People / socialization – in between spaces

mathematical writing; and 4) report close relationships with students.” 428

Publication type: Journal article Dissertation Study type: Research Study Sample: 27 teachers Duration: Single point in time Age or developmental stage: secondary teachers

Summers, T., & Beers, M. (2019). Ready for Equity? A Cross-Cultural Organizational Framework to Scale Access to Learning-Ready Classrooms That Support Student Success. Journal of Teaching and Learning with Technology, 8(1), 76–86. https://doi. org/10.14434/jotlt.v8i1.26889 In this paper, the authors aim to make the case that, rather than focusing on a small number of technology and resource-intensive active learning classes, educators and administrators should focus on universal access to “learningready classrooms” by focusing on universal design and accessibility across race, class, gender, ability, socioeconomic status, etc. The authors review relevant literature and evaluate a case study example of learning-ready universal design classrooms as part of the Classroom Readiness Committee (CRC) at San Francisco State University. The authors use existing literature and the case study example to make the argument that universally designed, learner-ready classrooms can be more widely offered and would be available to everyone, which competes with the notion that only privileged students would have access to technologically advanced learning classrooms. The 8 universal design goals are specified as: 1) Body fit, 2) Comfort, 3) Awareness, 4) Understanding, 5) Wellness, 6) Social Integration, 7) Personalization, and 8) Cultural appropriateness. 429

Publication type: Journal article Study type: Case study, theory development Age or developmental stage: University Students

Doshi, A., Kumar, S., & Whitmer, S. (2014). Does Space Matter? Assessing the Undergraduate “Lived Experience” to Enhance Learning. Planning for Higher Education Journal, V43N1(December), 1–21. https://smartech.gatech.edu/handle/1853/52648 The authors used a literature review and a case study to determine spatial attributes of a campus commons to best serve the students’ learning and wellbeing. After conducting a review of relevant literature, the authors describe their case study research of Clough Commons, an undergraduate commons building at Georgia Tech in Atlanta. The Commons serve undergrads with study areas, academic advising, food options, and more. The researchers used a mixed methods approach, including behavior observation, ethnographic

research, interviews, and more. They summarized their data by identifying 11 different “use modes” of student activity. For example, “meet up” to describe students using the Commons as a meeting point in the center of campus, and “grab n go” to describe students who came to the Commons for a specific purpose, performed the activity, and then left. They also use the data to make recommendations for campus planners working on university commons, described in the next section. 436

Publication type: Journal article Study type: Case Study Sample: One university commons Duration: One semester Age or developmental stage: University

Epstein, J. L., & Sheldon, S. B. (2002). Present and accounted for: Improving student attendance through family and community involvement. Journal of Educational Research, 95(5), 308–318. https://doi.org/10.1080/00220670209596604 Epstein and Sheldon address how community and family involvement affects student attendance and could potentially help increase attendance. The methods involved in this study were 12 elementary schools and 6 secondary schools that were given a baseline, midyear, and final survey during the years 1996-1997. Surveys asked schools about goals for attendance, attendance rates, and community and family practices in terms of involvement. The attendance rates were from 3 school years in a row at each school. The study found that there was a prediction of an increase in daily attendance when there were partnerships between the school, community, and family. The study also found that when there was a partnership between the school, family, and community there was also a decrease in chronic absences for students. The study also found there if more activities combined the family and community with the school, there may be a potential to increase student attendance at elementary schools. 438

Publication type: Journal article Study type: Longitudinal Study Sample: 18 schools Duration: Longitudinal, 1-3 Years Age or developmental stage: Elementary and Secondary

Gislason, N. (2009). Mapping school design: A qualitative study of the relations among facilities design, curriculum delivery, and school climate. Journal of Environmental Education, 40(4), 17–34. https://doi.org/10.3200/JOEE.40.4.17-34 The author aims to draw a connection between the school’s architectural layout, student participation and performance, and social/cultural connections among students and faculty. The author conducted a three-week case study at a School of Environmental Studies (SES), a senior public high school in Minneapolis/St Paul with an environmental studies focus. During the study period, he conducted interviews and behavior observations that related to students’ perceptions of the primarily open-plan spaces and communal/ collaborative work environments. Students interviewed and observed were

positive in their reviews of the open-plan concept versus more traditional classroom settings, as this allowed more social connections, collaborative study, and to connect with more peers and teachers than otherwise possible. They felt more socially accepted and enjoyed being at school more. 435

Publication type: Journal article Study type: Case study Duration: three weeks Age or developmental stage: Grade 11 to 12

Hod, Y., & Katz, S. (2020). Fostering highly engaged knowledge building communities in socioemotional and sociocognitive hybrid learning spaces. British Journal of Educational Technology, 51(4), 1117–1135. https://doi-org.libproxy.uoregon.edu/10.1111/ bjet.12910 Hod and Katz address how learning spaces create engaged communities and affect the socioemotional and sociocognitive values of students. The methods involved in this case study were 1,780 online notes collected from students over the course of a semester. The study measured conversations chains and how students interacted with each other. The notes were measured on their socioemotional or sociocognitive values and compared to each other. The study also focused on hybrid learning spaces that allow for the flow of information online and moderators helped lead 18 students throughout the study. The study also focused on the measurement of learning. The case study found that socioemotional values are affected by varying beliefs in topics and that although students may not agree on an uncomfortable topic, they may all agree that discussing the topic causes emotional turmoil. The case study also found that sociocognitive and socioemotional dimensions are connected to each other and both affect learning. 439

Publication type: Journal article Study type: Case Study Sample: 18 students, 1,780 notes Duration: Longitudinal, 1 Semester Age or developmental stage: Graduate Students

Maina, J. J., & Ibrahim, R. H. (2019). Socialisation Mediates the Relationship Between Learning Environments and Architecture Students’ Academic Performance. International Journal of Built Environment and Sustainability, 6(3), 43–52. https://doi. org/10.11113/ijbes.v6.n3.416 This paper investigates the relationship between learning environments (LE) and academic achievement from the perspective of architecture students. It examines a set of qualitative open-ended responses from 29 students majoring in architecture. The paper reported that while learning environments were generally conducive, they also positively influenced academic performance. However, 11% of the respondents stated that LE didn’t affect their academic performance and attributed their performance to personal effort. The study found that socialization and interactions emerged as mediators in the learning environment - academic performance relation. Student-student interactions were more important in the lower levels than in the higher levels. Other variables found to influence academic performance

were different IEQ variables, security and modalities of assessment. 433

Publication type: Journal article Study type: Research study Sample: 29 students Duration: Single point in time Age or developmental stage: College students

McMahon, S. D., Singh, J. A., Garner, L. S., & Benhorin, S. (2004). Taking advantage of opportunities: community involvement, well-being, and urban youth. Journal of Adolescent Health, 34(4), 262–265. https://doi.org/10.1016/j.jadohealth.2003.06.006 McMahon, Singh, Garner, and Benhorin address how community involvement and well-being affect urban youth and can possibly predict psychological outcomes. The methods involved in this study were 200 African American, 5th through 8th-grade students, from 3 schools and they were given surveys. The surveys measured interpersonal and community-level assessments. The questionnaire measured who students looked up to, who they wanted to be like, as well as how much they went to church, or how much did they do community-related activities. The study was for 2 years, and 4 assessments were given to students during those years. The research study found that if students had a role model there was a prediction for them to have better psychological outcomes. The study also found that if students had schoolbelonging they also had better psychological outcomes. Church attendance and community involvement were also predicted for students to then have better psychological outcomes. 440

Publication type: Journal Article Study type: Research Study Sample: 200 Students, 3 Schools Duration: Longitudinal, 2 Years, Cross-sectional Age or developmental stage: 5th through 8th Grade

Raish, V., & Fennewald, J. (2016). Embedded Managers in Informal Learning Spaces. 16(4), 793–815. The authors discuss the learning commons as an informal learning space on university campuses, and as a “third place” as described by Oldenburg, informal places outside of home and work where people interact, learn/ study, and otherwise live their lives. The researchers identified informal learning commons which staffed “embedded managers” within the spaces, people whose job was to ensure students were comfortable, could use the technology, and provide other support. Using mixed method case study tools, such as observation and interviews, the researchers gained an inside perspective on the managers of three informal learning commons on the campus of Penn State University. Overall, the managers of the three spaces felt an obligation to ensure student comfort and to provide adequate assistance. The researchers identified six themes from their case study with the space mangers: 1) Patterns of space use, 2) Managers’ perceptions of their place in the space, 3) Challenges with managing the space, 4) Relationships with stakeholders, 5) Creating a welcoming environment or third space, and