Barrett Peter, Davies Fay, Zhang Yufan, Barrett Lucinda
University of Salford, Salford, UK.
University of Huddersfield, West Yorkshire, UK.
Environ Behav. 2017 May;49(4):425-451. doi: 10.1177/0013916516648735. Epub 2016 May 16.
The Holistic Evidence and Design (HEAD) study of U.K. 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 (U.S. kindergarten to fifth grade). One hundred fifty-three classrooms were assessed and links made to the learning of the 3,766 pupils in them. Through multilevel modeling, the role of physical design was isolated from the influences of the pupils' characteristics. This article presents analyses for the three main subjects assessed, namely, 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.
英国小学的整体证据与设计（HEAD）研究旨在分离教室物理设计对5至11岁学生（美国幼儿园至五年级）学习进步的影响。研究评估了153间教室，并将其与其中3766名学生的学习情况建立了联系。通过多层次建模，将物理设计的作用与学生特征的影响分离开来。本文呈现了对三个主要评估学科（即阅读、写作和数学）的分析。研究揭示了物理设计参数对各学科学习重要性的差异。除了一些常见因素，如采光，数学学习中个性化的显著重要性变得明显，阅读的关联性以及写作与自然的联系的重要性也显现出来。文中提出了可能的解释。这些结果为实践中的进一步优化以及研究人员的进一步调查提供了动力。
