The holistic impact of classroom spaces on learning in specific subjects

Barrett, PS; Davies, F; Zhang, Y; Barrett, LC

Abstract

The HEAD study of UK primary schools sought to isolate the impact of the
physical design of classrooms on the learning progress of pupils aged from
5 to 11 years (US kindergarten to 5th grade). One hundred and fifty-three
classrooms were assessed and links made to the learning of the 3766
pupils in them. Through multilevel modeling the role of physical design was
isolated. Analyses are presented for reading, writing, and math. Variations
in the importance of the physical design parameters are revealed for the
learning of each subject. In addition to some common factors, such as
lighting, a heavy salience for Individualization in relation to math becomes
apparent and the importance emerges of Connection for reading and of
Links to Nature for writing. Possible explanations are suggested. These
results provide a stimulus for additional finesse in practice and for further
investigation by researchers.

Citation

Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2017). The holistic impact of classroom spaces on learning in specific subjects. Environment and Behavior, 49(4), 425-451. https://doi.org/10.1177/0013916516648735

• Journal Article Type: Article
• Acceptance Date: Apr 16, 2016
• Online Publication Date: May 16, 2016
• Publication Date: May 1, 2017
• Deposit Date: Apr 19, 2016
• Publicly Available Date: Jun 15, 2016
• Journal: Environment and Behavior
• Print ISSN: 0013-9165
• Electronic ISSN: 1552-390X
• Publisher: SAGE Publications
• Volume: 49
• Issue: 4
• Pages: 425-451
• DOI: https://doi.org/10.1177/0013916516648735
• Publisher URL: http://dx.doi.org/10.1177/0013916516648735
• Related Public URLs: http://www.uk.sagepub.com/journals/Journal200783/
• Additional Information: Funders : Engineering and Physical Sciences Research Council (EPSRC); Projects : HEAD - Holistic Evidence and Design; Grant Number: EP/J015709/1