{"id":19700,"date":"2024-09-03T15:36:31","date_gmt":"2024-09-03T19:36:31","guid":{"rendered":"https:\/\/www.philasd.org\/research\/?p=19700"},"modified":"2025-10-14T09:47:03","modified_gmt":"2025-10-14T13:47:03","slug":"redesigning-schoolyards-at-two-schools-summary-of-interviews-and-observations","status":"publish","type":"post","link":"https:\/\/www.philasd.org\/research\/2024\/09\/03\/redesigning-schoolyards-at-two-schools-summary-of-interviews-and-observations\/","title":{"rendered":"Redesigning Schoolyards at Two Schools: Summary of Interviews and Observations"},"content":{"rendered":"<div class=\"wpb-content-wrapper\">[vc_row][vc_column][vc_column_text css=&#8221;&#8221;]As part of the Playful Learning Schoolyard Redesign Program, new spaces for learning and play were designed and constructed at Joseph Pennell School and Louis H. Farrell School. Interviews and observations were conducted at each school before and after the construction of the new spaces. This report summarizes the impact of the Schoolyard Redesign Program on student activity and overall recess climate at the schools.<\/p>\n<p>Future summaries will include results of teacher professional development surveys, examining how teachers use the playful learning areas and how they perceive student learning related to the redesigned spaces.[\/vc_column_text][vc_row_inner][vc_column_inner][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE REPORT&#8221; style=&#8221;gradient-custom&#8221; gradient_custom_color_1=&#8221;#0b315b&#8221; gradient_custom_color_2=&#8221;#398635&#8243; align=&#8221;center&#8221; css=&#8221;&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fwww.philasd.org%2Fresearch%2Fwp-content%2Fuploads%2Fsites%2F90%2F2024%2F09%2FRedesigning-Schoolyards-at-Two-Schools_September-2024.pdf&#8221;][\/vc_column_inner][\/vc_row_inner][vc_row_inner][vc_column_inner][vc_empty_space][vc_separator style=&#8221;shadow&#8221; border_width=&#8221;2&#8243; css=&#8221;&#8221;][vc_column_text css=&#8221;&#8221;]The following addendum published in October 2025 summarizes schoolyard observations of William H. Hunter School before and after the Playful Learning Schoolyard Redesign Program. These were not included in the original report because the project timeline for Hunter was different than for the other schools included in the redesign project. Unlike the other two schools, the Hunter project did not include a mural.[\/vc_column_text][vc_btn title=&#8221;CLICK HERE TO DOWNLOAD THE ADDENDUM&#8221; style=&#8221;gradient-custom&#8221; gradient_custom_color_1=&#8221;#0b315b&#8221; gradient_custom_color_2=&#8221;#398635&#8243; align=&#8221;center&#8221; css=&#8221;&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fdrive.google.com%2Ffile%2Fd%2F1dAGc1G07P5gDJC1PHilX6bN40YMPZ4zY%2Fview%3Fusp%3Dsharing&#8221;][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n<\/div>","protected":false},"excerpt":{"rendered":"<p>As part of the Playful Learning Schoolyard Redesign Program, new spaces for learning and play were designed and constructed at Joseph Pennell School and Louis H. Farrell School. This report summarizes the impact of the Schoolyard Redesign Program on student activity and overall recess climate at the schools. An October 2025 addendum summarizes the redesign project at a third school, William H. Hunter School.<\/p>\n","protected":false},"author":103956,"featured_media":19709,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[301,136,138],"tags":[],"class_list":["post-19700","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-facilities","category-health-nutrition","category-school-climate"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/19700","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/users\/103956"}],"replies":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/comments?post=19700"}],"version-history":[{"count":6,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/19700\/revisions"}],"predecessor-version":[{"id":25415,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/posts\/19700\/revisions\/25415"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media\/19709"}],"wp:attachment":[{"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/media?parent=19700"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/categories?post=19700"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.philasd.org\/research\/wp-json\/wp\/v2\/tags?post=19700"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}