Transforming teacher pedagogy to maximize 21st century skills through the learning environment

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dc.contributor.authorAttai, Shanna L., 1987-
dc.contributor.authorCarmona Reyes, Jorge
dc.contributor.authorDavis, John
dc.contributor.authorYork, Judy
dc.contributor.authorRanney, Kerri
dc.contributor.authorRatliff, Lauren
dc.contributor.authorHyde, Truell
dc.date.accessioned2020-01-24T21:42:57Z
dc.date.available2020-01-24T21:42:57Z
dc.date.issued2020-01-24
dc.description.abstractAs schools redesign learning environments and equip classrooms with flexible furniture, it is imperative to examine this impact on teacher pedagogy and student learning. We investigated if classrooms equipped with flexible furniture provided students more opportunities to engage in collaboration, communication, critical thinking skills, and creativity. A between-groups research design was used; classrooms were assigned to one of two groups: The intervention group received professional development (PD) and flexible furniture for eight weeks (n = 4 classrooms), and the control group maintained traditional furniture (n = 10 classrooms). Total recruitment included 327 students in grades two to four, with a random selection of 42 students. Classrooms were observed biweekly for eight weeks. Results of a series of independent sample t-test demonstrated teachers in classrooms with flexible furniture provided more opportunities for students to participate and actively engage in 21st century learning skills.en_US
dc.description.keywordsteacher pedagogyen_US
dc.description.keywordsflexible furnitureen_US
dc.description.keywordsactive learning environmenten_US
dc.identifier.urihttps://hdl.handle.net/2104/10795
dc.language.isoenen
dc.titleTransforming teacher pedagogy to maximize 21st century skills through the learning environmenten_US
dc.typeArticleen

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