Contrasting Stakeholders’ Perspectives on the First Full-Year School Street Initiatives in Ontario, Canada
Notice bibliographique
Résumé
• A growing number of cities are experimenting with street closure interventions. • Support for or opposition to these interventions varies across stakeholders. • Parents and children commonly saw the need for and benefits of School Streets. • Motorists, whether as residents or parents, are less supportive of School Streets. • Implementation of these interventions requires attention to divergent perspectives. A growing number of municipalities in North America and globally are experimenting with various forms of street closure interventions to support non-motorists in reclaiming city streets as public spaces. While many interventions are episodic in nature, intensive interventions that operate daily for months or years are difficult to implement because they are more disruptive of the status quo and more likely to face opposition from influential stakeholders. The objective of this study was to capture and compare the perspectives of three distinct stakeholders – residents, parents, and children – regarding school street interventions that operated daily from September to June in two neighbourhoods in a mid-sized Canadian city. Resident and parent perspectives were captured using anonymous online surveys, while child perspectives were captured using focus groups. Children and parents from both neighbourhoods perceived a need for the intervention to eliminate the hazards posed by vehicular congestion around the school entrance. Both groups reported that the intervention increased safety for children as they come and go from school each day. Residents were less convinced that the intervention was necessary and reported increased congestion on neighbouring streets. There were notable differences in residents’ perspectives between the two neighbourhoods regarding perceived changes in safety and in their experiences of the interventions, which are likely attributable to differences in built form and pre-existing traffic patterns in each neighbourhood. Motorists, whether as parents or residents, were much less likely to observe the intervention as beneficial and pleasant, and more likely to report observing problems with how it operated. These findings offer critical insights for policy and practice for street closure interventions, including having an effective strategy for traffic management to minimize opposition, the value of pilot testing to build support, and centering children's needs and voices in efforts to reclaim streets as public space.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».