Entering School: How Entryways and Foyers Foster Social Interaction
The research reported in the present paper explored the architectural features that help to facilitate opportunities for social interactions in the entryways and foyers of elementary and secondary schools. The sites for the study included six elementary and secondary schools in Canada, Germany, and...
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University of Cincinnati Press
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ftunivcincinnati:oai:ojs.journals.uc.edu:article/6676 2023-05-15T16:49:28+02:00 Entering School: How Entryways and Foyers Foster Social Interaction Ogden, Holly Upitis, Renna Brook, Julia Peterson, Anna Davis, Jennifer Troop, Meagan 2023-02-16 application/pdf https://journals.uc.edu/index.php/cye/article/view/6676 eng eng University of Cincinnati Press https://journals.uc.edu/index.php/cye/article/view/6676/5342 https://journals.uc.edu/index.php/cye/article/view/6676 Children, Youth and Environments; Vol. 20 No. 2 (2010): Children, Youth and Environments; 150-174 1546-2250 10.7721/chilyoutenvi.20.issue-2 schools school entrances social interactions architectual patterns pattern languages info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2023 ftunivcincinnati https://doi.org/10.7721/chilyoutenvi.20.issue-2 2023-02-23T18:21:22Z The research reported in the present paper explored the architectural features that help to facilitate opportunities for social interactions in the entryways and foyers of elementary and secondary schools. The sites for the study included six elementary and secondary schools in Canada, Germany, and Iceland. The study used photographs of entryways and entrance foyers as the primary data sources for the architectural features of each school. Researcher observations and field notes, as well as interviews with students, teachers, and administrators complemented the content analysis of the photographs and provided information about how the entryways impacted social interactions. The data analysis revealed six core themes of architectural qualities that affected how students, teachers, and administrators experienced their surroundings and interacted with one another. Our research provides evidence that the physical features of entryways and foyers play a role in how children and adults interact, engage, and feel in their schools. Article in Journal/Newspaper Iceland Journals@UC (University of Cincinnati) Canada |
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Open Polar |
collection |
Journals@UC (University of Cincinnati) |
op_collection_id |
ftunivcincinnati |
language |
English |
topic |
schools school entrances social interactions architectual patterns pattern languages |
spellingShingle |
schools school entrances social interactions architectual patterns pattern languages Ogden, Holly Upitis, Renna Brook, Julia Peterson, Anna Davis, Jennifer Troop, Meagan Entering School: How Entryways and Foyers Foster Social Interaction |
topic_facet |
schools school entrances social interactions architectual patterns pattern languages |
description |
The research reported in the present paper explored the architectural features that help to facilitate opportunities for social interactions in the entryways and foyers of elementary and secondary schools. The sites for the study included six elementary and secondary schools in Canada, Germany, and Iceland. The study used photographs of entryways and entrance foyers as the primary data sources for the architectural features of each school. Researcher observations and field notes, as well as interviews with students, teachers, and administrators complemented the content analysis of the photographs and provided information about how the entryways impacted social interactions. The data analysis revealed six core themes of architectural qualities that affected how students, teachers, and administrators experienced their surroundings and interacted with one another. Our research provides evidence that the physical features of entryways and foyers play a role in how children and adults interact, engage, and feel in their schools. |
format |
Article in Journal/Newspaper |
author |
Ogden, Holly Upitis, Renna Brook, Julia Peterson, Anna Davis, Jennifer Troop, Meagan |
author_facet |
Ogden, Holly Upitis, Renna Brook, Julia Peterson, Anna Davis, Jennifer Troop, Meagan |
author_sort |
Ogden, Holly |
title |
Entering School: How Entryways and Foyers Foster Social Interaction |
title_short |
Entering School: How Entryways and Foyers Foster Social Interaction |
title_full |
Entering School: How Entryways and Foyers Foster Social Interaction |
title_fullStr |
Entering School: How Entryways and Foyers Foster Social Interaction |
title_full_unstemmed |
Entering School: How Entryways and Foyers Foster Social Interaction |
title_sort |
entering school: how entryways and foyers foster social interaction |
publisher |
University of Cincinnati Press |
publishDate |
2023 |
url |
https://journals.uc.edu/index.php/cye/article/view/6676 |
geographic |
Canada |
geographic_facet |
Canada |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Children, Youth and Environments; Vol. 20 No. 2 (2010): Children, Youth and Environments; 150-174 1546-2250 10.7721/chilyoutenvi.20.issue-2 |
op_relation |
https://journals.uc.edu/index.php/cye/article/view/6676/5342 https://journals.uc.edu/index.php/cye/article/view/6676 |
op_doi |
https://doi.org/10.7721/chilyoutenvi.20.issue-2 |
_version_ |
1766039612902342656 |