| This qualitative, phenomenological, hermeneutic case study explores two studio learning environments: the Reggio Emilia inspired Atelier of School within School, at Peabody Elementary, Washington, DC and Massachusetts Institute of Technology (MIT) Freshmen Studio Physics, Technology Enabled Active Learning (TEAL). This study focuses on understanding processes through which learning takes place in two distinct studio learning environments, through observation of the instructional, attitudinal and architectural aspects of these classrooms and what occurs in them.;The study uses a confluence of theories producing a multi-faceted conceptual lens through which data is viewed for understanding. This lens includes: the Theory of Multiple Intelligences, the Ethic of Care, Universal Design for Learning and Studio Habits of Mind. The goal of the study was to create a rich description of each particular case in order to identify the structures and processes inherent in the respective models and their implications for learning, as well as their potential as learning environments for students with disabilities and "at-risk" students. This case study relied primarily on three sources of data: (a) observation, (b) interviews and (c) artifacts. Triangulation and analysis of data resulted in rich descriptive narrative of the two studios. The results of this study defined Atelier (studio) at School within School through four major emergent themes (a) student-centered learning, (b) community, (c) multiple ways of knowing, (d) comfort and care. The study defined the TEAL studio at MIT through five major emergent themes: (a) student-centered learning, (b) multiple ways of knowing, (c) collaboration and community, (d) comfort and care, (e) teacher dispositions.;A blended model of the cases concludes that studio, (a) offers student-driven hands-on active learning, (b) breaks down barriers between teachers and students, (c) is conducive to the development of caring peer relationships, (d) removes hierarchy and competition, (e) empowers students towards proficiency in the use of tools for learning, (f) offers multiple modalities for teaching and learning, (g) provides ongoing feedback and assessment, (h) learning is transparent and open-ended. This qualitative phenomenological, hermeneutic case study adds to the body of literature on studio settings as learning spaces and provides a platform for further research. |
