Final Inquiry

INCORPORATING PLACE-BASED EDUCATION
Incorporating Place-Based Education into the Classroom Ashley Ostendorf, Rebecca ONeill, Meghan Reed James Madison University
In partial fulfillment of requirements for the Master of Arts in Elementary Education December 10, 2013 Dr. Douglass Loveless
Abstract As future educators we were interested in continuing to study how place-based education can be integrated effectively into the classroom. From here our research questions emerged: What places and spaces do students find meaningful? How do they bring these spaces and places into the classroom? As accredited researchers, we have conducted a comparative case study through collecting data using a variety of participants and methods. The participants in this study include three elementary school students: one kindergarten student, one second grade student and one fifth grade student. Our data collection methods include semi-formal interviews, observations, body sculpting, and written documents, specifically map creation. Based on our findings, students need learning environments that connect them to the people they love, that promote feelings of comfort and happiness, and that cater towards their individual interests. Keywords: Place-based, community, and environment
Incorporating Place-Based Education into the Classroom As you walk into the average classroom, you will notice that 40-60% of students are unengaged at any moment (Smith & Sobel, 2013). Students fiddling in their desks, wandering eyes and looks of boredom is what you will see. School is a place that is meant to be motivating and engaging. So how can we as future teachers apply the curriculum to childrens lives to make learning more meaningful? Meaningful in this context encompasses an experience that is relevant and impacting. Understanding that people and places will always be intimately connected, we must ask, What places and spaces do teachers and students find meaningful and how do they bring these places and spaces into the classroom? Teachers can consider the importance of certain places in childrens lives because they have personally impacted their experiences and their specific views of the world. Place-based education has a focus on incorporating local issues or knowledge into the curriculum and offers students the chance to do valuable work (Smith & Sobel, 2013). Valuable in this context refers to what is deemed culturally beneficial for success such as taking initiative. Alternatively, contemporary schooling typically emphasizes only one kind of achievement: a quantifiable standardization. Children cannot be quantified therefore place-based education is a constructive response to standard based reforms (Greunewald, 2003). In other words, a students worth is unmeasurable and should be evaluated through a variety of contexts. To make school multifaceted and engaging, place-based education stresses community life and motivates students to become active members of their community. Experiences with specific places allow students to attach specific meanings to their surrounding, therefore making school more applicable. Places teach us about how the world works; incorporating these places into the
classroom invites multiple perspectives and overall discovery. How places teach and shape depends on what kind of emphasis we give to them and how we respond to them. For the purpose of this study we will explore the ways that place-based education builds relationships, encourages student engagement, connects self to community, builds leaders, and creates environmental awareness. We hope to accomplish this by answering the following questions: 1. What spaces and places do students attach emotional bonds to? 2. How do students bring these spatial relationships with them into the classroom? Following this section is a review of literature exploring place-based education. The second section encompasses the methods we used to gather and analyze our data. These methods include play building, specifically body sculpting. Based on these methods, our findings will be explained in the next section. Finally, we will conclude with a discussion section providing the implications of the study for teachers. Literature Review The concept of place refers to the subjective ways people construct meaning through their experiences with an array of settings. Places are personal, have a human focus, and are open to interpretation (Gustafson, 2001). Places that people may have attachment to may vary and does not necessarily need to be a concrete location. People find comfort in spaces that prompt prior memories and experiences. Therefore, a place may be as simple as a farm or house, but as abstract as somewhere that smells or sounds like an ocean. Creating a connection between places and education allows students to learn about their place and how to care for it while gaining knowledge (Israel, 2012). Place-based education can be defined as the pedagogy of community and the restoration of the essential link between a person and their place; it connects theories of
contextual learning, problem-based learning, constructivism, and environment education (Zandvliet, 2012). Through our review of literature we have identified three common themes present in our literature. Place-based education encourages student engagement in the classroom and community. Secondly, through place-based education students are given the opportunity to become active members of the society. And lastly, it creates environmental awareness. Promoting Engagement in School and Community Place-based education emphasizes hands-on, concrete experiences and has been proven to increase academic achievement, develop stronger ties between the community and school, enhances students appreciation for the natural world, and promotes students to become active, contributing citizens (Sobel, 2004). Among these positive effects, creating a more engaged curriculum is a specific theme that has been found in research on place-based education. According to Merrilyne Lundahl (2011), using students local place, working within a context of environmental issues, and tapping feelings associated with it, allows for a more authentic and engaged curriculum. However, places without sufficient diversity tend to be somewhat dull and prove to be inadequate in meeting childrens basic play and learning needs (Moore, 1980). Encouraging children to create, change, and personalize spaces and places can counteract some of the otherwise generic elements of the school environment and foster feelings of attachment (Wilson, 1997). Engagement is a multifaceted concept with emotional, cognitive, and behavioral components (Fitzpatrick, 2012). By working place-based education into the curriculum students can form emotional attachments to certain concepts. Students feel the need to learn more about
their place because they experience the joy and satisfaction of learning relevant concepts, skills and values (Knapp, 2012). Because place-based education includes places that are significant and relevant to students lives, it makes for a more engaging and pertinent curriculum. Satisfying the component of cognitive engagement, place-based education requires teaching through direct observation, investigation, experimentation, and application of knowledge (Knapp, 2012). These skills are vital for cognitive development and are explored through place-based education. Students investigate and observe places and spaces through different perspectives in which they have to apply knowledge to comprehend the specific perception. In terms of behavioral engagement, place-based education programs can promote and motivate children to engage at all levels of their ability because it is personally meaningful. Even students struggling in school have been shown to become more engaged when environmental education programs are introduced. The sense of empowerment that the students feel results in positive behaviors and higher academic achievement (Zandvliet, 2012). Reviewed studies suggest that classroom engagement skills are predictors of later elementary school achievement (Fitzpatrick, 2012). Fitzpatrick found that kindergarten students, who showed higher levels of productive work habits, achieved more academic success in grades 1 through 6. Children who were more engaged showed steeper increases in academic achievement in the early elementary school years. The achievement gap between children with higher and lower levels of kindergarten engagement appears to remain rather stable until the end of elementary school. Children who show poor engagement levels are likely to develop a negative relationship with teachers and conflicted relationships with peers. The ability to follow directions, work independently, and remain focused in the classroom is indicative of their
preparedness to meet the demands of formal schooling (Fitzpatrick, 2012). Because place-based education generates engagement, these skills are promoted. Place-based education not only promotes students to be actively engaged in school but also engaged with the community. Through a Learning Community project implemented in Spain, students were given the opportunity to share what they wanted to change about their school. This inevitably caused students to be engaged due to the relevance the project had to the students directly. (Elboj, 2004) Students, teachers, and families came together to create a school with a cafeteria, more green places to play in, and spaces suitable for school festivals (to invite well-known people and the community). Students exercised valuable skills, such as taking initiative, respect, and teamwork, to become leaders. The students learned about their learning environment within the school itself and, also, the surrounding community (Elboj, 2004). Placebased education engages students in investigations that require observation and problem-solving to create experiences that could potentially deepen their connection with the human and natural environments that surround them (Smith, 2007). As students participate in projects that may benefit the community, the community is inherently engaging with the school. As shown in the school project mentioned above, all types of members of the community came together to accomplish a specific goal at the expense of place-based education. Specifically targeting teachers, a professional development program aims to introduce them to public lands in their communities as places for exploration and real world learning (Conservation Study Institute, 2013). These places in their respective communities can open doors to bridge the gap between schools and their communities. Exploration is a key component of engagement and can be used to engage students and teachers with the spaces that surround them; developing a curriculum around exploration integrates the interdisciplinary study of place with stewardship and civics
(Conservation Study Institute, 2013). Through learning opportunities on public lands, students have the opportunity to gain environmental knowledge but also to be stewards in their own community. The long-term goal here is to contribute to developing important civic engagement and citizenship skills (Conservation Study Institute, 2013). Place- based education builds a community while developing habits of mind that create strong thinkers, writers, and citizens (Lundahl, 2011). This approach to education enriches the curriculum and provides a local context for student learning (Smith, 2007). Engaging students in school with the place they are positioned in allows them to form bonds of attachment and make the curriculum more meaningful. Connections between place, personhood, literacy, and democracy can make powerful and inspiring topics for students (Jacobs, 2011). In writing, this might include descriptive writing of a place, the use of metaphors for natural events, reflections on the places one has lived and on favorite places, journal writing that ranges from informational/investigative to reflective, or research focusing on local interests (Lundahl, 2011). Engaging students in writing about their communities and special places can create a tighter union between student and language arts. By simply inviting students to create maps that include places of significance, they bring in authority and can gain access to memories and stories that help them construct and articulate a sense of place (Lundahl, 2011). These activities that allow students to explore places create an engaging and relevant curriculum. Not only does place-based education enrich the schools curriculum, it also allows the person to engage with them internally. Theorists have suggested that feeling bonded to a setting is a principle need of being human to provide stability in personal identity and in understanding notions of self (Casey, 2001;Eyles, 1989). It creates awareness of the places around them in conjunction with their own thought processes and responses to those locations (Hutson, 2011).
Students feeling connected to certain places may help them to narrow down what is valuable in their lives. Analyzing and engaging within can help with emotional and cognitive development of a childs life. Promoting Active Members of Society Children possess the natural motivation to shape and create the world (Sobel, 1993). At an early age, a powerful aspect of healthy development consists of a childs need to feel effective as an agent of change (Hart, 1979; Sobel, 1993). In response to this inherent component of child development, place-based curriculum provides students with experiences that enable them to perceive themselves as capable and successful agents of change. Furthermore, given the opportunity to engage in learning that encompasses real-world problem solving, students can reveal their potential and capacity in altering their neighborhoods and communities for the better (Smith, 2007). Research indicates that place- based learning experiences, such as real-world problem solving, develops a critical affiliation with curriculum and the places in which children inhabit; without this connection there is little probability that the forms of care essential to environmental and social stewardship will emerge (Smith, 2007). Place-based instruction in the classroom also benefits students in developing skills and qualities necessary in becoming critical members of society. Research indicates place-based learning often leads to greater motivation to learn and deeper understandings (Zandvliet, 2012). More specifically students want to learn, rather than being forced to learn, in order to apply their knowledge to solving real problems that are meaningful to them (Center for Ecoliteracy, 2013). In addition, provided with the appropriate problem-based experiences, students learn to: collect and analyze data, collaborate with one another and community members, organize public events and write and deliver testimonies
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(Smith, 2007). Smith also (2007) suggests that these opportunities, provided through a placebased curriculum, allow students to become citizens competent of participating in public conversations that have the potential to protect and improve their own lives and the lives of those around them. Research further suggests that associating real-life issues within the classroom promotes a sense of commitment within students. Jacobs (2011) maintains that this sense of commitment is cultivated through two main streams: exposure to place and meaningful reflection about place. Where there is commitment, there is also the motivation to take action (Jacobs, 2011). This sense of commitment can be inspired by children creating their own personal mission statements in which students become empowered by their own itinerary, reflect on what matters most to them, and envision who and what they aspire to be in the future (Reifman, 2008). As exemplified, place-based assignments can help students with the quality of voice in their writing, forcing them to write effectively from experience and positioning them to take action. These assignments are outlined in reflection, observation, and personal narrations (Jacobs, 2011). Place-based education also promotes students to establish a sense of purpose within the classroom and community. The process of establishing a sense of purpose entails a great of amount of time and energy (Reifman, 2008). In addition, research indicates that collaborating with experts in the community may be the most critical component of place-based education effort; and may be essential to the completion of projects grounded in local problems and issue (Smith, 2007). Children are given the opportunity to observe and share experiences with community members of various professions, in turn promoting diversity as well (Nimmo & Hallet, 2008). However, few teachers are not prepared to collaborate with or share the responsibilities and already limited power to
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members of the community (Smith, 2007). This lack of effort, in result, restricts student interest and potential in becoming active members of society. Environmental Awareness Place-based education encourages teachers and students to use the schoolyard, the surrounding community, public lands, and smaller scale environments, such as simply experiencing the physical education classroom or the art classroom in an elementary school, as resources for learning (Place-based Education Evaluation Collaborative, 2007). In other words, the word environment refers to not only the natural environment, but also refers to any type of environment that children gain experience from. For example, the natural environment can be the local elementary schoolyard, a nearby park or river, etc. The other types of environment can be sitting in an open area playing with a toy (with or without other children or adults), sitting at a desk working on class work, standing outside waiting for a parent, etc. The ways in which people form relationships with surrounding environments develop the meanings of attachment that are associated with place (Low & Altman, 1992). Acquaintance with the local environment through monitoring activities or field studies can enhance young peoples awareness of what is beautiful and worth preserving in the place they call home. More and more, this awareness is hardly ever learned since children spend so much of their time indoors with media that directs their attention away from the local and natural environment (Louv, 2005; Pyle, 2007; Smith, 2007). The problem is that children are becoming disconnected from their immediate environments (Sobel, 1996). Place-based education can be used to redesign how teachers teach the curriculum by creating a learning environment that
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caters to students interests and strengths and refocuses student attention on the environment in which they experience every day. The goal is to have students reach their full potential throughout their academic careers and personal life experiences. In order for this to occur, the environment in which students learn cannot be limited. Furthermore, if student environment is limited in opportunities for exploration and involvement, the students potential for learning in that environment is also limited (Wilson, 1997). Environmental education encourages students to appreciate the environment in terms of living in it, rather than environment just being an abstract concept (Lutts, 1985; Wilson, 1997). Since there are multiple types of learners in any given classroom, a variety of teaching strategies is necessary. Interactions with the environment provide opportunity for students to use multiple senses to understand concepts. This type of education is needed for students that may find a classroom setting challenging (Nimmo & Hallett, 2008). Place-based education emphasizes that people and their environments fuse together to create place. Places shape the identities of people, and people shape places (Hutson, 2011). Therefore, place-based education, in terms of environmental awareness, is necessary for the process in which children apply academic concepts and knowledge to their own personal lives and real-life situations. Methodology The purpose of this study is to examine how and what types of places students and teachers bring into the classroom. We will show how place-base education promotes student engagement, environmental awareness, and active members of society. This study is intended to answer the following questions: What spaces and places do students and teachers attach emotional bonds to?
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How do students and teachers bring these spatial relationships with them into the classroom?
The following terms need to be defined: Classroom engagement is the measure of students willingness, need, desire, and compulsion to participate in, and be successful in, the learning process in the classroom (Brewster & Fager, 2000). Academic success is the progression towards reaching full potential in all aspects of the school setting including academic content in all subjects and the life lessons that go beyond those subjects as well (Goler, 2012). Meaningful, in this context, means the emotional bonds attached to any given place. Place-based education is a type of teaching approach that encourages teachers and students to use the schoolyard, community, public lands, and other special places as resources, turning communities into classrooms (Place-based Education Evaluation Collaborative, 2007). The word place, in this context, means a particular location or space that emotional bonds have been ascribed to influencing an individuals identity (Dictionary.com, 2013). Community is a group of any size whose members reside in a specific locality and often have a common cultural and historical heritage (Dictionary.com, 2013). The word experience, in this context, has two definitions; it is a noun and a verb. The definition of experience as a noun is a particular instance of personally encountering or undergoing something in which all cognitions are perceived, understood and remembered. The definition of experience as a verb is to participate in or undergo something.
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The word environment, in this context, has two definitions. The first being the natural surroundings of the outdoor world, including the air, water, minerals and plants, living and nonliving organisms, and all external factors surrounding and affecting nature. The second being any indoor and outdoor setting in which an individual experiences the totality of the surrounding conditions.
Subjectivity Our experiences have provided specific lenses in which our perspectives are defined and shaped. Growing up in suburban America, there was little emphasis on connecting meaningful places to our primary school classrooms. As recent college graduates in elementary education we have been provided with the opportunity to take an array of classes related to place-based education. These classes informed us how to incorporate places into the classroom and the benefits that come along with place-based education. Throughout our related undergraduate courses, we have explored topics that have given us background knowledge on promoting student engagement, environmental awareness and active members of the community. As we have progressed through the school system, we have noticed that there are more opportunities for environmental education. As an attempt to encourage a greener society, cultural norms have shifted to a more sustainable lifestyle; therefore motivating environmental awareness into the classroom. During adolescence we were incorporated into place-based education experiences, which we believe were beneficial to our own personal awareness. One experience specifically involved testing the pH levels of local waterways. During this active engagement with the environment, we used knowledge from the classroom to classify organisms and plants. These organisms and plants are what we used to measure the cleanliness of the water source. Not
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only were we learning scientific content, but we actively interacted with the world around us. Place-based education goes beyond the classroom and creates human connections that are intangible in the classroom. As insiders, we all have places that are meaningful to us. Every person has had specific experiences with different places that have allowed him or her to attach an emotional bond to that place. Through this connection we will have the ability to give some insight on how students relate to their special place. In doing so, we can draw connections from our own experiences to make the classroom more engaging. As future educators we have associated great value to our University, specifically the buildings and classrooms we were taught in. These spaces have molded us into the teachers and learners that we are today. Future educators surround these buildings creating a caring and encouraging environment. The attributes present in these places exemplify the type of environment we would like to eventually create in our classrooms. As a second insider perspective, we are in the process of becoming 21st century teachers. We have at least four years of background knowledge on the current teaching philosophies, techniques and terminology. Because of this experience our perspective is current and motivated by constructivist theories. In contrast, we also have outsider perspectives. Even though we all have places that are meaningful to us, each place is particular to each person. Some places that are meaningful to certain students may not be meaningful to us. There will be different connections drawn from what we assume. Furthermore, we may have not even been to, heard of, or spent any time in the places meaningful to our students, making it difficult to draw connections or relate. We plan to include multiple forms of communication for data collection to overcome this barrier. Not only will everyone have different places, but also the actual location of the schools and participants
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are not in the familiar suburban area. The values of urban and suburban societies shape experiences differently. Finally, it must be noted that we have not had full reign in the classroom as certified teachers. We have had two semesters of practicum experience in which we have participated in a classroom one day a week. This lack of experience deems outsiders to the current teaching world. Analyzing both insider and outsider perspectives, we have developed a few assumptions. We assume that every student is going to have his or her own meaningful place. We have created specific criteria for participants in the study that include having their own places. As a result of our education courses and our literature review, we assume that place-based education is an effective practice, celebrated by many educators. This notion may not be true in all classrooms. Our last assumption is that place-based education will be able to be implemented into the classrooms we are placed in. However, this may not necessarily be the case based on available resources and our cooperating teachers. It is important to remember that throughout the study our perspective is the one that is used to interpret the questions at hand. Research Design This research uses a comparative case study. A comparative case study is an inquiry that investigates a current phenomenon in its real life context (Yin, 2003). This research design includes a number of variables and interests, relies on multiple sources of evidence (resulting in triangulation), and uses theoretical propositions to guide data and analysis (Yin, 2003). Our focus is the relationships between variables: places and students. Participants and Sites Selected participants (students) will be based on grade, age, gender, race, and socioeconomic status. Based on this criterion, each researcher will select one student to study.
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Age Gender Race Grade Socio-economic status
Amy 5 Female Caucasian Kindergarten Middle class
Bri 7 Female Asian-American 2nd grade Middle class
Caleb 10 Male Caucasian 5th grade Middle class
Research sites for this study include: multiple classrooms (depending on the subject), school hallways, and playgrounds. Ethical considerations As soon as we were placed in our designated practicum settings, we obtained permission from principals, teachers, students and parents affiliated with the participating schools. This permission is documented through consent and assent forms located in Appendices B and C. All information related to this study is kept confidential and is to only be used for purposes of this research. Pseudonyms were used for all participants (Amy, Bri, and Caleb). In addition, findings were analyzed solely by the three researchers who conducted this study. Any and all artifacts, such as videotapes, photographs and student work, are kept confidential. While conducting and analyzing research, we have consistently followed IRB protocols. Based on our findings, participants are provided with valuable learning and teaching opportunities in which meaningful places are incorporated into the classroom. Future educators can benefit from our findings by connecting their curriculum and lessons to place-based education. Data Collection Procedures As we cannot rely on a single data source, we have included multiple types of data collection to verify our findings. Our three forms of data collection include observations, interviews (open ended and artifact-elicited), and body sculpting. We will be conducting two observations, in which we observe ongoing behavior, both in and outside of the classroom
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(Oswald & Price, 2006). These observations, at times, will be naturalistic in that there is no intervention by the researcher. We will be studying behaviors in their natural context (the school building) in which variables are not manipulated, like in a controlled laboratory setting. Some of our observations will be participant based. Unlike naturalistic observation, we will mediate the environment, inserting ourselves as a member of the group (Oswald & Price, 2006). In-class observations will solely include lessons rooted in place-based practices. As observers, we will mostly be passive participants unless we are teaching the lesson or helping with a certain activity in which we will become active participants. Outside observations may include on the playground, lunchroom, library, gym, or fieldtrips. Outside observations will elicit active participation in that we will be directly interacting with the students. Our participation role will vary depending on the activity, location, and general circumstances. Each day will provide diverse experiences. These running records and written notes will allow us to revisit and analyze how places are brought into the classroom by the students. Outside observations will also provide us with data on what places students and teachers are influenced by. As another form of data collection we will be conducting two types of interviews. The first interview will be structured as semi-formal and open-ended. The other type of interview will be artifact-elicited, more specifically students will be asked to draw and label a map of a special place or space. This artifact will be used as a tool to facilitate the interview. Each student a will be interviewed two times using both the open-ended or artifact elicited methods. Each interview will last 30-45 minutes and location will vary. We have decided to allow the participants to choose locations within school boundaries for the interviews based on their preferences and comfort level. These interviews will provide us with information about the different types of spaces and places that students relate to and how they are brought into the classroom.
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Based on the information that we have collected in our interviews and observations, we will use a final data collection method; body sculpting. Body sculpting is a theatrical method where participants will be instructed to physically demonstrate how they act and feel in the specific places that they find meaningful. Through this process we will learn about the participants opinions and attitudes derived from these places (Deacon, 2000). This method allows us to explore abstract concepts such as relationships and emotions, as well as realistic situations (Farmer, 2013). Participants will sculpt each others bodies to express attitudes and emotions in respect to how they act in these places. The participants will choose a peer to assist with the body sculpting activity. This method is often used to explore internal or external unconscious thoughts and feelings (Farmer, 2013). Based on these outcomes we can properly assess how these places influence the students presence in the classroom. Data Transformation and Representations Our three forms of data collection include two observations, two interviews (open ended and artifact-elicited), and one session of body sculpting. As data was collected we met to discuss ongoing perceptions of the data. The first form of data collection we performed was the openended interview. Following this interview, we individually transcribed our interviews. We then met as a research team to debrief our findings and interpretations. Next we conducted a running record observation of each of our students. Again, following this data collection we met and debriefed our findings. We then asked our students to draw descriptive maps of their meaningful places. Based on this artifact-elicited interview, we were able to further debrief and triangulate some of our findings. We continued our data collection, by conducting a second and final running record observation. This data was also analyzed and related back to previous findings. The final form of data collection was performed by students themselves through a method called
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body sculpting. We documented this data using still pictures of their physical sculptures. As our final debriefing session, we individually looked at the smallest units of meaning across our data collection and put them into categories. From these categories we found parallel themes and labeled them based on descriptive codes. Trustworthiness and Rigor Validity of this study was achieved through implementing a qualitative perspective, frequent peer debriefing, and data triangulation. A qualitative perspective entails looking solely at the data and not on the numbers. This can be accomplished through descriptions and analysis accumulated through our data collection methods. The data collected through this qualitative perspective was then collaborated between the three researchers. Through the use of member checks, we were able to question the validity of each researchers findings, asking the question, Is this really what was said and done? We also used reflective journaling throughout our study to acquire a primary account of daily interaction. Through this process we are able to reflect on our thoughts, questions and conclusions derived from daily experiences. Data from this study was triangulated to ensure validity. The use of triangulation guarantees that our research is rich, robust, comprehensive, and well-developed. A single method of data collection is inadequate; using multiple methods can help facilitate deeper understanding (Cohen, 2006). Although we have found disconfirming evidence, displayed in our literature review, our findings have eliminated this contradiction, verified through the use of triangulation. Findings In analyzing our findings, we identified three themes that childrens meaningful places embody. Teachers will be able to create an effective learning environment by promoting feelings
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of comfort, providing an engaging environment, and recreating somewhere that connects school with the people students love. Amy For the purpose of this comparative case study, Amy was chosen to be a main participant for two reasons. The first reason being that she is a very social, talkative student who enjoys being at school and learning in general. The second reason was because she is a positive and happy, five-year-old girl who seems to speak her mind frequently and throughout every school day. Thus, it was decided for her to be a main participant in this study on place-based education. After collecting and analyzing the data, it became evident that there were four descriptive codes throughout the data collection process: information about the meaningful place, horses, important people, and feelings. During the semi-formal, open-ended interview, Amy began by describing her most meaningful place. She stated that, It is where I go ride my horsey (CITE). She went on to depict this place as a horse stable where she takes riding lessons. It is located just a few minutes from her house and she takes lessons there about once a week. These lessons include trotting and performing jumps while on the horse. During the artifact-elicited interview, she drew a personal map of this place and listed several names of the horses from the stable (Stormy, Burly, and Candy). Additionally, she mentioned that there is one horse trainer who works inside the barn and one trainer who works outside the barn. There are also four goats on the property surrounding the horse stable. The second descriptive code was horses. Amy talked a great deal about the actual horses and certain things she does with the horses. During the semi-formal, open-ended interview, Amy said she rides Stormy the most and she likes him the most because hes a Paint horse (CITE). I then asked her what a Paint horse is and she replied with You know, the horses with
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spots (CITE). Amy also mentions how she likes to trot and can even gallop on a horse (CITE). Throughout this interview, she conveyed a sense of pride as she spoke about riding horses. When asked if the horses are nice, Amy responded with, Yeah...Burly, Candy, and Stormy - theyre nice, but really might be a little mean because you have to let horses sniff you so they know, and then you pet them (CITE). Near the middle of the interview, Amy mentions how she went to Toys R Us and bought a horse farm toy. Then she proceeded to tell me that her classmates would love to see the horses because they are really nice. When asked how she keeps control while riding horses, she replied with, I got good balance and stuff. I tell him whoa to stop and walk on to go. And when I want him to trot, I say trot Stormy (CITE). During the artifact-elicited interview, Amy described the horse, Stormy, as a bully and the horse, Burly, as big in size. During an observation (CITE), she told me that she did not want to run in P.E. that day because she had been bucked off her horse the day before. Furthermore, during the body sculpting portion of the data collection process, Amy chose to body sculpt one of her peers into the position that she fell into when she fell off the horse. She also instructed her peer to look upset and cry (CITE). Another interesting part of the body sculpting was when Amy explained, and demonstrated, the sequential steps she takes to get a horse ready before getting on it to begin a lesson. The many details Amy provided demonstrating her knowledge of horses, and more specifically the horses at her riding school, clearly indicates the importance of horses in her life. The third descriptive code that was apparent throughout the data collection process was important people. Amy mentioned several prominent family members, and non-family members, who come to this place, or are related to the horse stable. During the artifact-elicited interview, Amy drew and described her friend, Suzy, who also attends her riding school and rides horses
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with her. She drew Suzy riding the horse named Candy, and also drew Candy having a hurt eye (CITE). During the semi-formal, open-ended interview, Amy states that her trainer is someone who rides with her and that she really likes her. She then goes on to say that her mom, dad, grandma, and popples come to watch her ride all the time. After telling me that she would like to bring her classmates to her riding school, she was asked why she would like to do that. Amy responded by saying, Cause theyre my friends and would have lots of fun (CITE). Based on the data collection, there is an obvious indication that these important people are a large part of why Amy attaches meaning to her horse stable. The final descriptive code that was noteworthy for this study was feelings. It was very evident that Amy felt feelings of happiness, confidence, and excitement at her meaningful place. During the semi-formal, open-ended interview, when asked how riding horses makes her feel, she responded by smiling and saying really happy (CITE). When asked if she thinks she is good at riding horses, she responded by nodding yes and saying, And I got great balance on horses (CITE). Later on in the interview, Amy was asked where she feels safe and comfortable, and she responded literally with, Hmm...I like the English saddle and the Western saddle when I ride (CITE). During the body sculpting portion of the data collection, Amy said that she always has a serious face when she rides horses. She also described feelings of pain and sadness when talking about her riding accident of when she fell off of her horse. However, she explained that she still rides, even after the accident, but she rides a different horse now. Based on the data collection, overall, Amy clearly associates feelings of happiness and comfort with her horse stable. Bri
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For this comparative case study, I chose to focus on a seven-year-old student in my second grade class named Bri. Bri is a very active member of the classroom and takes a lot of pride in her work. In addition, Bri is known as the social butterfly of the classroom. Due to these factors, it was conclusive that Bri would be a perfect participant for this study. After collecting data through interviews and observations with Bri, it became apparent that there were a number of descriptive codes present throughout the data collection process. Within the first interview, Bri informed me that her favorite place to go to is a local park near her house. Without being prompted, Bri continued by telling me: I like to go to the park with my dad. And I like to rollerblade with himand play flag football with my dad (CITE). Little did I know this immediate mention of her dad would be a common theme throughout all interviews with Bri. When I asked Bri why she likes going to this specific park the most she stated, Just spending time with my dad. Because my dad he works the whole day so I only get to see him a couple times. He does come to my house but I really dont have that much time to spend time with him, so I usually go to the park after school with him (CITE). In addition, when asked to draw a map of the park, Bri made sure to include a drawing of her dad in the map. This consistent mention of Bris dad, proved to be one of many descriptive codes present within the data collection. Although the presence of Bris dad proved to be prominent within her meaningful place, there were also many instances within the interviews where Bri used the term by myself. When describing the different things that she does at the park, Bri talked a lot about the jungle gym. In doing so, she informed me that sometimes she likes to sit on the top of the slides by herself and just watch other people from above. Bri also mentioned one of her favorite times at the park by stating: I went on the monkey bars and I then I sat on the top of them. And then I dropped down
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and grabbed one of the bars. And I can just do it by myself. It feels awesome (CITE). Bri also informed me that there are two different parts of the park that she goes to. When I asked her which side of the park she likes to go to the most, she told me: If people are playing on one side of the playground, then I play on the other one (CITE). This elaboration of by myself was also evident through the artifact- elicited map where Bri drew herself climbing the jungle gym by herself, with no other kids around. This idea of independence was taken a step further when Bri told me, I dont really tell my friends about the park (CITE). When I asked Bri why, she told me: I dont really want people to know about it because then they will all start going there and it will be too crowded and it will be hard to play by myself (CITE). These specific comments and descriptions indicate that Bri prefers places where she can do things by herself, away from crowded areas. While analyzing data, the factor of fun also proved to be a common theme conveyed through interviews. From the earliest interview, Bri informed me that her and her dad just go to the park for fun (CITE). Following this response, I asked Bri what makes the park fun. Bri referred to climbing on top of the monkey bars and slide, rollerblading, and playing flag football as all things that were fun about the park. When I asked her what she thought about bringing her learning environment of the classroom to the park, Bri responded with, that would be fun but it wouldnt be like real school because real school is not fun and the park is fun (CITE). This response presents a clear distinction Bri has with school and the park, in terms of fun. In addition, during an interview referencing a map of the park that Bri drew for me, Bri made sure to explain to me that there are actually two parts of the park, yet she only drew the one part because that side of park is the most fun to her. This again emphasizes the importance and priority of fun within Bris favorite place.
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Finally, through interviews and a body sculpting activity, the types of emotional connections Bri has towards the park became apparent. Early on in the data collection process, Bri informed me that she feels happy when she is at the park because it is somewhere that she can be with her dad and play at the same time. This emotion was emphasized through a body sculpting activity in which Bri was to show how she feels when she is at the park. Bris response involved molding a big smile onto a fellow students face to show happiness. This applied emotion at the park contrasts greatly to Bris feelings towards school, where she molded her peer into a shrugged stance and put a frown on her face. Bri explained to me that she was conveying the feeling of boredom at school. In addition, when referencing back to the map that Bri drew of the park, she explained to me that she only drew one of two parts of the park because that part was where she felt most comfortable. When I continued to ask her why that part of the park was most comfortable to her, Bri told me she was most familiar with that part because she goes there more than the other. Therefore, making it clear that familiarity is important to Bris comfort level. Based on the data collection, it is clear that Bri attaches the feelings of happiness and comfort to her special place. Caleb Caleb was chosen to be a main participant in this case study because he is a social gifted student who loves to learn. He is a positive and driven ten-year-old boy who helps out around the classroom and is actively engaged every day. After reviewing Calebs interviews, we looked at the smallest units of meaning of what was said and created themes based on descriptive codes. His first interview started with a description of his favorite place, his grand parents basement. As he described the location of his grandparents house he used certain landmarks such as gas stations, road signs, and how far it was
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in reference to the Elementary school he attends: Say this is Waterway Elementary, this is 33, and this is the 7/11, you go here (CITE). The usage of these particular landmarks shows what places he connects his grand parents house with. It is extremely interesting that one of those places is his school, showing that particular building as a strong presence in his life. When describing what the basement looks like, he mentioned that they even had a play corner where they used to play school. This consisted of a desk, chair, and dress-up clothes. When describing the location and what activities are done in his grandparents basement, he referenced school, proving that without much direction the child himself brought school home with him to his special place. To create a space that is relevant to this specific child at school, we could bring some characteristics of his grand parents house back to the school creating an open relationship between school and his favorite place. By opening the school up to the community we believe that students may be more engaged in what they are learning. When asking Caleb what he does at his grandparents house he responds with you can learn at a lot of other places. Like at my grandparents house again theres this thing like uhm, our family ancestors they used to own like four states of the Louisiana purchase, and the guy who founded it explained to them and claimed it as his own, and died. And so the Spanish on their journey, the people from the Spanish were coming and claimed it and sold it to the French, and then we bought it for like four cents an acre, instead of 2 cents an acre (CITE). While this may be a little far-fetched or partly untrue, Caleb has been exposed to important historical information and has made it relevant to his life. Further describing things that he has learned outside of school he adds, we went on a field trip yesterday and learned about how the water clarity, and how Elkhorn lake is really healthy and has a bunch of this wildlife. So you definitely can learn things other than school (CITE). Caleb has used other
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places that were important to him to learn about history and science without cracking a textbook or listening to a lecture. When asked to body sculpt what he could learn from at his grandparents house he molded his clay or student helper into a plant. He described afterwards that it was a sunflower and that he thinks his peers would benefit from learning how to take care of a garden and grow plants at his grand parents house. This type of information could be given to students in note-taking form and could be summed up in a few sentences. However, if we bring these practices into the classroom, students would find relevance and excitement in the information. This type of engaging, hands-on learning is sustained through place-based education. After analyzing the map Caleb drew of his grandparents basement, it showed us what was physically important to him in this particular space. The items he drew included: an air hockey table, a door to the outside, a garden, the dress up play corner, an elevator, a table with old artifacts on it, a corner where you can crush stuff at, an area where you can kick a ball, and old paintings that his grandpa painted. Most of these attributes describe an area where you can do something. Caleb weighs how important places are to him in relation to the amount of fun that he is having and the activities that he is doing. Caleb picked this special place because usually there will be like fun stuff (CITE). When asked what part of his basement he would bring to school he responded with I would bring like the downstairs, the pool table, the air hockey, so we could play with it. Maybe have a game room or something (CITE). This describes Calebs need for physical movement, play, and fun at school. Bringing these aspects into the classroom would make for a better learning environment for Caleb. Caleb also finds that family traditions and holidays are an important factor in picking his grandparents house as his special place. When body sculpting, he sculpted his subject into a person opening presents under a Christmas tree. He had previously talked about this pickle-tree
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tradition in his first interview. So like for us for example, we do this thing every Christmas. Well have Christmas at our house, well do like a Christmas dinner. Its always going to be biscuits and gravy. And then we all have to open presents one by one and we have to wait for everybody to open their presents under the tree but you have to at least get up at 7 oclock. And so my grandparents, what theyll do is, theyll hide a pickle ornament, a pickle in the tree, and whoever finds it is the Santa and they pick random gifts and will hand them out one by one (CITE). Caleb also connects Thanksgiving and Halloween traditions to his grand parents house communicating significance in holidays. Caleb included this in the description of his grand parents house because tradition is something they uphold in this space. Every time his grandparents get back from travel, he knows that they always bring back candy; And they always bring like candy back and this thing called the mouse. Its called the mouse. Like you never know whats gonna end up in it. Its from all these other countries (CITE). The consistency behind holidays and traditions is an attribute that Caleb finds attractive in his favorite space. This attribute may be moved into the classroom to keep his attention in the learning environment. Finally, the feelings that Caleb conveyed while at this place is extremely important in determining the type of atmosphere that is comfortable to him. Caleb sculpted the feeling of happy at this place displaying the helpers hands and feet spread out wide and his mouth wide open. He described that he just feels happy for being there with my family (CITE). He says that because he is comfortable at his grandparents house that he is content and carefree (CITE). Caleb claims one of the reasons for this happiness is because his grandmother is extremely wise; she says like really nana like things. Like if you asked her what to draw she would say whatever your heart desires. And she says stuff like hate is a really like strong word,
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you might strongly dislike it (CITE). Caleb has connected happiness with learning in his special place. This is the key to successful learners and successful learning environments. We need to harvest these types of feelings in our classrooms to connect with and engage our students. Cross-Case Analysis Through the data collection, we found a number of similarities among our findings. Across all three cases, we discovered that students meaningful places connect to feelings of comfort. Words that were used to describe their places include: content, secure, happy and excitement. Additionally, these meaningful places served as an engaging environment for each of the students. These engaging environments allowed for these students to be physically and mentally active and free to make their own decisions. Finally, students consistently connected their individual places with the people that they love. In all cases, the students explicitly stated the people in which they find influential in their lives. While there are many similarities throughout this study, we also found differences in each of our findings. Due to the fact that each of these places are different, based on location, students elaborated on completely different topics. These additional topics include: an interest in horses, an emphasis on family traditions, and a strong sense of independence. It is important to remember the each student is unique in their own way and each student has individualized interests and personalities, influencing the way they perceive different places. Discussion After performing extensive research on place-based education research, we have discovered the importance of how meaningful places affect students in the classroom. Our research implies that it is the teachers responsibility to create a learning environment that is fun and engaging, promotes a feeling of comfort, and invites (literally and figuratively) people that
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students have a strong connection with. Implications As educators we already know that it is important to get to know our students as individuals. Taking this idea further, teachers need to familiarize themselves with the places where their students feel comfortable and happy. Place-based education can be used to redesign how teachers teach the curriculum by creating a learning environment that caters to students interests and feelings associated with the environments in which they experience frequently (i.e. their meaningful places). In order for students to reach their full potential throughout their academic careers and personal life experiences, the environment in which students learn cannot be limited. Furthermore, if student environment is limited in opportunities for exploration and involvement, the students potential for learning in that environment is also limited (Wilson, 1997). Students bring a variety of experiences with them into the classroom. This should be looked at as an opportunity to mold the learning environment to cater to their experiences. In any given classroom, there will be a wide range of personalities. Differences in these personalities affect the ways in which one may feel or act in a certain space. Places shape the identities of people, and people shape places (Hutson, 2011). An introverted student, like Bri, likes to be by herself at times and may achieve a higher level of academic and personal success and happiness through working in a more isolated setting. Students like Bri may need to complete projects individually, be given some me time, or be put in an area of the classroom that is not constantly surrounded by people. In result, the implementation of place-based education is needed for students that may find a classroom setting challenging (Nimmo & Hallett, 2008). Other students, like Caleb, who come from big families and are used to chaos may thrive in group settings. These students would benefit from a classroom set-up that involves
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grouped tables, constant social interaction, and partner work. By analyzing the places that students feel comfortable, teachers can infer what types of learning environments would be most effective for all children. Students form strong connections with and are influenced by numerous individuals throughout their childhood. Teachers need to create opportunities for students to connect their school with the people they love. We found that all three interviewees linked their place directly with their families. Caleb picked a family members house as his meaningful place and mentioned multiple family holidays and traditions that occur in this space. Bris park is solely shared with her father and one other friend, exposing a strong family connection with this place. Finally, Amys parents were the reason that she started horseback riding and would never have had the opportunity to be in a place like this without them. Amy does, however, have extensive dialogue about her horse trainer in her interviews. This shows that family is not the only figurehead behind meaningful places. Teachers can create opportunities for these individuals to come into the classroom. Some ideas include a bring-your-loved-one-to-school-day, career day, or invite them to be an audience for a readers theatre. Teachers can also figuratively bring these people into the school setting by allowing their students to talk about them, write about them, show pictures, create a me book, or celebrate them with some a hero/heroine day. Encouraging children to personalize spaces and places can counteract some of the otherwise generic elements of the school environment and foster feelings of attachment (Wilson, 1997). Finally, to further assimilate these meaningful places into the classroom, teachers can incorporate resources that tap into the physical and emotional aspects that these places provide. Teachers may bring in books to allow students to further their learning of these specific places. Books and other resources that portray these places will make the environment relevant and
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engaging for the students. While teaching science, teachers can choose to use settings that directly relate to students meaningful places. This will engage the listener and make the content significant to them. These incorporations motivate students to want to learn, rather than being forced to learn (Center for Ecoliteracy, 2013). Teachers may create a journal assignment solely based on the students in their places and their connections to those places. By developing assignments that are focused on students places of significance, students bring in authority and can gain access to memories and stories that help them construct and articulate a sense of place in the classroom (Lundahl, 2011). Throughout our research further questions surfaced. These questions may be used in future research on place-based education in the classroom. All three of our interviewees were elementary students in various grade levels (kindergarten, second and fifth) which prompted us to ask the question: How does age effect place-based education? Due to the fact that we interviewed two girls and a boy, we also wondered: How does gender affect the different places that students bring in to the classroom? Furthermore, an additional question that surfaced was: How does personality affect the different places that students connect with? After reflecting upon the rural settings of our schools we questioned: What places in an urban setting do students connect with, in comparison to a rural setting? Finally, thinking about the students themselves we wondered what places do newcomer students bring with them to their new schools? All of these questions would prompt further and more in depth research into the world of place-based education. Limitations This study was limited in terms of location and frequency. All participants are from rural areas of Virginia, therefore limiting the types of meaningful places and spaces these students
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connect with. In addition, our research was a small-scale study. Our research would have presented more data if our time in the elementary schools was not just two days a week for sixteen weeks, but instead everyday for sixteen weeks. This additional time in the classroom, would allow for further development in understanding the types of places students find meaningful. Conclusion In conclusion, the topic of this comparative case study is to better understand the relationships between students meaningful places and their school environment. By studying places that students deem meaningful, we are able to draw conclusions about what they essentially think is important. After posing the question What places and spaces do students find meaningful, and how do students bring these spaces and places into the classroom? we collected our data. Data was collected through semi-formal interviews, observations, body sculpting, and map creations. After analyzing our data we found that students need learning environments that connect them to the people they love, that promote feelings of comfort and happiness, and that cater towards their individual interests. Based on this information, future teachers need to recognize what is important to their students and change their learning environments into a place that is student-centered. The goal is to have students reach their full potential throughout their academic careers and personal life experiences.
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Greunewald, D. (2003). Foundations of place: a multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619-654. Retrieved from http://www.jstor.org/stable/3699447 Gustafson, P. (2001). Meanings of place: Everyday experience and theoretical conceptualizations. Journal of Environmental Psychology, 21(1), 5-16. Hallett, B. & Nimmo, J. (2008). Childhood in the garden: a place to encounter natural and social diversity. Beyond the Journal, 1-8. Retrieved from www.journal.naeyc.org/about/permissions.asp Hart, Roger A. (1979). Childrens Experience of Place. New York: Irvington Publishers Inc. Hutson, G. (2011). Remembering the roots of place meanings for place-based outdoor education. Pathways: The Ontario Journal of Outdoor Education, 23(3), 19-25. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,cpid,uid&cus tid=s8863137&db=eric&AN=EJ966890&site=eds-live&scope=site Israel, A. L. (2012). Putting geography education into place: What geography educators can learn from place-based education, and vice versa. Journal of Geography, 111(1), 76-81. doi:10.1080/00221341.2011.583264 Jacobs, E. (2011). Re(place) your typical writing assignment: An argument for place-based writing. English Journal, 100(3), 49-54. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,cpid,uid&cus tid=s8863137&db=eric&AN=EJ913496&site=eds-live&scope=site; Knapp, C. (2012). Place-based education: listening to the language of the land and people. Pathways: Ontario Journal of Outdoor Education, 25(1), 4-12. Retrieved from http://connection.ebscohost.com/c/articles/84541331/place-based-education-listeninglanguage-land-people Louv, R. (2005). Last child in the woods: saving our children from nature-deficit disorder. Chapel Hill, NC: Algonquin Books. Low, S. M., & Altman, I. (1992). Place attachment: A conceptual inquiry. In I. Altman & S.M. Low (Eds.), Place attachment (pp.1-12). New York: Plenum Press. Lundahl, M. (2011). Teaching where we are: place-based language arts. English Journal, 100(3), 44-48. Lutts, R. H. (1985). Place, home, and story in environmental education. Journal of Environmental Education, 17(1), 37-41. Moore, R. C. (1980). Generating relevant urban childhood places: learning from the Yard. In P. F. Wilkinson (Ed.); Play in human settlements (pp. 45-75). London: Croom Helm.
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Oswald & Price. (2006). Observational research. Retrieved from http://psych.csufresno.edu/psy144/Content/Design/Nonexperimental/observation.html Place-based Education Evaluation Collaborative. (2007). The benefits of place-based education. Retrieved from http://www.promiseofplace.org/assests/files/research/Benefits_of_PBEPEEC_2007_web.pdf Place. (2013). Dictionary.com. Retrieved from http://dictionary.reference.com/browse/place?s=t Pyle, R. M. (2007). No child left inside, in: D. Gruenewald & G. Smith (Eds.) Place-based education in an era of globalization: local diversity. Mahwah, NJ: Erlbaum. Reifman, S. (2008). 8 essentials for empower teaching & learning k-8. California: Corwin Press. Smith, G. & Soble, D. (2013). Bring it on home: the necessity of place-based learning today. Independent School Journal, 94-102. Smith, G. A. (2007). Place-based education: Breaking through the constraining regularities of public school. Environmental Education Research, 13(2), 189-207. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,cpid,uid&cus tid=s8863137&db=eric&AN=EJ764227&site=eds-live&scope=site; http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/135046207012851 80 Sobel, D. (1993). Children's special places: Exploring the role of forts, dens, and bush houses in middle childhood. Tucson, AZ.: Zephyr Press. Sobel, D. (1996). Beyond ecophobia: Reclaiming the heart of nature education. Great Barrington, MA: Orion Society. Sobel, D. (2004). Place-based education: Connecting classrooms and communities. Great Barrington, MA: Orion Society. Wilson, R. (1997). A sense of place. Early Childhood Education Journal, 24(3), 191-194. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,cpid,uid&cus tid=s8863137&db=edselc&AN=edselc.2-52.0-53249097637&site=eds-live&scope=site Yin, R. (2003). Case study research: design and methods. Thousand Oaks, CA: Sage Publications. Zandvliet, D. B. (2012). Development and validation of the place-based learning and constructivist environment survey (PLACES). Learning Environments Research, 15(2), 125-140. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,cookie,url,cpid,uid&c
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ustid=s8863137&db=eric&AN=EJ977856&site=eds-live&scope=site; http://dx.doi.org/10.1007/s10984-012-9110-x
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Appendix A Interviews
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Appendix B Parent/Guardian Informed Consent Identification of Investigators & Purpose of Study Your child is being asked to participate in a research study conducted by Rebecca ONeill, Ashley Ostendorf, and Meghan Reed from James Madison University. The purpose of this study is to discover what spaces and places students and teachers attach emotional bonds to and how these students and teachers bring these spatial relationships with them into the classroom. This study will contribute to the researchers completion of their elementary education Masters inquiry project. Research Procedures Should you decide to allow your child to participate in this research study, you will be asked to sign this consent form once all your questions have been answered to your satisfaction. This study consists of two interviews and 2-3 observations that will be administered to individual participants in ( location; i.e. each of our designated practicum settings). You will be asked to provide answers to a series of questions related to the discovery of what spaces and places students and teachers attach emotional bonds to and how these students and teachers bring these spatial relationships with them into the classroom. The individual participants will be audio recorded throughout the interviews and videotaped during one of the observations. Time Required Participation in this study will require 2 hours of your childs time. Each of the two interviews will take about 30 minutes each and the participant will only be actively participating in one of the observations, which will take about 30-60 minutes. Risks The investigator does not perceive more than minimal risks from your childs involvement in this study (that is, no risks beyond the risks associated with everyday life). The investigator perceives the following are possible risks arising from your involvement with this study: the researchers will ensure that your child feels comfortable throughout the interviews and observations. They also will ensure that if at any point your child does not feel comfortable, they will allow the child to stop the interview or observation immediately. Benefits Potential benefits from participation in this study include the learning opportunities as a result of our research on place-based education. Future educators can benefit from our findings by connecting their curriculum and lessons to place-based education. Confidentiality The results of this research will be presented at an educational seminar. The results of this project will be coded in such a way that the respondents identity will not be attached to the final form of this study. The researcher retains the right to use and publish non-identifiable data. While individual responses are confidential, aggregate data will be presented representing
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averages or generalizations about the responses as a whole. All data will be stored in a secure location accessible only to the researcher. Upon completion of the study, all information that matches up individual respondents with their answers will be destroyed. Participation & Withdrawal Your childs participation is entirely voluntary. He/she is free to choose not to participate. Should you and your child choose to participate, he/she can withdraw at any time without consequences of any kind. Questions about the Study If you have questions or concerns during the time of your childs participation in this study, or after its completion or you would like to receive a copy of the final aggregate results of this study, please contact: Researchers: Meghan Reed College of Elementary Education James Madison University Reed2mc@dukes.jmu.edu Ashley Ostendorf College of Elementary Education James Madison University Ostendal@dukes.jmu.edu Rebecca ONeill College of Elementary Education James Madison University Oneillra@dukes.jmu.edu Giving of Consent I have read this consent form and I understand what is being requested of my child as a participant in this study. I freely consent for my child to participate. I have been given satisfactory answers to my questions. The investigator provided me with a copy of this form. I certify that I am at least 18 years of age. I give consent to be (video/audio) taped during my interview. (parents initial) Advisor: Dr. Douglas Loveless College of Elementary Education James Madison University Loveledj@jmu.edu
________________________________________________ Name of Child (Printed) ________________________________________________ Name of Child (Printed)
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Appendix C CHILD ASSENT FORM (Ages 5-12) IRB # (TBD) ASSESSMENT OF THE DIFFERENT PLACES AND SPACES CHILDREN HOLD EMOTIONAL BONDS TO AND HOW THEY BRING THESE PLACES AND SPACES INTO THE CLASSROOM We would like to invite you to take part in this study. We are asking you because you are one of many children who may have places in your life that you attach emotional bonds to. In this study we will try to learn more about which places and spaces in your life that you hold meaning to and how you bring these places and spaces into your classroom environment. To do the study we will interview you 2-3 times throughout the next few months. During these interviews, we will ask you a series of questions to become more familiar with these places and spaces. These interviews will be audio recorded youre your approval. We will also collect data through a theatrical method called body sculpting, which is similar to charades. This activity involves you choosing a fellow classmate to assist you in demonstrating how you feel and what you do in these designated places and spaces. This activity will be videotaped upon your approval as well. The final activity involves you mapping your meaningful place or space using various art supplies. This activity will guide us through one of the 2-3 interviews we have planned. Participating in this study will not hurt you in any way. You should not participate in this study if you do not feel comfortable talking one-on-one with the researcher. The reason we are doing this study is so that we can understand the different places and spaces students bring into the classroom in order to improve the classroom environment and to make learning more meaningful for you. Your parents will also be asked to give their permission for you to take part in this study. Please talk this over with your parents before you decide whether or not to participate. You do not have to be in this study if you do not want to. If you decide to participate in the study, you can stop participating at any time. If you have any questions at any time, please ask one of the researchers. IF YOU PRINT YOUR NAME ON THIS FORM IT MEANS THAT YOU HAVE DECIDED TO PARTICIPATE AND HAVE READ EVERYTHING THAT IS ON THIS FORM. YOU AND YOUR PARENTS WILL BE GIVEN A COPY OF THIS FORM TO KEEP.
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_______________________________________________ Name of Child (printed) _______________________________________________ Signature of Investigator Researchers: Meghan Reed College of Elementary Education James Madison University Reed2mc@dukes.jmu.edu Ashley Ostendorf College of Elementary Education James Madison University Ostendal@dukes.jmu.edu Rebecca ONeill College of Elementary Education James Madison University Oneillra@dukes.jmu.edu Advisor:
___________________ Date ___________________ Date
Dr. Douglas Loveless College of Elementary Education James Madison University Loveledj@jmu.edu
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Appendix D Consent to Participate in Research Identification of Investigators & Purpose of Study You are being asked to participate in a research study conducted by Rebecca ONeill, Ashley Ostendorf, and Meghan Reed from James Madison University. The purpose of this study is to discover what spaces and places students and teachers attach emotional bonds to and how these students and teachers bring these spatial relationships with them into the classroom. This study will contribute to the researchers completion of their elementary education Masters inquiry project. Research Procedures Should you decide to participate in this research study, you will be asked to sign this consent form once all your questions have been answered to your satisfaction. This study consists of two interviews and 2-3 observations that will be administered to individual participants in ( location; i.e. each of our designated practicum settings). You will be asked to provide answers to a series of questions related to the discovery of what spaces and places you attach emotional bonds to and how you bring these spatial relationships with you into the classroom. The individual participants will be audio recorded throughout the interviews and videotaped during one of the observations. Time Required Participation in this study will require a total of about 1 hour and 30 minutes. Each of the two interviews will take about 30 minutes each and the participant will only be actively participating in one of the observations, which will take about 30 minutes. Risks The investigator does not perceive more than minimal risks from your involvement in this study (that is, no risks beyond the risks associated with everyday life). The investigator perceives the following are possible risks arising from your involvement with this study: the researchers will ensure that you feel comfortable throughout the interviews and observations. They also will ensure that if at any point you do not feel comfortable, they will allow you to stop the interview or observation immediately Benefits Potential benefits from participation in this study include the learning opportunities as a result of our research on place-based education. Future educators can benefit from our findings by connecting their curriculum and lessons to place-based education. Confidentiality The results of this research will be presented at an educational seminar. The results of this project will be coded in such a way that the respondents identity will not be attached to the final form of this study. The researcher retains the right to use and publish non-identifiable data. While individual responses are confidential, aggregate data will be presented representing
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averages or generalizations about the responses as a whole. All data will be stored in a secure location accessible only to the researcher. Upon completion of the study, all information that matches up individual respondents with their answers will be destroyed. Participation & Withdrawal Your participation is entirely voluntary. You are free to choose not to participate. Should you choose to participate, you can withdraw at any time without consequences of any kind. Questions about the Study If you have questions or concerns during the time of your participation in this study, or after its completion or you would like to receive a copy of the final aggregate results of this study, please contact: Researchers: Meghan Reed College of Elementary Education James Madison University Reed2mc@dukes.jmu.edu Ashley Ostendorf College of Elementary Education James Madison University Ostendal@dukes.jmu.edu Rebecca ONeill College of Elementary Education James Madison University Oneillra@dukes.jmu.edu Questions about Your Rights as a Research Subject Dr. David Cockley Chair, Institutional Review Board James Madison University (540) 568-2834 cocklede@jmu.edu Giving of Consent I have read this consent form and I understand what is being requested of me as a participant in this study. I freely consent to participate. I have been given satisfactory answers to my questions. The investigator provided me with a copy of this form. I certify that I am at least 18 years of age. I give consent to be (video/audio) taped during my interview. ________ (initials) ______________________________________ Name of Participant (Printed) Advisor: Dr. Douglas Loveless College of Elementary Education James Madison University Loveledj@jmu.edu
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______________________________________ Name of Participant (Signed) ______________________________________ Name of Researcher (Signed)
______________ Date ______________ Date

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INCORPORATING PLACE-BASED EDUCATION

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Age Gender Race Grade Socio-economic status

Amy 5 Female Caucasian Kindergarten Middle class

Bri 7 Female Asian-American 2nd grade Middle class

Caleb 10 Male Caucasian 5th grade Middle class

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________________________________________________ Name of Child (Printed) ________________________________________________ Name of Child (Printed)

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