parents & grandparents, school council
Architects & designers
Local community stakeholders, experts, volunteers
Growing plants or vegetables
Microsoft Excel 2007
t-test --> Likert Scale
Mann-Whitney test --> Three Scale
Chi-square test --> Multiple Response
Location/ Geographical Level
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)
of the stereotypical idea
Yes! principals, teachers, students are found in an agreement, in both cases.
"Education is all a matter of building bridges"
THANK YOU VERY MUCH,
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?
neither good nor bad
only wrong clothes!
All of the schoolyards.
Taking photos (no children pictured).
Maps of the schools.
Analysis as a table of existence/absence.