Online from: 1963
Subject Area: Education
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|Title:||Do portable classrooms impact teaching and learning?|
|Author(s):||Tak Cheung Chan, (Kennesaw State University, Kennesaw, Georgia, USA)|
|Citation:||Tak Cheung Chan, (2009) "Do portable classrooms impact teaching and learning?", Journal of Educational Administration, Vol. 47 Iss: 3, pp.290 - 304|
|Keywords:||Behaviour, Classrooms, Learning, Morale, Teaching, Transportable buildings|
|Article type:||Research paper|
|DOI:||10.1108/09578230910955746 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
Purpose – The purpose of this paper is to examine the possible impact portable classrooms have on the teaching and learning process by exploring current related literature.
Design/methodology/approach – This paper takes a synthesis approach, analyzing current studies to assess the impact of portable classrooms on teaching and learning.
Findings – No significant impact of portable classrooms on teacher perception, teacher morale, teacher job satisfaction, student achievement, and behavior is detected. Negative student attitude is found in one of the studies reviewed. Technical testing shows negative relationships between portable classrooms and health and safety conditions, but the permanent structures are sometimes worse.
Research limitations/implications – An experimental study on the impact of portable classrooms on teaching and learning is needed. Analysis of current studies indicate that the impact of portable classrooms on teaching and learning is not as negative as assumed. Still, the negative effects of deterioration or lack of maintenance cannot be underestimated; making implementation strategies, maintenance schedules, relocation plans, and plans for ultimate replacement vital.
Originality/value – This paper represents the first of its kind to synthesize the findings of current studies on portable classrooms. Results are of great value to educational decision makers.
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