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THEORY, METHODOLOGY AND STUDIES ON P...

VAN WAGENBERG, ANDREAS FRANCISCUS GERARDUS MARIA.

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THEORY, METHODOLOGY AND STUDIES ON PARTICIPATORY ENVIRONMENTAL DESIGN IN A MIDDLE SCHOOL.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	THEORY, METHODOLOGY AND STUDIES ON PARTICIPATORY ENVIRONMENTAL DESIGN IN A MIDDLE SCHOOL./
作者:	VAN WAGENBERG, ANDREAS FRANCISCUS GERARDUS MARIA.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1982,
面頁冊數:	314 p.
附註:	Source: Dissertations Abstracts International, Volume: 43-07, Section: B.
Contained By:	Dissertations Abstracts International43-07B.
標題:	Psychobiology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8218085

THEORY, METHODOLOGY AND STUDIES ON PARTICIPATORY ENVIRONMENTAL DESIGN IN A MIDDLE SCHOOL.
VAN WAGENBERG, ANDREAS FRANCISCUS GERARDUS MARIA.

THEORY, METHODOLOGY AND STUDIES ON PARTICIPATORY ENVIRONMENTAL DESIGN IN A MIDDLE SCHOOL. - Ann Arbor : ProQuest Dissertations & Theses, 1982 - 314 p.

Source: Dissertations Abstracts International, Volume: 43-07, Section: B.

Thesis (Ph.D.)--State University of New York at Stony Brook, 1982.

This item must not be sold to any third party vendors.

This study evaluates a training program in participatory environmental design. Environmental design theory and methods are combined with the ideal of citizen participation. Six staff members in a Middle School were trained. They participated in nine seminars and redesigned their setting using a participatory environmental design process. This design process, in essence a problem solving process, is based on an integrative psychological model of person. Behavior is considered to be a function of learning, purpose, environmental disturbance and environmental systems. Design projects were developed in the school library, in two sixth grade classes, in a class for sketching and drawing, and in the school store. The training started in September, 1977 and ended in May, 1978. In the spring of 1979 a follow up study was done to investigate the long term effects. Seven objectives were stated. Two were related to the effects of the design projects. The other five were objectives for the training program. Results of evaluation procedures indicated that the training made staff more aware of the relationship between environment and human behavior. The training convinced them that improvements always are possible in the setting. Staff thought that the training had been useful, and they felt positive about the effects of the projects. Available evidence points toward a positive evaluation by the students of the changed setting environment. When used during the training, the participatory environmental design process nearly always succeeded in achieving the goals of the designers in the setting. In the first year after the training, trained staff initiated 23 new environmental design projects in their settings. A comparison group started five such projects. Many of the 23 projects contained elements of the design process used in the training. Two projects were planned nearly completely according to the participatory environmental design process. Systematic procedures to evaluate progress towards goals of projects, however, were never included in the 23 projects. Participatory decision making was incorporated into 14 of the 23 projects.Subjects--Topical Terms:

555678
Psychobiology.

THEORY, METHODOLOGY AND STUDIES ON PARTICIPATORY ENVIRONMENTAL DESIGN IN A MIDDLE SCHOOL.
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520 $a This study evaluates a training program in participatory environmental design. Environmental design theory and methods are combined with the ideal of citizen participation. Six staff members in a Middle School were trained. They participated in nine seminars and redesigned their setting using a participatory environmental design process. This design process, in essence a problem solving process, is based on an integrative psychological model of person. Behavior is considered to be a function of learning, purpose, environmental disturbance and environmental systems. Design projects were developed in the school library, in two sixth grade classes, in a class for sketching and drawing, and in the school store. The training started in September, 1977 and ended in May, 1978. In the spring of 1979 a follow up study was done to investigate the long term effects. Seven objectives were stated. Two were related to the effects of the design projects. The other five were objectives for the training program. Results of evaluation procedures indicated that the training made staff more aware of the relationship between environment and human behavior. The training convinced them that improvements always are possible in the setting. Staff thought that the training had been useful, and they felt positive about the effects of the projects. Available evidence points toward a positive evaluation by the students of the changed setting environment. When used during the training, the participatory environmental design process nearly always succeeded in achieving the goals of the designers in the setting. In the first year after the training, trained staff initiated 23 new environmental design projects in their settings. A comparison group started five such projects. Many of the 23 projects contained elements of the design process used in the training. Two projects were planned nearly completely according to the participatory environmental design process. Systematic procedures to evaluate progress towards goals of projects, however, were never included in the 23 projects. Participatory decision making was incorporated into 14 of the 23 projects.
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