This study investigated the perceptions of school from students of differing ages, genders, ethnic groups, and grade levels in a rural school environment. The ages were divided into four categories: 11–12 years of age, 13–14 years of age, 15–16 years of age, and 17–19 years of age. The ethnic groups in the school population were African Americans and Caucasians. The different grade levels were 7th through 12th. Wilson and Corbett (1999), in the Report for the Philadelphia Education Fund, “No Excuses”: The Eighth Grade Year in Six Philadelphia Middle Schools, discussed students’ views of what they want their teachers to be like. Later in another book, Listening to Urban Kids, School Reform, and the Teachers They Want, Wilson and Corbett (2002) stated that their overall purpose for conducting this study was to document students’ perceptions of their educational experiences and track how those perceptions evolved over the 3-year period. The investigators initially selected five middle schools from the Philadelphia School District. Wilson and Corbett used interview protocols and selected 50 students from each school who participated in the study. In this study, the researcher compared the results to those of Wilson and Corbett focusing on 10 areas. Students were asked to respond to a series of questions from each area on the survey, which included the following: (a) student’s perception on the transition to high school; (b) student’s perception on learning experiences; (c) student’s perception on success; (d) student’s perception on school safety; (e) student’s perception on the school culture and/or environment; (f) student’s perception on peer pressure; (g) student’s perception on getting good grades; (h) student’s perception on instructional differences; (i) student’s perception on challenging work; and (j) the student’s future plans. The students selected their best choice from the answers given. Using interview protocols, the students responded to the same categories. The results produced data that will enable teachers, administrators, parents, and policy makers to implement school reform effectively by better understanding the students’ perceptions from a rural school environment. Recommendations for further research include the following: (a) determine if the results found in this study are the same as those of students in other rural school environments, (b) gain a greater understanding of the perceptions that students have about school, (c) determine if there is a direct correlation between students’ perception of school and student achievement, and (d) determine if school districts will utilize the data to aid in improving instruction, policy, and procedures within the school district.

Current trends in education and school architecture reflect a growing awareness of the interconnectedness of people and spaces. Spaces acquire meaning through the experiences of those who use them and can contribute to the development of a sense of place. Purpose-built schools have long been valued and built in Iceland. The broad purpose of this study was to explore Icelandic students’ perceptions of their purpose-built school. Specific research questions included: (a) What spaces in purpose-built schools are important to students? (b) What happens in these spaces? (c) What meaning, if any, do these identified spaces hold for students? and (d) In ascribing meaning to some of the identified spaces, do students develop a sense of place? This phenomenological research initiative used an emergent design methodology. Seven Grade 9 and three Grade 10 students were recruited for this study. Primary data sources included students’ photographs of important school spaces, individual photo-elicitation interviews, and walking tours. Participants identified 25 important school spaces and 7 issues of concern within these spaces. Further analysis examined participants’ complex construction of importance and meaning. Participants described that school spaces were more likely to become meaningful places, when the design of the educational facility was in harmony with students’ experiences. The results of this study should raise awareness of the importance of building such schools in Canada and encourage the inclusion of students’ unique perspectives in the design of future schools. / Thesis (Master, Education) -- Queen's University, 2009-09-23 14:39:27.1