L.Moyer.

Special Education&Environmental Design 1

A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

A Research Proposal for Student-Centered Environmental Design in Special Education

Classrooms
Leslie Moyer
East Stroudsburg University

ELED 570: Introduction to Research

Dr. Wilson
Spring 2024
 L.Moyer. Special Education&Environmental Design 2
A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

Introduction

Claire Howell Major and Elizabeth F. Barkley defined student engagement as the

"mental state students are in while they are learning, at the intersection of thinking and

feeling." In their book Engaged Teaching: A Handbook for College Faculty, they

emphasized the importance of discovering how to facilitate this intersection within

classrooms. However, the physical structure of a classroom, including seating, is often

overlooked as a crucial component of the learning environment in research. Studies have

shown that traditional desks without adequate movement breaks can lead to inattention

and increased misbehaviors, hindering learners' ability to learn effectively.

In special education, the learning environment plays a critical role in determining

academic success. The physical space, materials, and design elements of the classroom

can significantly impact the ability of learners to engage meaningfully. It is crucial to

ensure that the environment is inclusive, inviting and supports the distinctive needs of

diverse learners, including those with disabilities.

In recent years, there has been a growing interest in flexible classroom design in

the education field. A one-size-fits-all approach to teaching is not effective for all

students. Therefore, creating a positive instructional climate is critical to supporti ng a

community of learners. This refers to aspects such as the positioning of desks and chairs

in the classroom and how teachers handle students' questions.

But managing a classroom can be daunting for teachers. Hence, the question arises

as to how they can facilitate their students' learning without adding to their already

demanding workload. Flexible classroom design can alleviate this issue. Although it is
 L.Moyer. Special Education&Environmental Design 3
A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

challenging to quantify the impact of flexible classroom design, research studies have

shown a positive correlation between flexible classroom design and improved learning

outcomes. For instance, a 2015 Steelcase Education study found that classrooms designed

to support participative learning increased student engagement compared to conventional

row-by-column seating arrangements. However, data from formalized research into this

approach's effect within special education classrooms is limited.

Research Problem

The effects of using a student-centered flexible classroom design on the

engagement of secondary special education students.

Research questions

1. What are the engagement gain scores of the students in traditional classroom

environments?

2. What are the students gain scores of the students in the student-centered flexible

classroom environment?

3. How does the engagement gain scores in the traditional classroom environment

compared to the student gain scores in the student-centered environment?

Definition of terms
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A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

Student-centered environment: Student-centered environment defined as “an approach in

designing educational spaces that prioritize the learning needs and preferences of

students. This design approach considers factors such as lighting, color schemes,

acoustics, and furniture arrangement to create an environment th at is conducive to

learning.” (Student-Centered Learning: A Catalyst for Revolutionizing Contemporary

Education Design, 2021)

Student engagement: defined as the “mental state students are in while they are learning,

at the intersection of thinking and feeling” (Barkley et al., 2022, p. 119).

Special Education: Defined as the process by which students with special needs receive

education via the process of addressing their differences while integrating them as much

as possible in the typical educational environment of their peers.

Traditional classroom design: defined as “typically consisting of rows of fixed seating.

Students face the instructor with their backs to one another.” (2021)

A literature review on the benefits of student-centered classroom environmental design

reveals a wealth of research supporting its positive impact on various aspects of

education. Theoretical support was provided in 2021 by Kassadie Cole, et al with their

studies publication on flexible seating impact on the classroom environment. This study

delved into the classroom learning environment and how it affected students' interactions

with teachers. Specifically, the study examined how students utilize the space s within the

classroom. To obtain data on the subject in question, classroom maps, and recording logs

were employed to gather pertinent information from students enrolled in second and fifth-
 L.Moyer. Special Education&Environmental Design 5
A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

grade classes. The study found a strong correlation between classroom environment and

student engagement. It was discovered that students tend to prefer flexible seating options

over traditional ones, though some required teacher-directed instruction to modify their

seating choices or reminders on how to sit correctly. The findings emphasized the need

for a collaborative classroom environment.

The study focused on elementary school students in second and fifth grade, using a

qualitative design approach. The second-grade classroom included 25 students, three of

whom had individualized education plans, while the fifth-grade classroom had 40

students, four of whom had individualized education plans. The study took place in an

elementary school in central Illinois and monitored the students and their seating choices

during the day. The students had options such as floor seating, ball chairs, standing,

couches, stools, and regular chairs, and the teachers kept track of their seating preferences

on a map of the classroom. The data collected was analyzed to identify patterns and

frequencies of seating choices made by the students, with the aim of concluding the

second and fifth-grade students' seating preferences at the research sites.

The study found that when given the option, students tend to use both alternative

and traditional seating. The findings also suggested that students are proactive in

modifying their workspace according to their needs, such as requesting to change seats or

using a clipboard or whiteboard as a surface to work on. Although students may initially

experiment with different seating options, over time they tend to gravitate towards a

specific choice that suits them best. For example, a second-grade student who could not
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A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

focus while sitting on a ball chair realized that it was not a good fit for them and opted for

other alternatives instead.

Overall, the study supports the idea behind flexible seating, which encourages

students to select workspaces that cater to their needs and preferences. The research found

that student choice in seating did not lead to behavioral issues or affect their abil ity to

follow classroom expectations or complete their work. However, some students may face

difficulties in selecting a workspace that suits their needs and may require teacher

intervention to determine the best space for them to learn. It is also worth n oting that

some students still preferred the traditional workspace of a regular chair and table even

when alternative seating options were available.

In 2017, Katharina E. Kariippanon and her colleagues conducted a study that

utilized a qualitative case-study method to investigate the perceptions of school leadership

teams, teachers, and students regarding the "lived experience" of flexible learning spa ces

in eight schools. These schools had independently implemented changes to their learning

environments. To ensure that the participating schools had transformed their learning

spaces, the researchers utilized purposive sampling. The NSW Department of Edu cation

identified 12 schools that were eligible to participate in the study. Out of these, four

primary and four secondary schools, located in the metropolitan Sydney and the Illawarra

regions of New South Wales, Australia, agreed to participate voluntarily.

The study involved 12 participants, including school principals, deputy principals,

and teachers, who were interviewed for the study. Additionally, 35 teachers participated
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A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

in one of eight 45-minute focus-group discussions, which involved up to five teachers.

The teacher sample consisted of teachers ranging from early career (0 -3 years) to highly

experienced (20+ years). The teachers represented primary school classes from

kindergarten to grade 6 and all secondary school grades. The study also involved

conducting 16 student focus groups, where each group had 5 -6 students, and the

discussion lasted for around 35 minutes. The primary sample consisted of 45 students

(42% female, 58% male) between the ages of 9-11 years, belonging to grades 5-6. On the

other hand, the secondary student sample comprised 40 students (53% female, 47% male)

between the ages of 11-17 years, belonging to secondary school grades 7-11. The students

came from over 20 distinct cultural backgrounds, and the participating schools belonged

to a diverse range of socio-economic demographics.

The school leadership teams were interviewed using open-ended standardized

interviews to discuss the reasons for and implications of changes to the built learning

environment and the teaching approaches employed by staff. Focus -group interviews

were used for teacher and student samples to generate data through interaction and

refinement of standpoints based on contributions from others. Some questions were asked

of all three groups to ensure comprehensive data and source triangulation. The questions

for both interviews and focus groups were developed collaboratively, considering the

identified needs and the research team's understanding of the context and literature gaps.

The study selected participants based on specific criteria from schools that had

transitioned to flexible learning spaces. The school leadership teams had to have played a

significant role in leading this transition, and participating teachers had to regularly teach
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A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

in such spaces. Primary students from grades 4-6 were chosen to ensure reliability and

prevent distractions, while secondary students were selected from different year levels.

The selection also focused on maintaining gender balance and involving students across

the learning ability spectrum. The data was collected during school hours by a research

team of two members. One member moderated, while the other took notes. The questions

revolved around discussing the pedagogical approaches in flexible spaces as compared to

traditional classrooms, the learning experience, and the relationship between flexible

spaces and the physical, social, and emotional well-being of students. Participants were

also asked to share their perceived strengths and weaknesses of flex ible learning spaces,

with probes used throughout to encourage further elaboration of their responses. All

interviews and focus groups were audio-recorded and transcribed verbatim.

The interview and focus-group data revealed five main themes in response to the

research questions, which served as umbrella themes for a range of corresponding sub -

themes. Themes one and two related directly to the teaching and learning experience of

teachers and students in flexible learning spaces compared to traditionally designed

classrooms. The third category encompasses the major difficulties faced by teachers and

students in such environments. Themes four and five, on the other hand, deal with the

overall social, emotional, and physical welfare of students.

According to the study, personalized learning through differentiated teaching is not

effective in traditional classrooms. Instead, it should be accompanied by differentiated

spaces. Flexible learning spaces, which offer students a range of furniture and la yout

options, have been perceived positively by the users of these spaces and have been found
 L.Moyer. Special Education&Environmental Design 9
A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

to facilitate student-centered pedagogy, teaching, learning, and student well-being. The

study highlights the role of physical space in shaping the learning environment, affecting

student motivation, engagement, and well-being. When designed and used effectively,

flexible learning spaces provide learning environments where students can experience

increased autonomy, self-regulation, collaboration, and interaction. The study suggests

that incorporating a broader range of design features, such as breakout spaces, display

areas, presentation spaces, makerspaces, outdoor learning areas, individual pods, and

storage areas, will not only facilitate a student-centered, differentiated approach but also

cater to the diverse requirements of the student population.

In 2021, Kassadie Cole, et al published their research into flexible seating's impact

on the classroom environment. This research focuses on analyzing the usage of classroom

spaces by students and the impact of these spaces on interactions between students and

teachers. The study was conducted in two classrooms consisting of second and fifth -grade

students. The researchers used classroom maps and recording logs to gather qualitative

data. The primary objective of the study was to identify the workspaces in the classroom

that students preferred and how their choice impacted their engagement levels.

Additionally, the research aimed to assess the practicality of classroom spaces and how

they were utilized by students and teachers to improve student engagement.

The study was targeted towards educators and administrators in education. A

qualitative design approach was adopted, and the researchers monitored the seat selection

patterns of second and fifth-grade students in two classrooms at an elementary school in

central Illinois. The students had a range of seating options, including f loor seating,
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A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

chairs, couches, ball chairs, and stools. The researchers collected data on the seating

choices of the students by monitoring them throughout the day and recording their seat

choices on a map of each classroom. Researchers documented the information on the

seating choice logs for two weeks to determine which seats the students preferred to work

at. The study population included 25 students in the second-grade classroom and 40

students in the fifth-grade classroom, with 3 and 4 students respectively having

individualized education plans.

During the data collection period, it was observed that out of the 40 students, 7 of

them preferred alternative seating options in the classroom and did not use regular chairs.

The wobble stools, crates with the whiteboard table, and single desks were alwa ys

occupied, indicating that these areas were well-liked by the students. Additionally, 16 out

of 40 students preferred to use regular chairs, and they chose different workspaces every

day. In the fifth-grade classroom, students used both traditional and flexible seating, with

some sitting in the same area every day and others changing their seating locations. In the

second-grade classroom, many students had their preferred spots, and most of the

classroom's areas were being utilized. The tire and couch were always occupied, and the

students preferred the ball chairs and floor tables if those were already taken. Overall,

there were a few students who preferred regular chairs, but most of the time, the ball

chairs and floor tables were the preferred seating options for the students.

The findings suggest that students are proactive in adapting their work

environment to their needs by requesting to change seats or using a clipboard instead of a

table. It is important to note that despite the availability of alternative seating options,
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A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

some students still prefer traditional workspaces with regular chairs and desks. When

given the choice, students tend to use both traditional and alternative seating options. It

was also found that allowing students to choose their workspaces did not lead to any

major behavior problems. Results indicate that flexible seating allows students to choose

workspaces based on their needs, and they may change their choices as per their

requirements.

The study highlighted that students demonstrate ownership of their learning as they

select workspaces to suit their needs. Results indicated that students prefer to be mobile

while learning rather than inactive in a traditional chair. Additionally, th is supports the

notion of positive behavioral impacts and less disruptive behaviors because students were

not restricted to teacher-decided workspaces. The implementation of flexible seating

innately develops a student’s sense of ownership of their learning as they n avigate which

classroom workspaces suit their learning needs.

Research conducted by Rands and Gansemer-Topf in 2017 focused on how

classroom design impacts student engagement. The objective of this qualitative case study

was to explore the impact of an active learning classroom (ALC) on student engagement

at Iowa State University (ISU). The study centered on an ISU classroom that transformed

a conventional setting with a fixed seating arrangement and no classroom technology, to a

dynamic layout with adaptable seating configurations and technology to enhance student

learning. This ALC was purposefully crafted for active, collaborative learning, equipped

with movable whiteboards, supplementary computer screens, and adjustable seating to

facilitate small groups, large groups, and individual work. The classroom can
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A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

accommodate up to 36 students at maximum capacity. The study focused on faculty and

students who had taught or taken at least one course in the ALC during the spring 2013,

fall 2013, and/or spring 2014 semesters. Four instructors and nine students participated in

the study, representing diverse disciplines to allow for maximum variation. The aim was

to identify common patterns among diverse classroom experiences.

To collect data, focus groups were conducted to gain insight into the attitudes,

feelings, and beliefs of classroom users. The social and semi-public nature of the focus

group method allowed for multiple views and perspectives. Faculty members participated

in one focus group and one individual interview, where they were asked semi -structured

questions about their interactions with students, and how they incorporate the physical

attributes of the classroom in their lessons. Additionally, their perceptions on students’

engagement were evaluated. Three focus groups were conducted with students, where

they were asked semi-structured questions about their interactions with others, the

physical and technological attributes of the classroom, and their perceptions o f their own

motivation and engagement. All focus groups and interviews were recorded and

transcribed for analysis.

The data from these transcripts were analyzed using a two-cycle method of coding

and analysis. In the first phase, descriptive codes were used to highlight concepts or

contents representing references to active learning and motivation, reflection, and self -

monitoring of learning. Attribute codes were used to identify data relating to attributes of

the classroom design, and descriptive codes identified the potential uses of the space

provided. Value codes highlighted participants’ descriptions of their value s, attitudes, and
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A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

beliefs. To ensure reliability, participants reviewed focus group and interview transcripts

to ensure that their thoughts and beliefs were adequately captured. Analytic memos and

other documentation were kept as an account of the methodological procedures.

The study discovered that the classroom's design played a crucial role in

supporting learning behaviors and pedagogical practices that enhanced student

engagement. The classroom's flexibility and openness were significant attributes that

fostered a community of learners, enabling holistic learning and encouraging student

engagement. The study also found that the removal of spatial barriers between faculty and

student spaces promoted student-faculty interaction and empowered students to be co-

constructors of knowledge. Participants noted that mobility during classes created a

dynamic and active learning environment, promoting interaction among peers and

instructors. The study also revealed that audiovisual tools helped students learn, enabling

multiple revisits to content in different modes, and enabling instructors to assess student

understanding. It was further suggested that lower-cost features, such as portable

whiteboards and movable chairs, provided the greatest affordances for learning and

student engagement. The research recommended that existing and future classroom

spaces should be evaluated based on their flexible properties to facilitate diverse

pedagogical choices and enhance student engagement.

Need for the study

While research abounds about the use of student-centered environmental design

within regular and collegiate classrooms it is very much lacking regarding those defined

as special education settings. It is crucial to conduct more research on the effects of

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A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

student-centered environmental design in special education classrooms for several

compelling reasons. Special education students often have diverse learning needs,

including physical, cognitive, emotional, and behavioral challenges. Research into

student-centered environmental design can help identify how tailored learning

environments can better support these unique needs. Student-centered design principles

can promote inclusivity and accessibility for special education students, and by studying

the impact of such designs, researchers can identify specific features and modifications

that enhance access to learning for students with disabilities. Understanding how student -

centered design affects learning outcomes for special education students is crucial for

optimizing their educational experiences. Research can provide insights into how

environmental factors influence engagement, participation, and academic achievement in

this population. Student-centered environments can foster social interaction and

collaboration among special education students, as well as between special education

students and their peers. Research can explore how design elements influence social

dynamics and peer relationships in inclusive settings. Special education often emphasizes

individualized instruction and support, and research on student-centered environmental

design can examine how flexible spaces, personalized resources, and assistive

technologies contribute to the implementation of individualized learning plans and

strategies. Insights from research can inform teacher training and professional

development initiatives in special education, and educators can learn how to effectively

utilize student-centered design principles to create supportive learning environments that

meet diverse needs of their students. Evidence-based research can inform policy decisions
 L.Moyer. Special Education&Environmental Design 15
A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

and advocacy efforts aimed at improving the quality of special education facilities and

services. By demonstrating the benefits of student-centered environmental design,

researchers can advocate for the allocation of resources and the implementation of

inclusive practices in educational settings. In summary, conducting research on the effect

of student-centered environmental design in special education classrooms is essential for

promoting equity, inclusion, and educational excellence for all students, rega rdless of

their abilities or challenges.

 L.Moyer. Special Education&Environmental Design 16
A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

Name: Leslie Moyer Date: 3/10/24

Dr. Craig A. Wilson

ELED 570 Introduction
To Research

ACTION RESEARCH STUDY

METHOD

You should begin this section with an explanation of your research design and how you will
select subjects. Next, describe your procedures and the measurement instrument you will use
(attach a copy of the complete instrument). Finally, discuss how you will analyze the data. This
component is worth 15% of your final weighted average.

---------------------------------------------------------------------------------------------------------------------

_____ Research Design (2)

_____ Subject Selection (2)
_____ Procedures (3)
_____ Measurement Instrument (3)
_____ Data analysis (2)
_____ Total _____ Grade
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A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

Research Design

This study will be quantitative quasi-experiment. The study will be of a pretest-

posttest, nonequivalent control group design as diagramed below.

G1 O1-X----------------O2

G2 O3-------------------O4

G1 represents those students attending the classroom incorporating the theories of

student-centered environmental design, or experimental group. G2 represents those

students who will be attending the classroom designed in the traditional fashion with no

adaptations from school administration design, or control group. The independent

variable, classroom design changes, will be represented by X with change to classroom

design to be made immediately after the pretest administration to allow for the greatest

length of exposure to the proposed intervention. Pretests to be represented by O1 and O3,

with posttests noted by O2 and O4.

Subject Selection

This study will include two special education partial hospitalization classrooms in

the same building of similar base design and student populations with similar needs,

abilities and ages. Both classrooms will begin the year with students experiencing the

classroom design as provided by the building’s administration.

• Group 1, the experimental group will have twelve students, five females and 7

males ranging in age from 13 to 19. All students will have an IEP and with

diagnosis as follows:
 L.Moyer. Special Education&Environmental Design 18
A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

o Four – Intellectually disabled

o Five – Autistic

o Three – Other health impairment

The ethnic makeup of this group will be 45% Caucasian, 25% African American

and 30% Hispanic.

• Group 2, the control group with no change to classroom design will have eleven

students, five males and six females ranging in age from 14 to 19. All students will

have an IEP and with diagnosis as follows:

o Five – Intellectually disabled

o Four – Autistic

o Two – Multiple disability categorized

The ethnic makeup of this group will be 55% Caucasian, 25% Hispanic and 30% African

American.

Procedures

This research will occur during the first marking period of the 2024 -2025 school

year which will encompass nine weeks. Both groups will spend the first week of school in

classrooms designed and furnished by the school administration with limited changes to

the basic design. On the Monday of the second week, both groups will be administered a

pretest survey to measure their engagement and involvement in the academic process in

their classroom. Students will be encouraged to express their true feelings about the

classroom environment as a whole and how the classroom environment directly impacts

their personal learning experience. They will be told the test is anonymous and their
 L.Moyer. Special Education&Environmental Design 19
A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

answers will not impact their grades. Mean scores will be calculated based on the results

of both classes surveys.

Two days after the test, the experimental classroom will be redesigned and

decorated based on the theories of student-centered environmental design. All traditional

desks will be replaced with flexible seating options, group workstations, and the walls

will be covered with colorful decorations. The control group classroom design will not be

changed or altered during the experimental period.

Both classrooms will be provided with the same level of support by building staff,

presented with similar academic curriculum and behavioral interventions. Both

classrooms will follow the same daily period schedule as follows:

Arrival to occur between 7:30 am and 7:45 am

1. Morning group
2. Morning work/pre-vocational studies
3. English
4. Math
5. Specials
6. Lunch
7. Science
8. Social Studies
9. PM group
Dismissal to occur between 2:15 pm and 2:45 pm

On the first day of the second marking period both classes will be administered the

same survey they were given during the pretest. Posttest mean scores will be calculated

based on the results of the survey. A gain score will be calculated using the mean scores

for the pretest and posttest for each group.

Measurement Instrument
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A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

The pretest/posttest will be a teacher-made survey based on those presented by the

Great Schools Partnership and Casel.org to measure student satisfaction and engagement

within a classroom. Both pretest and posttest will be identical, comprising nineteen

multiple choice and one open ended question. Student responses will be entered

electronically through a link to an anonymous Google form.

The instrument has a moderately high level of validity as included survey

questions were created based on a previously validated survey (Student Feedback Survey,

n.d.) and evaluated through peer review to judge the individual construct, content, and

face validity with an aim towards replication of research results resulting in external

reliability. As supported and evidenced by the survey question results being verified by a

post experiment interview of a random sample of participants. Additionally, to verify

validity, prior to the initial administration of the experiment and intervention, a pilot

survey* was conducted among fifteen school staff members without explanation of what

was being measured. Those staff members were then asked what they thought the survey

was to measure. Results of the pilot survey showed that 95% of respondents judged the

survey to be to measure feelings of engagement and inclusion within a classroom

environment. The remaining 5% judged the survey to be a measurement of student

feelings personal value within the classroom environment. This variation is not

statistically significant due to the similarities between the two opinion statements.

* https://docs.google.com/document/d/1txV6RYSEZW4mEBavknysvdb44vX_n27fwynfNOIBIxU/edit?usp=sharing

Data analysis
 L.Moyer. Special Education&Environmental Design 21
A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

After both the experimental and control groups are administered the pretest, a

pretest mean score will be determined for each group. The experimental classroom with

then be altered to align with the theories of student-centered environmental design while

the control group classroom will remain as original. After the experimental period, both

the experimental and control groups will be administered a posttest of identical design to

the pretest. A posttest mean score will be determined for each group. The overall gain

score for each group will be calculated by deducting the pretest mean score from the

posttest mean score. Experimental data will be recorded and presented in the chart as

follows:

Group Pretest Mean Score Posttest Mean Score Gain Score

G1
Experimental O1 O2 O2 - O1
Design changed
G2
Control O3 O4 O4 - O3
Design remained
 L.Moyer. Special Education&Environmental Design 22
A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

Name: __________________________________________________ Date: ________________

Dr. Craig A. Wilson

ELED 570 Introduction

To Research

ACTION RESEARCH STUDY

SIGNIFICANCE

In this section you are to describe the significance of your study. First, present the anticipated
outcomes. Second, discuss the implications of the anticipated outcomes for education. This
component is worth 5% of your final weighted average.

---------------------------------------------------------------------------------------------------------------------

_____ Results (6)

_____ Implications (6)

_____ Total _____ Grade

 L.Moyer. Special Education&Environmental Design 23
A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

Results

The purpose of this study is to determine the effects of using a student-centered flexible

classroom design on the engagement of secondary special education students. The

hypothesis being that through adapting the physical classroom environment, students

would more readily engage in all aspects of the classroom culture. Three research

questions were proposed to gauge the impact of the changes made.

1. What are the engagement gain scores of the students in traditional classroom

environments?

2. What are the students gain scores of the students in the student-centered flexible

classroom environment?

3. How does the engagement gain scores in the traditional classroom environment

compare to the student gain scores in the student-centered environment?

Two similar classrooms will be utilized with both the experimental and control groups

having been administered the pre-test two days prior to the initial reconstruction of the

experimental classroom. Initial engagement scores are expected to be low in both settings

with the experimental and control groups reporting similar feelings of disengagement in

the academic process and feelings of ownership within the classroom culture. I predict

that there will be an increase in overall gain scores within both settings.

My first question is to gauge if the students within the traditional classroom setting after

the experimental time frame, experience an increase in engagement within the classroom

culture. I predict that there will be little to no change in student feelings of engagement

and “buy in” to the classroom culture. I expect them to report feeling a lack of ownership
 L.Moyer. Special Education&Environmental Design 24
A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

and a feeling of being simply receptacles of knowledge not part of the process. The gain

scores post-test for this group is not predicted to be statistically significant.

My second question is to gauge if the students within the experimental environmentally

adapted classroom experience an increase in feelings of engagement and a sense of

ownership within the classroom culture upon completion of the exp erimental timeframe.

Through attending academics within a self-contained classroom, the has been adapted to

better reflect the individualized needs of the students. My belief is that the experimental

group will report a high level of engagement, greater sense of inclusion, and an increased

“buy in” with the overall classroom culture. Thus, resulting in a statistically significant

increase in gain scores post-test.

My third question compares the gain scores post-test of the experimental and control

groups in regard to their feelings of engagement and “buy in” within their classroom

environment and culture. I predict that the gain scores of the student-centered

environmental design group will be statistically higher than those of the students within

the traditional classroom environment control group. Those receiving their education

within a classroom environment that has been adapted to allow for flexibility, comf ort,

individuality, and accessibility will score their feelings of engagement and involvement

within the classroom environment statistically higher than those of the control group

whose classroom environment stayed the same.

Implications

The implications of the predicted results would increase the validity of the argument for

the utilization of student-centered environmental design with all classrooms. If predicted

 L.Moyer. Special Education&Environmental Design 25
A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

results are achieved, school districts should implement a change in classroom design and

adoption of student-centered environmental design concepts within not only individual

classrooms but within the school building in toto. While this is not an inexpensive

proposition, the implications for student engagement and success over time are well

worth considering. These concepts are one more step along the road to treating students

as a whole body with not only the need for knowledge but also for a sense of inclusion,

wellness of body and psyche and connection with those around them. When one

considers the length of time students spend in the classroom each day it is only

reasonable to consider their overall wellbeing when designing our schools and

classrooms.
 L.Moyer. Special Education&Environmental Design 26
A Research Proposal for Student-Centered Environmental Design in Special Education Classrooms

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