The Role Of Permanent Student Artwork In Students’ Sense Of Ownership In An Elementary School

Killeen, Jennifer Platten; Evans, Gary W.; Danko, Sheila

doi:10.1177/0013916502250133

Cited by 41 publications

(26 citation statements)

References 12 publications

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“…Schools that include permanent student artwork in the interior spaces of school buildings also will foster student ownership (Killeen, Evans, & Danko, 2003).…”

Section: Discussionmentioning

confidence: 99%

An Assessment of CPTED Principles in Relation to Bullying Behaviour

Wahab¹,

Sakip²,

Zainol³

2018

AASoci

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This paper presents a preliminary study examining the potential influences of building design on bullying behavior and experiences, of a sample of Malaysia secondary school students. Bullying in school may be an early stage of the developmental sequence that serves as a strong predictor of delinquency and future crime. Through the discussion of findings in previous studies, environmental design approach is as one of the methods to bring down the level of crime in school. Crime Prevention through Environmental Design (CPTED) is an approach that uses environmental design as a tool to reduce crime from both the physical and the psychological aspects. The features of physical environment such as street layout, building design, lighting and physical decay can affect the occurrence and behaviour of criminals. The shortcomings in the physical environment could open up the opportunity for offenders. Thus, this study seeks to determine if there is a possibility that the actual physical environment in which students spend greater part of their day can affect behaviour, which in turn, can lead to violence in school. A survey was conducted at four secondary schools in Shah Alam, Selangor with a random sample of 406 students from Form 1, Form 2 and Form 3 involving the observation of 32 school blocks. Three principles of Crime CPTED were analyzed in the school environment. The results indicated that there is a significant difference in territoriality and school maintenance which results in the forming of the negative environment in the schools. It was found that this, in turn, affects the frequency of bullying occurring among the students in school. KeywordsSchool, Bullying, CPTED, Physical Environment *A preliminary study examining the potential influences of building design on bullying behavior and experiences, of a sample of Malaysia secondary school students.

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“…Schools that include permanent student artwork in the interior spaces of school buildings also will foster student ownership (Killeen, Evans, & Danko, 2003).…”

Section: Discussionmentioning

confidence: 99%

An Assessment of CPTED Principles in Relation to Bullying Behaviour

Wahab¹,

Sakip²,

Zainol³

2018

AASoci

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“…Killeen, Evans and Danko [64] studied the impact of physical learning environments on students' sense of ownership in learning. Overall the investigators found that fourth and fifth grades students in the experimental school that provided permanent displays of student work reported a significantly higher sense of ownership in the learning environment than students in a school where only temporary displays were allowed.…”

Section: Aesthetic Literature Reviewmentioning

confidence: 99%

Building Features in Schools That Influence Academic Performance

Salary¹,

Holliday²,

Keesee³

et al. 2018

JCEA

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School decision makers are faced with a great many decisions when considering a school renovation or new school building. All stakeholders want a building that is safe and provides an optimal learning environment. However, it is often difficult to know which building features will have the greatest effect on student learning. Because of a limited understanding of the relationship between individual building features and student learning, researchers at the University of Oklahoma hope to explore how building components influence student and teacher performance. This paper explores the importance of school building features that can be designed and changed during a renovation project. The hope is to one day determine which features have the greatest impact on student test scores. The research team believes that although it is difficult to find the exact relationship between each building features and student outcomes with one study, if multiple users repeat the same or similar studies, hopefully we will one day know the effect of these building features. In order to develop feature building users survey and physical assessment tools, it was necessary for investigators to develop a list of important building features and their associated definitions in layman terms. This was accomplished through utilization and conducting of a CAB (community advisory board) and subject matter expert materials. In addition, previous research relating to different school building features and their associations with student performance were reviewed. To define and narrow the list the researchers, community educational, and building professionals rated based on their professional experience, how directly related each feature is to student performance. The building feature list serves as a starting point to determine which features should be analyzed in a later phase of the project. It is hoped that resulting tools based on the work of this project can be used by school decision-makers and researchers to access building features that have been identified through research as being important for student and teacher performance.

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“…In welldesigned school environments students often feel more valued (Catling, 2005) and feel more attached to their schools (Killeen, Evans, & Danko, 2003;Kumar et al, 2008), which Spencer and Woolley (2000) claim is important in the formation of children's personal identity. The design of school grounds has been shown to impact students' level of physical activity (Collins & Coleman, 2008;Ozdemir & Yilmaz, 2008), and inadequate design of non-classroom spaces may have adverse effects on students either by way of problem behaviors (Kumar et al, 2008) or negative emotions (Thurber & Malinowski, 1999).…”

Section: School Environment and Childrenmentioning

confidence: 99%

Fifth-, sixth-, and seventh- grade students’ use of non-classroom spaces during recess: The case of three private schools in Izmir, Turkey

Kasali

Doğan

2010

Journal of Environmental Psychology

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a b s t r a c tThis study investigates fifth, sixth, and seventh grade students' place preferences between indoor and outdoor non-classroom spaces during recess and their activity patterns in these spaces in three private elementary schools. The study explores whether differences in the variety and organization of the spaces of school facilities have an impact on the place preferences of students and whether students are aware of the reasons for their preferences. Students' place preferences and their activities were determined with field observations and a 30-item questionnaire with Yes/No and open-ended questions. A total of 173 students (n ¼ 51 School 1; n ¼ 70 School 2; and n ¼ 52 School 3) participated in the questionnaire. The Chi-Square test, a non-parametric statistical analysis test, was used to analyze the students' answers to the questionnaire. The results indicate that students prefer places which offer variety and which are large enough to avoid congestion and that, in general, students are aware of the spatial features of their environments and make choices accordingly. When students are given a choice of outdoors or indoors, they tend to choose according to which is more conducive to their activities. If both outdoor and indoor spaces are conducive, students tend to use both. If neither is conducive to their activities, students either alter their behavior patterns, for example, developing a preference for stationary activities or staying inside the classroom, or they convert available spaces to accommodate their activities. It is concluded that students are good sources of information in the design and planning of the environments they occupy.

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The Role Of Permanent Student Artwork In Students’ Sense Of Ownership In An Elementary School

Cited by 41 publications

References 12 publications

An Assessment of CPTED Principles in Relation to Bullying Behaviour

An Assessment of CPTED Principles in Relation to Bullying Behaviour

Building Features in Schools That Influence Academic Performance

Fifth-, sixth-, and seventh- grade students’ use of non-classroom spaces during recess: The case of three private schools in Izmir, Turkey

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