Deriving the Ideal Learning Environment For Communal Intermediate Educational Institutions
DOI:
https://doi.org/10.58445/rars.1538Keywords:
Communal Intermediate Educational Institutions, Education, Leraning environmentsAbstract
The effective dissemination of information that encourages critical thinking has challenged educators for decades in the traditional classroom. Communal education institutions, particularly the 6th and 7th grades, are faced with the obstacle of providing an environment to effectively facilitate learning. Many experts, ranging from educational administrators to psychologists, have begun to recognize the benefits of Montessori-style schooling. To date, numerous studies have demonstrated the advantages of devising an ideal learning environment by creating an autonomy-supportive domain that centers around providing actual tools, choices while learning, and trust from the mentor(s). This literary review will provide original research and explore the direct outcomes of altering the education environment to maximize learning potential. The paper will specifically focus on the neuroscientific literature providing empirical data supporting an autonomy-supportive classroom model.
References
National Center for Education Statistics. (2022a). Table 203.10. Enrollment in public elementary and secondary schools, by level and grade: Fall 1980 through Fall 2022. In Digest of Education Statistics. U.S. Department of Education. https://nces.ed.gov/programs/digest/d22/tables/dt22_203.10.asp
National Center for Education Statistics. (2022b). State profile: Mathematics. The Nation's Report Card. https://www.nationsreportcard.gov/profiles/stateprofile?sfj=NP&chort=2&sub=MAT&sj=&st=AP&year=2022R3
National Center for Education Statistics. (2022c). NAEP reading: National achievement-level results. The Nation's Report Card. https://www.nationsreportcard.gov/reading/nation/achievement/?grade=8
Smith, J. (2019). The architecture of ideal learning environments. New Horizon Thinking. https://www.newhorizonthinking.com/wp-content/uploads/2019/08/2981467-the_architecture_of_ideal_learning_environments_reduced_copy.pdf
Bland, D. (2010). Drawing on imagination: Primary students' ideal learning environments. In Proceedings of the 2010 Australian Association for Research in Education (AARE) International Education Research Conference (pp. 1-22). Australian Association for Research in Education.
Crescio, E. (2022). IDEAL LEARNING ENVIRONMENT: HOW TO BUILD IT WITH ARTIFICIAL INTELLIGENCE. In Proceedings of the 20th International Conference on e-Society (ES 2022) and 18th International Conference on Mobile Learning (ML 2022).
Lunenburg, F. C., & Schmidt, L. J. (1989). Pupil control ideology, pupil control behavior and the quality of school life. Journal of Research & Development in Education, 22(4), 36–44.
Landowski, L. (2023). Brain hack: 6 secrets to learning faster backed by neuroscience [Video]. TED. https://www.ted.com/talks/lila_landowski_brain_hack_6_secrets_to_learning_faster_backed_by_neuroscience?trigger=5s&subtitle=en
Stolk, J. (2015). Creating autonomy-supportive learning environments [Video]. TEDxSMU. https://www.tedxsmu.org/talks/jon-stolk-creating-autonomy-supportive-learning-environments-tedxsmu-2015/
Sandrone, S., Berthaud, J. V., Carlson, C., Cios, J., Dixit, N., Farheen, A., ... & Schneider, L. D. (2019). Education research: flipped classroom in neurology: principles, practices, and perspectives. Neurology, 93(1), e106-e111.
Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. H. Bower (Ed.), Psychology of Learning and Motivation (Vol. 8, pp. 47-89). Academic Press.
Moos, R. H. (1973). Systems for the assessment and classification of human environments: An overview. Springer-Verlag.
Kweon, B., Ellis, C. D., Lee, J., & Jacobs, K. (2017). The link between school environments and student academic performance. Urban Forestry & Urban Greening, 23, 35-43. https://doi.org/10.1016/j.ufug.2017.02.002
Dynik, Einar. (2024). Reading performance in Iceland by socio-economic group. Statista. https://www.statista.com/statistics/1267726/iceland-reading-performance-socio-economic-group/
The Education Trust. (2023). Access granted: School funding between schools in districts. U.S. Census Bureau and National Center For Education Statistics. https://edtrust.org/resource/access-granted-school-funding-between-schools-in-districts/
OECD. (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS. OECD Publishing. https://doi.org/10.1787/9789264068780-en
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD. https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/video/Classroom_Management_that_Works.pdf
National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. The National Academies Press. https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press. https://doi.org/10.2307/j.ctv26071r6
O'Brien, A. (2011, November 16). Building support for education technology. Edutopia. https://www.edutopia.org/blog/building-support-education-technology-anne-obrien
Turano, A. A. (2005). The impact of classroom environment on student learning. Rowan University Theses and Dissertations (No. 1089). https://rdw.rowan.edu/etd/1089
Lei, J., & Zhao, Y. (2007). Technology uses and student achievement: A longitudinal study. Computers & Education, 49(2), 284-296. https://doi.org/10.1016/j.compedu.2005.06.013
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The Influence of Affective Teacher-Student Relationships on Students’ School Engagement and Achievement: A Meta-Analytic Approach. Review of Educational Research, 81(4), 493–529. http://www.jstor.org/stable/41408670
Osterman, K. F. (2000). Students’ Need for Belonging in the School Community. Review of Educational Research, 70(3), 323–367. https://doi.org/10.2307/1170786
Wentzel, K. R. (2005). Peer relationships, motivation, and academic performance at school. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of Competence and Motivation (pp. 279-296). The Guilford Press.
Bryk, A. S., & Schneider, B. (2002). Trust in Schools: A Core Resource for Improvement. Russell Sage Foundation. http://www.jstor.org/stable/10.7758/9781610440967
Arnold, I. (2011). John Hattie: Visible learning: A synthesis of over 800 meta-analyses relating to achievement. International Review of Education, 57, 219–221. https://doi.org/10.1007/s11159-011-9198-8
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5, 7-74.
Kolb, D. (1984). Experiential Learning: Experience As The Source Of Learning And Development. Prentice-Hall.
Immordino-Yang, M. H., & Damasio, A. (2007). We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education. Mind, Brain, and Education, 1(1), 3-10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Zull, J. E. (2002). The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning (1st ed.). Routledge. https://doi.org/10.4324/9781003447573
Brown, P. C., Roediger, H. L. III, & McDaniel, M. A. (2014). Make it stick: The science of successful learning. The Belknap Press of Harvard University Press.
Dietrich, A. (2004). Neurocognitive mechanisms underlying the experience of flow. Consciousness and Cognition, 13(4), 746-761. https://doi.org/10.1016/j.concog.2004.07.002
Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper & Row.
Schunk, D. H., & Zimmerman, B. J. (Eds.). (2007). Motivation and Self-Regulated Learning: Theory, Research, and Applications (1st ed.). Routledge. https://doi.org/10.4324/9780203831076
McEwen, B. S., & Gianaros, P. J. (2011). Stress- and allostasis-induced brain plasticity. Annual Review of Medicine, 62, 431–445. https://doi.org/10.1146/annurev-med-052209-100430
Roediger, H. L. III, & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27. https://doi.org/10.1016/j.tics.2010.09.003
Karpicke, J. D., & Blunt, J. R. (2011). Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping. Science. https://doi.org/1199327
Andrade, H., & Valtcheva, A. (2009). Promoting Learning and Achievement Through Self-Assessment. Theory Into Practice, 48(1), 12–19. https://doi.org/10.1080/00405840802577544
Dunning, D. (2011). The Dunning–Kruger Effect. Current Directions in Psychological Science, 20(3), 181-185. https://doi.org/10.1177/0963721411407611
Aim High St. Louis. (2024). 2024 survey data. https://aimhighstl.org/2024-survey-data/
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55(1), 68–78. https://doi.org/10.1037//0003-066x.55.1.68
Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life's domains. Canadian Psychology / Psychologie Canadienne, 49(1), 14–23.
Pink, D. H. (2009). Drive: the surprising truth about what motivates us. Riverhead Books.
OECD. (2019, December 3). PISA 2018: Estonia ranks first in Europe. https://oecd.mfa.ee/pisa-2018-estonia-ranks-first-in-europe/
Organisation for Economic Co-operation and Development. (2020). PISA 2018: Country note Poland. https://www.oecd.org/content/dam/oecd/en/about/programmes/edu/pisa/publications/national-reports/pisa-2018/featured-country-specific-overviews/PISA2018_CN_POL.pdf
Educational Research Centre. (2019, December 3). PISA 2018: National report for Ireland published. https://www.erc.ie/2019/12/03/pisa-2018-national-report-for-ireland-published/
Ogbu, J. U. (1992). Understanding Cultural Diversity and Learning. Educational Researcher, 21(8), 5–24. https://doi.org/10.2307/1176697
Banks, J. A., & Banks, C. A. M. (Eds.). (2019). Multicultural education: Issues and perspectives. John Wiley & Sons.
Aim High St. Louis. (n.d.). About Aim High. Aim High St. Louis. https://aimhighstl.org/about/#:~:text=Aim%20High%20was%20founded%20in%201991%20by%20John,and%20social%20barriers%20that%20exist%20in%20St.%20Louis
Downloads
Posted
Categories
License
Copyright (c) 2024 Dhruv Lahoti
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.