Students in elementary schools spend a significant amount of time in their classroom environment. A growing body of research indicates the physical environment of the classroom is an important aspect of the learning environment. Factors such as lighting, temperature, seating arrangements and others can significantly impact students. Teachers’ knowledge of how the physical environment can affect their students’ educational experience is essential; yet, little is known about teachers’ perceptions of this topic nor the factors that influence their decisions about arranging the physical environment of their classrooms. The purpose of this survey design study was to explore the perceptions of teachers about the physical environment of their classrooms. An electronic survey was distributed to elementary teachers in one suburban school district in South Dakota. Survey results are described in terms of teachers’ knowledge, preferences and decisions relative to the physical classroom environment. Discussion and recommendations focus on increased attention to this topic and future research to better meet the group and individual needs of students through manipulating the variables in the classroom physical environment.
|Commitee:||Zheng, Wenjing , Borden-King, Lisa|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 82/8(E), Masters Abstracts International|
|Subjects:||Special education, Elementary education|
|Keywords:||Classroom environment, Inclusion, Sensory input, Special education|
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