%0 Journal Article
%T POE: Understanding Innovative Learning Places and Their Impact on Student Academic Engagement¡ªIndex 6¨C8 ¡®Alpha¡¯ Survey Developments | Scott-Webber | Journal of Education and Learning | CCSE
%A Lennie Scott-Webber
%A Marilyn Denison
%A Roger Konyndyk
%J Home | Journal of Education and Learning | CCSE
%D 2019
%R 10.5539/jel.v8n5p31
%X New evidence builds upon the Student Engagement IndexTM and Teacher Engagement IndexTM research (Scott-Webber, Konyndyk, & French, 2019; Scott-Webber, Konyndyk, French, & French, 2018; Scott-Webber, Konyndyk, French, Lembke, & Kinney, 2017) determining post-occupancy answers to, ¡°Can we demonstrate that the design of the built environment for grades 6¨C8 impacts student academic engagement levels post-occupancy?¡± The early studies used respondents from grades 9¨C12. This one is from users in grades 6¨C8 (¡®alpha¡¯ pilot). All studies were conducted in the USA as convenience samples. Engagement performance is a high predictor of student success across multiple domains and learning/work experiences. Specifically, ¡°Research that shows that engagement, the time and energy students devote to educationally purposeful activities, is the best single predictor of their learning and personal development¡± (Anonymous, NSSE, 2010, p. 2), and thus our research focus. From both the students and educators perspectives, design of the built space impacts engagement performance (p < .0001)
%U http://www.ccsenet.org/journal/index.php/jel/article/view/0/40767