The Geography of the classroom

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dc.contributor.authorAman, Cheryl-lynnen_US
dc.date.accessioned2024-08-12T19:30:35Z
dc.date.available2024-08-12T19:30:35Z
dc.date.copyright1996en_US
dc.date.issued1996
dc.degree.departmentDepartment of Psychological Foundations in Education
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractAwareness of classroom as space is promoted. Design features of classrooms and classroom layout are examined from an empirical and philosophic base. Various ways of exploring classroom space are presented. A workshop process, a psychological mapping technique, and experiments derived from metaphors are discussed. Participants include two groups; 5 teachers and 5 student-teachers. The generation of an experimental mind-set and sense of possibility are recounted. Implications for those involved in teaching stress utility and pleasure of the process as a teaching strategy.
dc.format.extent63 pages
dc.identifier.urihttps://hdl.handle.net/1828/16951
dc.rightsAvailable to the World Wide Weben_US
dc.titleThe Geography of the classroomen_US
dc.typeThesisen_US

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We acknowledge and respect the Lək̓ʷəŋən (Songhees and Esquimalt) Peoples on whose territory the university stands, and the Lək̓ʷəŋən and W̱SÁNEĆ Peoples whose historical relationships with the land continue to this day.