Abstract
The attention to the physical components of the enriched learning environment is an overlooked strategy to boost student achievement. The Goodlad study of the 1980s (as supported by recent observations of educational reformers and brain-compatible advocates) pinpoints the continuing deficiency in learning environments. Purpose. The purpose of this study was to identify known information for educational stakeholders on the effects of the physical components of the enriched learning environment, to identify factors which impede the implementation of and strategies to overcome barriers to enriched learning environments. Methodology. Literature research helped to identify the variety of physical components of the enriched environment which influences student achievement. The Delphi process, an iterative four-round procedure, polled an expert panel to identify barriers to implementation and strategies for successful implementation. The data were compiled into lists and matrices of ranked responses. Findings/conclusions. (1) The physical components and their impact on learning are varied. (2) The top five barriers are: lack of knowledge/education; teachers are not trained in the effects of environmental variables; schools are overcrowded; roving/itinerant teachers lack personal space; traditionally built, older buildings do not support newer ideas for classroom design. (3) The top five ranked strategies for implementation (with a tie in rank 5) are: educate/train all stakeholders; train students at the university/college level; provide and prioritize a quality staff development program at sites; identify and visit model classrooms; design and build new schools to support learning; site administrators work to create a climate and culture for change to support teachers.