The Holistic Evidence and Design (HEAD) study of U.K. primary schools sought to isolate the impact of the physical design of classrooms on the learning progress of pupils aged from 5 to 11 years (U.S. kindergarten to fifth grade). One hundred fifty-three classrooms were assessed and links made to the learning of the 3,766 pupils in them. Through multilevel modeling, the role of physical design was isolated from the influences of the pupils’ characteristics. This article presents analyses for the three main subjects assessed, namely, reading, writing, and math. Variations in the importance of the physical design parameters are revealed for the learning of each subject. In addition to some common factors, such as lighting, a heavy salience for Individualization in relation to math becomes apparent and the importance emerges of Connection for reading and of Links to Nature for writing. Possible explanations are suggested. These results provide a stimulus for additional finesse in practice and for further investigation by researchers.

中文翻译：

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课堂空间对特定学科学习的整体影响

英国小学的整体证据与设计 (HEAD) 研究旨在隔离教室物理设计对 5 至 11 岁（美国幼儿园至五年级）学生学习进度的影响。对 153 间教室进行了评估，并与其中 3,766 名学生的学习建立了联系。通过多层次建模，物理设计的作用与学生特征的影响隔离开来。本文介绍了对三个主要评估科目的分析，即阅读、写作和数学。物理设计参数的重要性在每个科目的学习中都会有所不同。除了一些常见的因素，比如照明，与数学相关的个性化的重要显着性变得明显，并且连接对于阅读和与自然的链接对于写作的重要性出现了。提出了可能的解释。这些结果为实践中的额外技巧和研究人员的进一步调查提供了刺激。