Progress 03/01/05 to 09/30/08
Outputs
OUTPUTS: New opportunities are arising for applications of the findings of this research. For 2009, the American Association of Family and Consumer Sciences (AAFCS) has created a Task Force to examine the Effectiveness of Family and Consumer Sciences Education at the Secondary Level K-12 (public schools). This researcher is a member of the Task Force. Findings from this study and others will be applied to "assist FCS Teachers at the secondary level, Teacher Educators and FCS State Administrators to maximize, enhance or modify their programs based on the results obtained." Work with the Task Force will help "determine the feasibility of connecting with the Quality of Living Community [and with the QoL Model introduced in the project reporting]." This research uncovered significant opportunities for the re-positioning of FCS practice in secondary schools. A review of educational facility literature reported by Lackney in 2003 identified 33 principles of educational design operational in well-designed learning environments. These principles were substantiated by further review of the literature. Two of these principles appear fundamental to FCS re-positioning. Principle #7: Consider home as a template for school suggests creation of a friendly "home-like" environment with smaller "families" of students. Principle #16: Provide a home base for every learner advocates creation of a personal space for each learner within the school. Both principles speak to the need to support physical and emotional growth as we drive mental development in an educational setting structured by Standards. PARTICIPANTS: Using the Personal Resource Systems Model and Matrix (PRSM) as a framework, this project focused upon the needs of adult stakeholders in potential redesign of FCS classrooms. It involved extensive review of the literature with the assistance of GRA's Vanessa Watkins (education) and Renee Melendez (design). Cindy Beacham served as P.I. on the prior study of student needs, and continued as a collaborator through the adult stakeholder phase. Partners in the Erie, PA school system (teachers and administrators) from the prior study continued to shape the direction of the research. Colleagues in Kappa Omicron Nu Honor Society for the Human Sciences (KON) and the American Association of Family and Consumer Sciences (AAFCS) contributed significantly to the dialogue and promise to play a significant role in implementation going forward. TARGET AUDIENCES: Target audiences for this research would be local, state and national politicians; administrators and teachers in the secondary school systems; academics and professionals in Family and Consumer Sciences and the Human Sciences; and funders of educational reform. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
The findings of this research surface (and define the attributes of) an increasingly high-value niche for applied FCS and Ag education in public secondary schools - filling the role of a school home to supplement and/or facilitate family and community support for youth. More specifically, we were concerned with the experience of the classroom space and with likely motivations for, and constraints to, change. As an early step in the larger agenda, a well-designed homelike space will brand this learning opportunity as unique and valuable, signal expectations for meaningful engagement, and support the student experience. Ideally, re-positioning of the FCS curriculum, and related re-design of FCS classrooms in the secondary system, would provide a successful venue to address the appalling rate of high school dropout. Currently one in three students entering high school in America will not graduate. The problem disproportionately impacts certain populations. Detroit reported a graduation rate barely over 20% while the best systems reported graduation rates over 80%. A 2006 survey (The Silent Epidemic) funded by the Bill & Melinda Gates Foundation found that 81% of respondents felt that "real-world" learning opportunities might have kept them in school and 75% cited a need for more individual instruction. Research by the Search Institute and the Trends in International Mathematics and Science Study (TIMSS) has identified persistent shortcomings, primarily in physical and emotional supports, that are imposing significant constraints on youth achievement. The supports in question have historically flowed from home, family, and community, but are too often absent in modern society. Many accounts attribute these "nurture" factors with as much as 50% of performance on the currently-mandated high-stakes standardized testing associated with No Child Left Behind. Family and consumer sciences education, agricultural education, 4-H and FCCLA have historically provided an alternate route to youth support and development.
Publications
- Beacham, C., McFall, B. (2009). New Designs for Participatory Research: Modified Photoethnography and the Personal Resource Systems Management (PRSM) Model. Journal of Youth Development: Bridging Research & Practice.
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Progress 01/01/07 to 12/31/07
Outputs
OUTPUTS: Earlier research in a related project found that students in selected secondary schools (both new construction and older) considered their learning environments deficient in physical and emotional supports. The mental aspects of learning were reported favorably. A subsequent review of literature found little opposition, among adult stakeholders of the educational system (school administrators, teachers, parents, support personnel and politicians), to enriching physical and emotional aspects of student learning environments.
TARGET AUDIENCES: This research was initiated to address perceived shortcomings in the secondary school learning experience that might be addressed through facilities design in targeted areas. The populations engaged were Family and Consumer Sciences students in public junior high and high schools in the Appalachian region and related adult stakeholders.
Impacts
There did seem to be some problem in knowing what specifically to do in terms of enriching academic environments and how to justify expenditures. Therefore, the current phase of this research agenda is the compilation of an annotated bibliography covering current design knowledge relevant to enrichment of physical and emotional aspects of learning in public secondary schools. Articles will be targeted to professional designers and to each academic stakeholder group involved in facilities decisions.
Publications
- No publications reported this period
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Progress 01/01/06 to 12/31/06
Outputs
This project is stage two of a project that investigated classroom design changes identified as important to support a new Family and Consumer Sciences curriculum in middle and high school environments. The clear message from phase one, photoethnographic research engaging students as researchers, was that classrooms must be redesigned to provide learner-centered spaces. Data showed that students mental requirements were typically fulfilled in the school system studies, however the material environment was found to be lacking the ability to meet their emotional and physical needs. The social environment was also implicated as insufficient throughout the data. Knowing that the student research participants were consistently requesting emotional and physical enrichment in their learning environments, the researchers targeted adult stakeholders for stage-two research. The question was whether there were significant constraints that might impact the viability of the
student suggestions. An in- depth review of the literature reporting the views of school administrators, teachers, parents, support personnel and politicians on the topic of classroom environments yielded little organized opposition to physical and emotional enrichment and several pockets of stakeholders strongly supporting the students perceptions. Early adopters, primarily educational theorists and cutting-edge architects, have generated a rich and well-researched body of knowledge in support of enrichment. Political writers are split along party lines on the topic of focusing solely on the mental as represented by the standards movement. Literature generated by and directed toward support personnel tends to be more focused on energy and maintenance issues, involving quantitative rather than qualitative measures. Teachers may be found on both sides of the discussion. The Hatch funding has laid a solid foundation for further research into the characteristics of learner-centered
spaces as seen through the eyes of the users, support professionals, and service providers.
Impacts
Impact: American education exists as a public institution to assure the development of successful, lawful, and productive citizens. Yet, recent research by both the Search Institute and the Trends in International Mathematics and Science Study (TIMSS) has identified persistent shortcomings, primarily in physical and emotional supports, that are imposing significant constraints on youth achievement. The supports in question have historically flowed from home, family, and community, but are too often absent in modern society. Many accounts attribute these nurture factors with as much as 50% of performance on the currently-mandated high-stakes standardized testing associated with No Child Left Behind. Family and consumer sciences education, agricultural education, 4-H and FCCLA have historically provided an alternate route to youth support and development. Therefore, the findings of this research surface (and define the attributes of) an increasingly high-value niche for
both FCS and Ag education in public secondary schools, filling the role of a school home to supplement and/or facilitate family and community support for youth. As an early step in the larger agenda, a well-designed space will brand this learning opportunity as unique and valuable, signal expectations for meaningful engagement, and support the student experience.
Publications
- McFall, B., Beacham, C., & Shambaugh, N. (2006). Personal Resource System Management: Coordinates for Learner-Centered Technology Development. In Qualities of living: A platform for practice (Barbara McFall, Ed.), 47-52. East Lansing, MI: Kappa Omicron Nu. McFall, B., Beacham, C. & Shambaugh, N, (2006). Personal Resource Systems Management (PRSM): Three coordinates for learner-centered technology development. Educational Technology. McFall, B., & Beacham, C. (2006). Ideal Design Programming with Photoethnographic Data and Systems Analysis. Journal of Interior Design (31)3.
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Progress 01/01/05 to 12/31/05
Outputs
41. Progress Report: This research was undertaken as preliminary programming for the design of repositioned Family and Consumer Sciences classrooms in public secondary education. A review of educational facility literature reported by Lackney in 2003 identified 33 principles of educational design operational in well-designed learning environments. Two of these principles appear fundamental to FCS re-positioning. Principle #7: Consider home as a template for school suggests creation of a friendly home-like environment with smaller families of students. Principle #16: Provide a home base for every learner advocates creation of a personal space for each learner within the school. The agenda for this research was to first, test the validity of these assumptions within a representative student population; second, explore constraints to environmental change imposed by adult stakeholders in public education; and third, engage student designers in the development of
alternative classroom models. Following a photo-ethnographic protocol, data was collected in 2003 by student researchers participating in FCS secondary classes. Analysis of the student data yielded three major areas of concern. Students felt a need to modify material dimensions of their context to provide more emotional support in the classroom. They also identified a need for material modifications to provide better physical support. Further, they wished to manipulate the social dimension to enhance emotional states. Meta-analysis of existing research among adult stakeholder groups in 2004-2005 identified potential constraints. Although there is a significant trend toward learner-centered education and nurturing support among educational philosophers, other adult stakeholder groups tend not to have adopted a learner-centered viewpoint. Control, budget issues, ease of maintenance, energy efficiency, flexible space utilization, content delivery, technology, and even social and
political ideology were among the criteria driving real-world design and installation of educational spaces. With both the ideal and current constraints identified, programming is now available to guide further design process. Research in 2006 will involve creating and testing multiple design alternatives as a precursor to pilot installations.
Impacts
42. Impact: American education exists as a public institution to assure the development of successful, lawful, and productive citizens. Yet, recent research by both the Search Institute and the Trends in International Mathematics and Science Study (TIMSS) has identified persistent shortcomings, primarily in physical and emotional supports, that are imposing significant constraints on youth achievement. The supports in question have historically flowed from home, family, and community, but are too often absent in modern society. Many accounts attribute these nurture factors with as much as 50% of performance on the currently-mandated high-stakes standardized testing associated with No Child Left Behind. Family and consumer sciences education, agricultural education, 4-H and FCCLA have historically provided an alternate route to youth support and development. Therefore, the findings of this research surface (and define the attributes of) an increasingly high-value niche
for both FCS and Ag education in public secondary schools, filling the role of a school home to supplement and/or facilitate family and community support for youth. As an early step in the larger agenda, a well-designed space will brand this learning opportunity as unique and valuable, signal expectations for meaningful engagement, and support the student experience.
Publications
- No publications reported this period
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