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IMPACT OF SCHOOL FACILITIES ON LEARNING Information on the relationship between student achievement and the physical environment of school and campus buildings, compiled by the National Clearinghouse for Educational Facilities. 
The Language of School Design: Design Patterns for 21st Century Schools.
Nair, Prakash; Fielding, Randall; Lackney, Jeffery (DesignShare.com, Minneapolis, MN , Sep 2009)
Presents 28 design patterns, along with plans, sectional views, and photographs that illustrate existing innovative learning environments from around the world. Specific designs are offered for classrooms, entries, student display space, "home base" and individual storage, laboratories, the arts, physical fitness, supervision, dispersed technology, outdoor spaces, dining areas, furnishings, and flexible spaces, with additional recommendations on lighting and ventilation. The impact of the designs on learning, socialization, and health is discussed in each section. Appendices include illustrated essays on school design, the future of built schools, author biographies, and 21 references. 214p.
TO ORDER:
DesignShare, 4937 Morgan Ave. South, Minneapolis, MN 55409-2251; Tel: 612-925-6897, Fax: 612-922-6631http://www.designshare.com/index.php/language-school-design/order-process 
The Third Teacher.
http://www.thethirdteacher.com/ (OWP/P Architects, Chicago, IL , Jan 2009)
Examines the link between how one learns and where one learns. Case studies, interviews, and written contributions are organized under 79 practical topics for how design can be used to transform teaching and learning. 257p.
Linking Architecture and Education: Sustainable Design for Learning Environments.
Taylor, Anne; Enggass, Katherine (University of New Mexico Press, Albuquerque , 2009)
Presents a holistic, sustainable philosophy of learning environment design based on the study of how schools, classrooms, playgrounds, homes, museums, and parks affect children and how they learn. The author argues that architects must integrate their design knowledge with an understanding of the developmental needs of learners, while at the same time educators, parents, and students must broaden their awareness of the built, natural, and cultural environment to maximize the learning experience. The book presents numerous examples of dynamic designs that are the result of interdisciplinary understanding of place. Also included are designer perspectives, forums derived from commentary by outside contributors involved in school planning, and numerous photographs of thoughtful and effective solutions to create learning environments from comprehensive design criteria. 471p.
TO ORDER:
University of New Mexico Press, Order Department, 1312 Basehart Rd. SE, Albuquerque, NM 87106-4363. Tel: 1-800-249-7737.http://www.unmpress.com/Book.php?id=10347920745058
Space and Place in the University.
http://www.solent.ac.uk/irconference/resources/Temple%20et%20al.doc Temple, Paul (Southampton Solent University, Southampton, United Kingdom , Jan 2009)
Argues that university space influences the nature of the community and the culture that exist within it; that these phenomena transform space into place; and that it is place which affects academic outcomes. The idea of the university that is sustainable, in various senses, relates to these concepts. 15p.
Schools of the Future.
Walden, Rotraut, ed. (Hogrefe and Huber, Cambride, MA , 2009)
Provides a brief overview of the historical development of school buildings in different countries, followed by contributions from authors discussing how school buildings can work together with users' own creative responses and result in educational environments that are "alive." The give-and- take relationship between architecture and its users (students, teachers, parents, and the community at large) is emphasized from the point of view of architectural psychology and emerging considerations such as information technology. The "schools for the future" vision is to create spaces that people are pleased to return to, time and again, and that allow options for future modification in line with changing user requirements. Also proposed are criteria for the assessment of schools derived from a dual approach. The first is the call for a common language to be used by designers and educators, exemplified by a number of patterns that have been found to be salient in school design. Their common underlying premise is that learning environments should be learner-centered, appropriate to age and developmental stage, safe, comfortable, accessible, flexible, and equitable, in addition to being cost effective. The second approach presents instruments for the systematic assessment of school buildings according to facet theory, a tool that helps to structure the large number of possible influences and subjective indicators such as learning performance, expressions of well-being, and social behavior. 264p.
TO ORDER:
Hogrefe & Huber Publishers, 875 Massachusetts Ave., 7th floor, Cambridge, MA 02139; Tel: 866-823-4726http://www.hogrefe.com/
Classroom Design for Student Achievement.http://www.aia.org/akr/Resources/Video/AIAP080201 (American Institute of Architects, Washington, DC, Dec 02, 2008)
This video reviews some of the fundamentals of learning styles, how this impacts classroom shape, what resources can be developed outside of the classroom to support instruction, and how facilities will continue to adapt as we move through the 21st century. This is a beginner level presentation aimed at architects who have never designed a school before or are just beginning to practice in the educational market.
The Value of School Facilities: Evidence from a Dynamic Regression Discontinuity Design.
(National Bureau of Economic Research, Cambridge, MA , Dec 2008)
Analyzes the impact of voter-approved school bond issues on school district balance sheets, local housing prices, and student achievement. The paper uses California's system of school finance to obtain clean identification of bonds' causal effects, comparing districts in which school bond referenda passed or failed by narrow margins. The housing market estimates indicate that California school districts under-invest in school facilities. These effects do not appear to be driven by changes in the income or racial composition of homeowners, and the school bond impact on test scores cannot explain more than a small portion of the total housing price effect. The estimates indicate that parents value improvements in other dimensions of school output (e.g., safety) that may be not captured by test scores. 49p.
TO ORDER:
http://www.nber.org/papers/w14516
The Optimal Learning Environment: Learning Theories.
http://www.designshare.com/index.php/articles Akinsanmi, Bukky (DesignShare , Nov 2008)
Explores various learning theories, the learning environments associated with each theory, the physical contexts designers have created to support them, and a perspective from which designers can conceptualize the creation of an optimal learning environment. 5p.
Classroom Design for Student Achievement.
http://soloso.aia.org/eKnowledge/Resources/Presentations/AIAP072736 DuFault, Tim; Dyck, James; Jackson, Jeanne (American Institute of Architects, Washington, DC , Jul 2008)
Presents the insights of a panel of architects regarding school design intent, classroom functionality, and building attributes for effective learning environments. The presentation includes a significant number of floor plans and photographs of recent schools that offer flexible classrooms, out-of-classroom learning and collaboration areas, and examples of "green" school features. 53p.
The Effects of the School Environment on Young People's Attitudes Towards Education and Learning.
http://www.nfer.ac.uk/nfer/publications/BSY01/BSY01.pdf Rudd, Peter; Reed, Frances; Smith, Paula (National Foundation for Educational Research, Berkshire, United Kingdom , May 2008)
Summarizes research to demonstrate the difference that the British Building Schools for the Future (BSF) schools are making to young people s attitudes towards education and learning, as measured by their levels of engagement and enthusiasm for school. Overall findings indicate that student attitudes had become more positive after the move into the new school buildings. The proportions of students who: 1) said that they felt safe at school most or all of the time increased from 57 to 87 per cent, 2) said that they felt proud of their school increased from 43 to 77 per cent, 3) Said that they enjoyed going to school increased from 50 to 61 per cent, 4) Perceived that vandalism in their school decreased from 84 per cent of respondents to 33 per cent, 5) perceived that bullying decreased from 39 per cent of students to 16 per cent, and 6) expected to stay on in the sixth form or to go to college increased from 64 per cent to 77 per cent. It is not possible to attribute a causal link between improved attitudes of the students and the move to the new BSF building, but the numbers and levels of positive findings suggest an association between the move to the new surroundings and improvements in students' outlooks regarding their experience of school and their expectation for the future. 31p.
Cleanliness and Learning in Higher Education.
Campbell, Jeffery (APPA, Alexandria, VA , Apr 2008)
Reports on a survey of college students to determine any correlation between five levels of cleanliness and academic achievement. The findings showed that eighty-eight percent of students reported that the lack of cleanliness becomes a distraction when cleanliness descends to the third level. Eighty-four percent reported that they desire the first and second levels of cleanliness to create a good learning environment. Cleanliness ranked as the 4th most important building element to impact their personal learning, after noise, air temperature and lighting. Seventy-eight percent reported that cleanliness has an impact on their health, providing 892 comments of how cleanliness affects their health and 681 comments on how to improve campus cleanliness. 144p.
TO ORDER:
APPA, 1643 Prince Street, Alexandria, VA, 22314; Tel: 703-684-1446, Fax: 703-549-2772
https://www.appa.org//Bookstore/index.cfm?
Good Buildings, Better Schools: An Economic Stimulus Opportunity with Long-term Benefits.
http://www.21csf.org/csf-home/publications/GoodBuildingsBetterSchools-EPI-Paper.pdf Filardo, Mary (Economic Policy Institute, Washington, DC , Apr 2008)
Advocates federal spending to improve the condition of school buildings, noting the respective short- and long-term economic benefits of construction industry promotion and an improved learning environment. The document includes an examination of the size and condition of the U.S. school inventory, a discussion of the importance of school facility quality, details on how capital investment in schools can improve local economies and close achievement gaps between low- and higher-income students. Charts illustrate per student maintenance and operation expenditures, as well as construction spending according to school district levels of free and reduced lunch students. Includes 22 endnotes and references. 9p.
Modern Public School Facilities: Investing in the Future.
http://www.cde.ca.gov/ls/fa/sf/documents/congresstestimony.doc (California Dept. of Education, Sacramento , Feb 2008)
Presents the testimony of Kathleen J. Moore, Director of the California Department of Education School Facilities Plannning Division, before the U.S. House of Representatives Committee on Education and Labor. The testimony discusses the impact of school facilities on student achievement and teacher retention, California s school facility need, the economic benefits of school construction, and successful federal school facility programs and the need for continued and expanded federal assistance. 12p.
The Impact of the Educational Facility on Student Achievement.
http://www.coe.uga.edu/sdpl/cathywilson.pdf Wilson, Catherine (University of Georgia, College of Education, Athens , Feb 2008)
Presents a reflection by the author regarding the impact of the educational facility on student achievement, based on the book Educational Facilities Planning:Leadeeship, Architecture, and Management, by C. Kenneth Tanner and Jeffery A. Lackney. The author reviews relevant portions of the body of research which were cited in the book regarding this topic. After a review of the body of literature, the author reflects on the meaning that such information had to her as a student, as a teacher, and will have to her as a future school leader in the elementary school setting. 8p.
Linking Learning and School Design: Responding to Emerging Ideas.
http://www.cde.ca.gov/ls/fa/sf/documents/learningschoolppt.pdf Copa, George (California Dept. of Education, Sacramento , 2008)
Outlines emerging educational concepts that affect school design, including student engagement, personalization, connectivity of school to community, technological enhancement, lifelong learning, accountability, equity, accessibility, and investment. 66p.
Smart Kids, Bad Schools.
Crosby, Brian (St. Martins Press, New York, NY, 2008)
Decries "prison-like" schools and suggests a complete national overhaul in school design. Among the author's additional 38 ideas to save America are the lengthening the school day and school year. 320
TO ORDER:
http://us.macmillan.com/smartkidsbadschools
The Little School System That Could.
Duke, Daniel (State University Press of New York, Albany , 2008)
Examines the Manassas Park, Virginia, City Schools' 10-year turnaround from a low- performing district to one in which every school was accredited by 2005. The turnaround is largely credited to superintendent Tom DeBolt, who was hired in 1995. The author considers the district's turnaround from four organizational perspectives and addresses the critical role of professional and political leadership in overcoming the challenges of low morale, scarce resources, changing demographics, and dysfunctional school-community relations. The book offers lessons for any school system facing the challenges of low performance, underfunding, political turmoil, and a culture of low expectations, with special attention to school size and the impact of improved facilities. 182p.
TO ORDER:
SUNY Press, 194 Washington Avenue, Suite 305, Albany, NY 12210-2384; Tel: 518.472.5000, Fax: 518.472.5038http://www.sunypress.edu/details.asp?id=61588
Evaluation of Building Schools for the Future - First Annual Report.
http://www.teachernet.gov.uk/management/resourcesfinanceandbuilding/bsf/ (Dept. for Educational and Skills, London, United Kingdom , Dec 2007)
Reports on the educational impact of the Building Schools for the Future(BSF) capital investment in secondary schools in England, and identifies best practices in the delivery of the BSF programme. 25 school site visits were carried out involving interviews with headteachers and other members of staff, together with a pupil survey. In addition, a national headteacher survey was conducted with 1,918 schools. The report concludes that the vast majority of existing schools are now old (built before 1976) and are increasingly unsuitable for modern teaching and learning, that existing literature indicates that improved (new or refurbished) buildings contribute to pupil performance, and that there are high expectations of BSF with the majority of teachers believing that the BSF programme will support educational transformation. 324p.
Is Classrooms for the Future Changing Teaching and Learning in Pennsylvania Schools? A Preliminary Report on the First Few Months.
http://www.pdenewsroom.state.pa.us/newsroom/lib/newsroom Peck, Kyle; Clasuen, Robin; Byers, Celina; Fidishun, Delores; Murray, Orrin; Stoicescu, Christian (Pennsylvania Dept. of Education, Harrisburg , Aug 31, 2007)
Reviews preliminary results of Pennsylvania's "Classrooms for the Future " program, a three-year effort to provide laptop computers, high-speed Internet access, state-of-the-art software, and intensive teacher training and support to high school classrooms across the state in the core subjects of English, math, science, and social studies. Observers and students reported that teachers spent significantly less time in whole-class lectures and more time interacting with small groups and individual students. Teachers reported that students spent significantly more time working in groups and that the physical setup of classrooms often changed to accommodate more collaborative student learning. There was a notable shift in the nature of assignments given to students toward "real world" topics and toward teaching styles in which students participate in hands-on projects. A before-and-after analysis indicated students using the technology tools in learning spent significantly less time "off task" and that there was a significant increase in the level of engagement. 77p.
The Relationship between School Building Conditions and Student Achievement at the Middle School Level in the Commonwealth of Virginia.
http://scholar.lib.vt.edu/theses/available/etd-08212007-163313 Bullock, Calvin (Dissertation, Virginia Polytechnic Institute and State University, Blacksburg , Aug 08, 2007)
Investigates the relationship between school building condition and student achievement as measured by their performance on Virginia s Standards of Learning (SOL) examinations at the middle school level. Data on the condition of the school buildings, the percentage of passing scores from SOL examinations for each Virginia middle school, and the socioeconomic status of the students attending the schools were considered. Students performed better in newer or recently renovated buildings than they did in older buildings. The percentage of students passing the Commonwealth of Virginia Standards of Learning Examination at the middle school level was higher in English, mathematics and science in standard buildings than it was in substandard buildings. Building age, windows in the instructional area, and overall building condition were positively related to student achievement. Finally the data from this study were compared to the results of earlier studies that examined high schools in the Commonwealth of Virginia, finding that these results were consistent with the findings of other studies. 135p.
Learning Environments: Redefining the Discourse on School Architecture.
http://archives.njit.edu/vol01/etd/2000s/2007/njit-etd2007-034/njit-etd2007-034.pdf De Gregori, Alessandro (New Jersey Institute of Technology, New Jersey School of Architecture, Newark , May 2007)
Investigates the physical environment of the school as only one component, although an important one, of learning environments suitable for learner-centered, consiructivist approaches to learning. Accordingly, school architecture should relate to both, the physical as well as the social environmental contexts. The study addresses the following: a) a review of literature related to education, school architecture, and environmental psychology; b) interviews with school architects and educators; c) case studies of schools that exemplify distinctive approaches to the design of learning environments. Among the findings, the thesis identifies three learning factors: classroom organization, learning technologies, and school climate, as components of a conceptual framework that could advance a common language between educators and architects. 125p.
School Facility Conditions and Learning Environments: Canadian Evidence.
Roberts, Lance (Sociometrix, Inc. , Mar 2007)
Presents evidence from the Programme for International Student Assessment (PISA) study that connects Canadian school principals' ratings of their facility condition to a variety of learning environment issues including teacher and student morale, absenteeism, and student achievement. Overall, school facility condition in Canada was perceived to have deteriorated in recent years, and that academic improvement is only achieved when facilities are in top condition. 27p.
TO ORDER:
cpiercey@ameresco.com, Tel: 800-483-7267
Design for Learning Forum. School Design and Student Learning in the 21st Century: A Report of Findings.
http://www.archfoundation.org/aaf/documents/report.designforlearning.pdf Sullivan, Kevin (American Architectural Foundation, Washington, D.C. and the Target Corporation, Minneapolis, MN , Mar 2007)
At a Design for Learning Forum held in Minneapolis on October 11-13, 2006 to examine future forces shaping school design, forum participants arrived at 10 key findings: 1) recognize the paradigm change; 2) create new links to the national education reform effort; 3) build for a changing student population; 4) design for the age wave; 5) use technology to expand learning but recognize its limits; 6) design for health, safety, and sustainability; 7) blur bounderies by designing for community benefit; 8) involve citizen designers to reinvigorate the design process; 9) expand the research agenda; 10) develop a campaign for innovative design. 66p.
Better Buildings Better Design Better Education.
http://publications.teachernet.gov.uk/eOrderingDownload/10yrs%20investment.pdf (Department for Education and Skills, London, United Kingdom , 2007)
Presents a survey of all 150 English local educational authorities, revealing the results of capital investment over the last 10 years. The booklet shows that schools are off to a positive start, and it demonstrates that excellent design can support broader aims from school sport and healthy eating to personalized learning and provision for pupils with special needs and disabilities. 62p.
Green Schools: Attributes for Health and Learning.
http://books.nap.edu/catalog/11756.html (National Academies Press, Washington, DC , 2007)
Examines the potential of environmentally-conscious school design for improving education. This book provides an assessment of the potential human health and performance benefits of improvements in the building envelope, indoor air quality, lighting, and acoustical quality. The report also presents an assessment of the overall building condition and student achievement, and offers an analysis of and recommendations for planning and maintaining green schools including research considerations. Includes 390 references. 180p.
TO ORDER:
http://books.nap.edu/catalog/11756.html
Public School Principals Report on Their School Facilities: Fall 2005.
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007007 (U.S. Dept. of Education, National Center for Education Statistics, Washington , Jan 2007)
Reports on principals' satisfaction with environmental factors in their schools, and the extent to which they perceive those factors as interfering with the ability of the school to deliver instruction. The report describes the match between the enrollment and the capacity of the school buildings, approaches for coping with overcrowding, the ways in which schools use portable buildings and reasons for using them, and the availability of dedicated rooms or facilities for particular subjects, such as science labs or music rooms, and the extent to which these facilities are perceived to support instruction. More than half of the principals reported that their school had fewer students than the school’s design capacity. The remaining schools included those that had enrollments within 5 percent of their capacity (22 percent) and those that were overenrolled (10 percent were overenrolled by between 6 to 25 percent above their capacity, and 8 percent by more than 25 percent of their design capacity). Those schools that principals described as overcrowded used a variety of approaches to deal with the overcrowding: using portable classrooms (78 percent), converting non-classroom space into classrooms (53 percent), increasing class sizes (44 percent), building new permanent buildings or additions to existing buildings (35 percent), using off-site instructional facilities (5 percent), or other approaches (12 percent). 93p.
Report NO: 2007007
Report on the School Environment: Survey 2007 Results. [United Kingdom]
http://www.teachersupport.info/files/upload/docs/ (Teacher Support Network, London, United Kingdom , 2007)
Reports the results of a British survey of teachers regarding their school environment. 530 respondents rated their schools for design, layout, lighting, ventilation, furnishings, flexibility, safety, and physical activity accommodation. 32 percent of the respondents rating their environment as poor, and 87 percent believed that the environment had an influence on pupil behavior. 6p.
The Effect of the Physical Learning Environment on Teaching and Learning.
http://www.vit.vic.edu.au/files/documents/1137_The-Effect-of-the-Physical-Learning-En vironment-on-Teaching-and-Learning.pdf (Victorian Institute of Teaching, Melbourne, Victoria, Australia , 2007)
Presents conclusions on the impact of school facilities on learning, drawn from a literature review of 22 sources. Includes 35 references, 13 of which are suggestions for further reading. 7p.
Investment in School Infrastructure As a Critical Educational Capacity Issue: A National Study.
Crampton, Faith (Council of Educational Facility Planners International, Scottsdale, AZ , 2007)
Illustrates a research model that links human capital, social capital, and physical capital as elements that work together to enhance student achievement. Data for the study was gathered from the U.S. Census Bureau Data, the Common Core of Data from the U.S. Department of Education, and NAEP data on student achievement. With the negative effects of poverty controlled for, investment in human, social, and physical capital explains a large percentage of the variation in student achievement. Investments in teacher compensation (human capital) and instructional support (social capital) demonstrated larger effects than investments in school infrastructure (physical capital), but all were statistically significant. 18p.
TO ORDER:
Council of Educational Facility Planners International (CEFPI), 9180 E. Desert Cove, Suite 104, Scottsdale, AZ 85260; Tel: 480-391-0840http://www.cefpi.org
School Building Design and Learning Performance, with a Focus on Schools in Developing Countries.
http://www.colloquia.ch/PDF/School%20Building%20Design.pdf Knapp, Eberhard; Noschis, Kaj; Pasalar, Celen (Colloquia Sàrl, Lausanne, Switzerland , 2007)
Presents the results of a colloquium concerning how school buildings look, how they work, and how they are used by pupils and teachers in contexts where usually the priority is simply to be able to offer basic school training for youngsters. Strongly contrasting views are expressed, all backed by data and coherent arguments: 1) School buildings are of secondary importance. The headmaster, teachers and their relation to pupils are the essential factors of a successful school and learning programme. 2) Culturally and climatically well thought school buildings and schoolyards do greatly improve the possibilities for a successful school and learning programme. 3) Experiences involving the concerned actors (teachers, parents, pupils) in planning and construction of schools and schoolyards improve the possibilities for successful school and learning programmes. Includes reports from Yemen, Jordan, Egypt, and Gaza and the West Bank in the Palestinian territories. 144p.
Smaller, Safer, Saner Successful Schools.
http://www.ncef.org/pubs/saneschools.pdf Nathan, Joe; Thao, Sheena (National Clearinghouse for Educational Facilities, Washington, DC and Center for School Change, Hubert H. Humphrey Institute of Public Affairs, University of Minnesota. , 2007)
Provides a summary of research on small schools and shared facilities showing that, on average, smaller schools provide a safer and more challenging school environment that leads to higher academic achievement and graduation rates, fewer disciplinary problems, and greater satisfaction for families, students, and teachers. Also includes 22 case studies of public schools in 11 states, representing urban, suburban, and rural communities; district-run and charter public schools; and co-housing of almost 50 schools and social service agencies. These studies document the ability of smaller schools to improve academic achievement and behavior in safe, nurturing, and stimulating environments. The studies further suggest that sharing facilities with other organizations can enable schools to offer broader learning opportunities for students, provide higher quality services to students and their families, and present a way to efficiently use tax dollars. 68p.
TO ORDER:
National Clearinghouse for Educational Facilities, 1090 Vermont Ave., NW, Suite 700, Washington, DC 20005-4905; Tel: 888-552-0624https://www.nibs.org/index.php/resources/schoolfacilities
High Performance Schools: How Do They Really Perform?
http://soloso.aia.org/eKnowledge/Resources/PDFS/AIAP035475?dvid=4294965298&recspec=5b 7fc89c42ee0f99a9db33e8baed5c52 Schopf, Anne; Reifert, Gerald; Miller, Forrest (The American Institute of Architects, Washington, DC , 2007)
Explores measured performance rates for absenteeism, learning outcomes, staff satisfaction and comfort, energy usage, and building operations at the 2006 AIA/COTE Top Ten Green Projects Award-winning Benjamin Franklin Elementary School, and other green education facilities. The presentation explains how daylighting, access to views, indoor air quality, and ventilation affect student and teacher performance; compares projected and actual performance; and demonstrates the tools available to evaluate performance. 65p.
Educational Trends Shaping School Planning and Design: 2007.
http://www.edfacilities.org/pubs/trends2007.pdf Stevenson, Kenneth (National Clearinghouse for Educational Facilities, Washington, DC , 2007)
Examines 12 educational trends influencing the planning and design of school facilities. The trends were identified by reviewing the latest research on school facilities and student outcomes; current issues, problems, and initiatives in the educational field; emerging demographic patterns; and the author s previous work on this subject. The trends are: (1) School choice and equity will redirect facilities planning. (2) Small schools may be favored over large ones. (3) Class size may continue to be reduced. (4) Technology will be increasingly used to lower personnel costs and to deliver instruction. (5) School missions may change. (6) Classrooms will be reconfigured to accommodate various learning styles or tasks. (7) Schools will see extended hours of use to accommodate year-round schooling, non-traditional students, and community use. (8) Electronic media will increasingly replace paper. (9) Grade configurations will change. (10) Special education will continue to be mainstreamed. (11) Early childhood programs will expand. (12) Schools might disappear altogether in favor of home and distance learning. Includes 40 references. 8p.
TO ORDER:
National Clearinghouse for Educational Facilities, 1090 Vermont Ave., NW, Suite 700, Washington, DC 20005-4905; Tel: 888-552-0624https://www.nibs.org/index.php/resources/schoolfacilities
Skulls and School Boxes: Student Brains that Want Out.
http://www.designshare.com/index.php/articles/student-brains Sylwester, Robert (DesignShare, Minneapolis, MN , 2007)
Discusses brain function, the brain's relationship to movement, and emphasizes school design that encourages movement. 4p.
The Walls Still Speak: The Stories Occupants Tell.
http://edweb.sdsu.edu/schoolhouse/C/stories.pdf Uline, Cynthia; Tschannen-Moran, Cynthia; Wolsey, Thomas (San Diego State University, National Center for the Twenty-First Century Schoolhouse , 2007)
Explores the complicated intricacies of how a school building's physical properties influence teaching and learning. Two high poverty schools, within the upper quartile of facilities quality, were identified from an earlier quantitative study. One school is urban, the other rural. Preliminary results of the research indicate that ongoing interactions between the design of the built environment and the occupants of that environment helped to define the learning climate of these schools. Reciprocally, the climate helped to shape the interactions that took place, fostering environmental understanding, competence and control and supporting academic learning. From the data, several broad themes related to building quality emerged as central to this interaction between the built environment and building occupants, including movement, aesthetics, play of light, flexible and responsive classrooms, and elbow room. 57p.
Tackling the Crime of School Design.
http://www.designshare.com/index.php/articles/crime-1 Upitis, Rena (DesignShare, Minneapolis, MN , 2007)
Describes how architecture embeds cultural and educational values, and how schools often send negative messages about institutional life. International examples illustrate both nurturing and non-nuturing environments, with the respective favorable and unfavorable values of design details and materials included. 30p.
Evaluating Changes in Student, Staff and Parent Outcomes following Extensive School Renovations.
Zulli, Rebecca; Lighthall, Christina; Carruthers, William (Council of Educational Facility Planners International, Scottsdale, AZ , 2007)
Reports the results of a study demonstrating improved reading, mathematics, and Scholastic Aptitude scores following large-scale renovations of school buildings in the Wake County Public School System. From a sampling of eighteen schools, with data from two years before and after the renovations, improvement from 1 to 7 percent was observed, depending on the grade being tested. Includes eight references. 16p.
TO ORDER:
Council of Educational Facility Planners International (CEFPI), 9180 E. Desert Cove, Suite 104, Scottsdale, AZ 85260; Tel: 480-391-0840http://www.cefpi.org
An Assessment of the Quality and Educational Adequacy of Educational Facilities and Their Perceived Impact on the Learning Environment as Reported by Middle School Administrators and Teachers in the Humble Independent School District, Humble, Texas
http://txspace.tamu.edu/bitstream/handle/1969.1/5013/etd-tamu-2006C-EDAD-Monk.pdf ?sequence=1 Monk, Douglas (Texas A&M University, College Station , Dec 2006)
Investigates the adequacy and quality of middle school facilities in Humble ISD middle schools as reported by the primary users of these facilities, the teachers and administrators. These middle school educators also provide an assessment of the impact that these facilities have on the learning environment. The study also assesses the quality and adequacy of these middle school facilities through a quantitative evaluation conducted by an unbiased assessment team in order to ascertain which factors in each of these six facilities have the greatest quality and adequacy and the impact that they have on the learning environment. This study also investigates the relationship between what educators perceive as adequate and quality facility factors and their perception of the impact that these factors have on the learning environment. Finally, this study reviews any congruency or agreement between educator s perception of adequacy and quality and architect assessment of adequacy and quality. 329p.
Public School Facilities: Providing Environments That Sustain Learning.
http://www.schoolfunding.info/resource_center/issuebriefs/facilities.pdf Hunter, Molly A. (National Access Network, Teachers College, Columbia University, New York, NY, Nov 2006)
This issue brief on school facilities financing policies discusses the obstacles that impair efforts to build and maintain schools that are conducive to learning, including state funding systems that rely heavily on local bonds and provide incentives to build schools cheaply and defer maintenance, and state policies that limit funding specifically for their facilities. This also addresses rising facilities costs, inadequate schools in urban and rural districts, and recent court rulings. 4p.
Power of Aesthetics to Improve Student Learning.
http://www.designshare.com/index.php/articles/aesthetics-and-learning/ Kjaervang, Ulla (Designshare, Minneapolis, MN , Nov 2006)
Briefly reviews the affect of aesthetically pleasing environments on student learning and behavior, and describes Denmark's Kingoskolen school as an example. 6p.
School Size and Student Outcomes in Kentucky's Public Schools.
http://www.lrc.ky.gov/lrcpubs/RR334.pdf (Kentucky Legislative Research Commission, Frankfort , Jun 08, 2006)
Assesses the effect of size of school enrollment on state test scores, attendance, dropout, and retention rates. Scores on state assessments were typically as high or higher at large schools than those at smaller schools. Scores for middle and high school students were generally higher for those enrolled at larger schools. Scores for elementary school students attending relatively large schools were generally as high or higher than for those attending smaller schools. The differences in performance may be the result of advantages larger schools can provide such as a wider range of classes. Teachers and administrators of larger schools may also have found ways to address the negative aspects of attending a larger school, such as creating the smaller learning communities. High-performing students may seek out large schools in order to take advantage of the wider ranges of classes. Schools with high scores could also attract more students, so that performance affects size. 78p.
Report NO: Research Report 334
School Size and Its Relationship to Student Outcomes and School Climate.
http://www.edfacilities.org/pubs/size_outcomes.pdf Stevenson, Kenneth (National Clearinghouse for Educational Facilities, Washington, DC , Apr 2006)
Reviews eight school size studies performed by doctoral students and graduate faculty at the University of South Carolina. These studies examine the relationship of South Carolina school size to academic achievement and to costs per student at all grade span groupings, including elementary, middle, and high school. The studies are categorized by grade span covered, and their methodology and findings summarized. Results of the studies are varied and sometimes contradictory, and additional issues arise such as poverty, differing results in grade spans, cost versus outcomes, middle and elementary school climate factors, and variance of the South Carolina findings from those in other states. Smaller middle schools appeared to produce better student outcomes, and where larger elementary and high schools appear to perform better, there is evidence that results vary dramatically depending on the children served. Includes 23 references. 8p.
The Impact of Smaller Learning Communities as a Single-Site Initiative: a Case Study.
Baldwin, Christina (Doctoral Dissertation, East Carolina University, Greenville , Mar 2006)
Describes one eastern North Carolina high school's initiative to implement Smaller Learning Communities as a strategy for strategic change. The study revealed that the implementation of SLC's elevated expectations within the school and community. The SLC's provided support for all stakeholders through structured systems that increased leadership capacity, self-efficacy, and personal and professional growth. As SLC's were created, learning communities formed that acted as catalysts of change within the school and district. The greatest gains in student achievement were experienced by students specifically in SLC structures. Students benefited most when SLC structures and strategies were implemented. Teachers' level of collegial support was greatest for those involved in SLC structures. Parents and community members viewed the SLC implementation as providing a specialized experience for the high school students and viewed the restructuring in a positive light. It was found that SLC implementation was very time-intensive for teachers and administrators, with SLC administration and teachers feeling isolated. Interestingly, they were deeply committed even though implementation was time-intensive. 281p.
Report NO: 3205620TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Review and Assessment of the Health and Productivity Benefits of Green Schools: An Interim Report.
http://www.nap.edu/catalog/11574.html (National Academy Press, Washington , 2006)
Details findings and recommendations of a National Research Council study that discovered a lack of evidence-based studies on the benefits of green schools, a large number of confounding factors and variables complicating the research, a need for more attention to moisture control in green school guidelines, considerable evidence concerning the effect of indoor air on occupant productivity, inconsistent results on the association between daylighting and student performance, and a link between decreased noise levels and increased student achievement. Includes 146 references. 80p.
The Walls Speak: The Interplay of Quality Facilities, School Climate, and Student Achievement.
http://edweb.sdsu.edu/schoolhouse/documents/wallsspeak.pdf (San Diego State University, College of Education , 2006)
Presents results of a study conducted at 82 Virginia middle schools, where randomly selected faculty were surveyed on a variety of issues at their school, including facility condition. The research determined that quality of the school facility was positively related to school climate variables and student achievement, but the precise role of school climate a mediating variable between facility quality and student achievement is yet to be determined. Includes 23 references. 6p.
Educational Facilities: Discipline, Surveillance and Democracy.
http://etd.lib.fsu.edu/theses/available/etd-07102006-185824/ Attia, Mohammed E. (Master's Thesis, Florida State University, Tallahassee , 2006)
Discusses the redesign and renovation of an open-plan middle school that is incompatible with the instructional policies practiced. TEAMS (Technology Enhancing Achievement in Middle School), an advanced educational system is proposed to be implemented at the school, will be reflected in the educational philosophy of the school and the new proposed design. The project will seek to create an environment that is an expression of the school's educational approach and make the school a place that students look forward to entering. The proposed design covers site conditions, types of construction and materials, energy conservation, and other "green" design features. 97p.
Connecting Facility Conditions to Learning Outcomes: A Review of the Literature.
Roberts, Lance (Ameresco, Framingham, MA , 2006)
Reviews the effect of school facility conditions on learning, as reported in over 300 journal articles, papers, and published reports that were collected by other authors. The areas of building quality, maintenance, visual comfort, thermal comfort, acoustics, and indoor air quality are considered. Includes 12 references are included. 8p.
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The Valuation of Intangibles: Explored Through Primary School Design.
http://www.eclipse-research.co.uk/Conference%20papers/ Samad, Zulkiflee; Macmillan, Sebastian (Eclipse Research, Cambridge, United Kingdom , 2006)
Investigates the impact of good design on improved pupil supervision, increased attendance, better well-being, enhanced educational attainment, flexibility of teaching spaces, and other intangible benefits. The paper concludes by suggesting that improved understanding of the impact of design on outcomes, combined with new valuation methods for capturing intangibles, should raise awareness of appropriate levels of investment needed to achieve design quality and deliver particular outcomes. Includes 32 references. 7p.
School Design Impacts upon Cognitive Learning: Defining "Equal Educational Opportunity" for the New Millennium.
http://www.schoolfacilities.com/_coreModules/content/contentDisplay.aspx?contentID=1792 Hill, Franklin; Cohen, Sarah (Schoolfacilities.com, Orange, CA , Aug 30, 2005)
Describes some design and planning impacts on cognitive learning and student performance. The classroom design impact discussion focuses on the relationship of students to instructional media at the front of the room. Extreme viewing angle or distance from the display results in distorted or missing information. Suggestions for educationally appropriate options are included. The site design discussion involves a school with a campus built on both sides of a ravine. The distribution of the educational program across these two halves resulted in a learning gap between gifted and traditional students, which was resolved by reorganizing the campus into team teaching neighborhoods. 6p.
The Effects of Classroom Air Temperature and Outdoor Air Supply Rate on Performance of School Work by Children.
http://www.vibavereniging.nl/uploads/persberichten/wargockischoolperformance.pdf Wargocki, Pawel; Wyon, David; Matysiak, B.; Irgens, S. (Proceedings of Indoor Air 2005, The 10th International Conference on Indoor Air Quality and Climate, Beijing, China , Aug 2005)
A field intervention experiment was conducted in two classes of 10-year-old children. Average air temperatures were reduced from 23.6oC to 20oC and outdoor air supply rates were increased from 5.2 to 9.6 L/s per person in a 2x2 crossover design, each condition lasting a week. Tasks representing 8 different aspects of school work, from reading to mathematics, were performed during appropriate lessons and the children marked visual-analogue scales each week to indicate SBS symptom intensity. Increased ventilation rate increased work rate in addition, multiplication and number checking (P<0.05), and subtraction (P<0.06). Reduced temperature increased work rate in subtraction and reading (P<0.001), and reduced errors when checking a transcript against a recorded voice reading aloud (P<0.07). Reduced temperature at increased ventilation rate increased work rate in a test of logical thinking (P<0.03). This experiment indicates that improving classroom conditions can substantially improve the performance of schoolwork by children. [Authors' abstract] 368-372p.
ANFA K-6 Classroom Workshop.
http://www.anfarch.org/pdf/ANFA%20K.6%20final Eberhard, John (Academy of Neuroscience for Architecture, Washington, DC , Feb 2005)
Summarizes the presentations of the Academy for Neuroscience for Architecture's February 2005 conference on K-6 classroom design. The workshop focused on the affect of the learning environment on brain development, with group sessions on acoustics, light, spatial competence, color, visual function, and wayfinding. 43p.
The Impact of School Environments: A Literature Review.
http://www.designcouncil.org.uk/en/Design-Council/3/Publications/The-Impact-of-School-Learning-Environments/ Higgins, Steve; Hall, Elaine; Wall, Kate; Woolner, Pam; McCaughey, Caroline (The Design Council, London, United Kingdom; The Centre for Learning and Teaching, School of Education, Communication and Language Science, University of Newcastle. , Feb 2005)
Explores the impact of learning environments on student achievement, engagement, affective state, attendance, and well-being through an extensive review of the literature dating back approximately 25 years. This review finds clear evidence that extremely poor environments have a negative effects on students and teachers, and that improving these has significant benefits. However, once school environments are raised to minimum standards, the evidence of effect is less clear. Citations to the 167 sources reviewed are provided. 47p.
Do Green Schools Improve a Student's Academic Performance?
http://www.hilltopmontessori.com/files/articles (Global Green USA: Green Schools Initiative, Santa Monica, CA, 2005)
Concise information sheet summarizing the findings of several studies correlating the quality of school buildings with better student performance. 2p.
New York State School Facilities and Student Health, Achievement, and Attendance: A Data Analysis Report.
http://www.healthyschools.org/documents/NYS_SchoolFacilityData.pdf Boese, Stephen; Shaw, John (Healthy Schools Network, Albany, NY , 2005)
Presents results of a study of two New York counties indicating that school facility condition does affect student achievement. Data regarding school condition, student complaints, and academic achievement in these schools were gathered from local and state sources. When correlated, poorer academic achievement was evident in schools where environmental hazards had been identified. Recommendations for better collection, linking, and distribution of these three data sources are also included. 39p.
A Bibliography of Design Value for the Commission for Architecture and the Built Environment.
http://www.cabe.org.uk/AssetLibrary/2205.pdf Carmona, Matthew; Carmona, Sarah; Clarke, Wendy (The Commission for Architecture and the Built Environment, London , 2005)
Gathers and summarizes significant research that examines the value added by good architectural design in healthcare, education, crime and safety, housing, and social inclusion. 93p.
Design Principles: Creating a More Effective Teaching Facility.
http://papers.asee.org/conferences/paper-view.cfm?id=22157 Davis, Daniel (American Society for Engineering Education, Washington, DC , 2005)
Laments that university professors often must teach "around" the architecture, which impede the teaching and learning experience. The author proposes that the school facility must be conceived as a teaching and learning instrument in its own right, and at many American universities, the physical setting is unsuccessful, typically following the passive "egg crate" closed classroom format. Also described are three other closely related principles that also shape many aspects of school facility design: Every aspect of a school facility should be program-driven, the facility should be an expression of the values and goals of the university program that uses it, and the facility should strive to be flexible enough to accommodate the educational changes that will certainly occur in the future. 8p.
The Relationship Between School Design Variables and Student Achievement in a Large Urban Texas School District.
Hughes, Stephanie (Doctoral Dissertation, Baylor University, Waco, TX , 2005)
The purpose of this study was to determine if a relationship existed between school facility design variables and student achievement as determined by the Texas Assessment of Knowledge and Skills. The Design Assessment Scale for Elementary Schools designed by Kenneth Tanner (1999a) was used to evaluate 21 schools in a large urban district. The design variables included movement patterns, large group meeting places, architectural design, daylighting and views, psychological impact of color schemes, building on student s scale, location of the school, instructional neighborhoods, outside learning areas, instructional laboratories, and environmental. The 2003-2004 Texas Assessment of Knowledge and Skill 5th grade scores on reading, math, and science were used to determine student achievement. T-tests were used to determine the relationship between design variables and student achievement within TEA designated rating categories. An ANOVA was used to determine if a relationship existed between Texas Education Agency school categories and building design variables. This study concluded all building design variables had a statistically significant relationship with student achievement within each school category. However, there was not a statistically significant relationship between building design variables and school ratings. 109p.
Report NO: 3195290TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
The Language of School Design: Design Patterns for 21st Century Schools.
Nair, Prakash; Fielding, Randall (DesignShare.com, Minneapolis, MN , 2005)
Presents 25 design patterns, along with plans, sectional views, and photographs that illustrate existing innovative learning environments from around the world. Specific designs are offered for classrooms, common areas, storage, laboratories, the arts, physical fitness, outdoor spaces, dining areas, furnishings, and flexible spaces, with additional recommendations on lighting and ventilation. The impact of the designs on learning, socialization, and health is discussed in each section. Includes 21 references. 118p.
TO ORDER:
DesignShare, 4937 Morgan Ave. South, Minneapolis, MN 55409-2251; Tel: 612-925-6897, Fax: 612-922-6631http://www.designshare.com/patterns/default.asp?article=110
Room Temperature and Its Impact on Student Test Scores.
http://web.archive.org/web/20071224181554 Perez, Josean; Montano, Julio; Perez, Jose (Council of Educational Facility Planners International, 2005)
Tenth grade students from Westview High School in Portland, Oregon, decided to tackle the question of whether room temperature affects student performance. Their teachers and club advisors supervised the study. The team conducted several aptitude tests on 9th graders in classrooms with varying temperatures to determine how well they performed. This summarizes how they conducted the test and what they found. The data was not strong enough to conclude exactly the amount of effect that temperature variation has on attention span.
Effect of Indoor Environmental Quality on Occupant's Perception of Performance: a Comparative Study.
http://www.cce.ufl.edu/ Prakash, Preethi (University of Florida, Gainesville , Jan 2005)
Reports on a study to documents the difference between the occupant's perception of performance in a LEED-certified higher education building with a higher education building that is not LEED certified. The details of the physical conditions were obtained by measuring the noise levels, lighting levels, and thermal comfort conditions at the two buildings over a period of two days in addition to contextual information on the two buildings. Occupants' perceptions were documented through web-based surveys. It was found that LEED certification did not influence the perception of the occupants. Furthermore, it was found that even though the buildings meet the recommended standards, occupants often complained about various parameters. Daylighting and thermal comfort contributed to better IEQ, and had a positive affect occupant' perception of productivity and performance. Includes 38 references. 68p.
Investigating Multimodal Interactions for the Design of Learning Environments: A Case Study in Science Learning.
http://telearn.noe-kaleidoscope.org/warehouse/Anastopoulou-Stamatina-2004.pdf Anastopoulou, Stamatina (University of Birmingham, United Kingdom , Nov 2004)
This thesis focuses on multimodal interactions for the design of a learning environment, analyzing the structure of the interactive space between the learner and the content to be learnt, and introducing a framework to structure it. It proposes that multimodal interactions can encourage rhythmic cycles of engagement and reflection that enhance learners meaning construction in science concepts, such as forces and motion . The framework was the outcome of an iterative process of analysis and synthesis between existing theories and three studies with learners of different ages. Through these theory-informed studies, the significance of physical manipulation of objects and symbols through the employment of multiple modalities was emphasized as a way to facilitate learners meaning construction, engagement and reflection. 224p.
Secondary School Size: A Systematic Review.
http://www.eppi.ioe.ac.uk/cms/LinkClick.aspx?fileticket=ajb6p%2b8LZ4U%3d&tabid=3 20&mid=1228&language=en-US (University of London, Social Science Research Unit, Institute of Education, EPPI-Centre , Oct 2004)
Investigates the impact of school size on a range of student, teacher and school outcomes by an examination of existing studies. The findings suggest that there is no overall relationship between secondary school size and outcomes. However, at the level of the individual outcomes, the findings emerge that suggest a reasonable confidence that examination attainment is maximized and absence is minimized at a certain point in the range of secondary school size. Further, costs per student decline as schools get larger. However, they also suggest that teacher and student perceptions of school climate decline and some kinds of violent behavior may increase. This review would seem to refute some of the more prevalent myths regarding the advantages and disadvantages of smaller and larger schools. For example, that student achievement is universally higher in smaller schools and that student behavior is universally worse in larger schools have been shown to be inconsistent with the current evidence. The relationship appears to be much more complex than such simple arguments suggest. 200p.
A Summary of Scientific Findings on Adverse Effects of Indoor Environments on Students' Health, Academic Performance and Attendance.
http://www.iehinc.com/PDF/effects%20on%20students.pdf (U.S. Dept. of Education, Office of the Under Secretary, Washington, DC , 2004)
Summarizes the current state of scientific knowledge about the adverse impacts of school indoor environments on health and performance. Key gaps in knowledge and critical outstanding research questions are also summarized. The report is based on a literature review that examined the relationships between indoor environmental quality (IEQ) in schools and the academic performance, attendance, and health of students. The quality of scientific methods and the consistency of findings among studies were also considered, as were similar studies in other building types, due to the lack of scientific information available specifically from studies in schools. The evidence suggested that poor environments in schools adversely influences the health, performance, and attendance of students, but overall inadequacies in school IEQ have not been systematically characterized. Includes 125 references. The public dissemination of this report is required by the No Child Left Behind Act of 2001, Section 5414. Studies of National Significance, subsection (a) (1) Unhealthy Public School Buildings. 36p.
The Effects of School Facility Quality on Teacher Retention in Urban School Districts.
http://www.edfacilities.org/pubs/teacherretention.pdf Buckley, Jack; Schneider, Mark; Shang, Yi (National Clearinghouse for Educational Facilities, Washington, DC , Feb 2004)
The attrition of both new and experienced teachers is a great challenge for schools and school administrators throughout the United States, particularly in large urban districts. Because of the importance of this issue, there is a large empirical literature that investigates why teachers quit and how they might be better induced to stay. The authors build upon this literature by suggesting another important factor: the quality of school facilities. The importance of facility quality is investigated using data from a survey of K-12 teachers in Washington, D.C. The authors find in their sample that facility quality is an important predictor of the decision of teachers to leave their current position. [Author's abstract] 12p.
Best Practice in Classroom Design.
http://www.minedu.govt.nz/web/downloadable/dl10367_v1/ (Ministry of Education, Wellington, New Zealand , Jan 31, 2004)
Presents detailed results of surveys of New Zealand teachers, students, principals, board members, and design agencies, regarding the effect of good school design on learning outcomes. Survey results, conclusions, and recommendations are presented on the topics of space, shape and layout flexibility; air flow and temperature control; lighting; acoustics and noise management; furnishings; technology; teachers support spaces; student spaces; and grounds and school layout. 174p.
Prioritization of 31 Criteria for School Building Adequacy.
http://www.schoolfunding.info/policy/facilities/ Earthman, Glen I. (American Civil Liberties Union Foundation of Maryland, Baltimore , Jan 05, 2004)
Prioritizes the 31 criteria for school facilities established by the Maryland Task Force to Study Public School Facilities based on the links beteween conditions in school buildings and student achievement. The author, drawing on a large quantity of research, recommends addressing first the criteria that relate to student health and safety: 1) potable water, 2) fire safety, 3) adequate lavoratories, 4) security systems, and 5) emergency communications systems. Elements directly linked to student achievement should then be addressed as follows: 1) human comfort, 2) indoor air quality, 3) lighting, 4) acoustical control, 5) secondary science laboratories, and 6) student capacity. The 31 criteria may be found at http://www.mlis.state.md.us/other/education/public_school_facilities_2003/Definition%20of%20Standards.pdf. (Contains 75 references.) 66p.
EIS Survey of New and Refurbished Schools. [Scotland]
http://web.archive.org/web/20061002053802 (Educational Institute of Scotland, Edinburgh , 2004)
Presents the results of a survey of Scottish school teachers working in new or renovated schools. Only 27 percent of teachers believed that their comments had had any impact on the final plans, and numbers for involvement with specific issues (HVAC, accessibility, lighting, safety and security) were considerably lower still. Satisfaction with completed projects, however, was somewhat higher, with ranges between 40 and 60 percent. 42p.
School Construction Handbook.
(Pennsylvania School Boards Association, Mechanicsburg , 2004)
Advises school board members on a variety of school condition and construction issues, including the impact of facilities on student achievement, how to get started with capital improvements, new construction versus renovation, project management, selecting design professionals, key components of school design, "green" construction, financing, and typical legal problems of school construction. 186p.
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Pennsylvania School Boards Association, P.O. Box 2042, Mechanicsburg, PA, 17055; Tel: 717-506-2450 http://www.psba.org/bookstore/publicationcategory.asp?cid=36
Perspectives of School Facility Design Held by Planners, Architects, and Educators.
http://www.coe.uga.edu/sdpl/research/cmcmichael.pdf McMichael, Christopher; Tanner, Kenneth (University of Georgia, College of Education, School Design and Planning Laboratory, Athens , 2004)
Presents results of a study that examined the perspectives of elementary school facility designers, elementary school teachers, school district superintendents, and elementary school administrators regarding three progressively specific sets of school facility design characteristics and their influence on elementary education. The research methodology is carefully described, and the varying responses from the study groups to over 125 design principles from different researchers and agencies are compared. 37p.
Identifying Relevant Variables for Understanding How School Facilities Affect Educational Outcomes.
Bosch, Sheila Jones (Dissertation, Georgia Institute of Technology, Atlanta , 2004)
Presents the results of research that solicited information from educators and other researchers to develop a set of priorities for guiding future work toward understanding how school facilities affect educational outcomes. The phases of this research included: 1) a literature analysis that provided important physical and outcome variables to seed brainstorming lists used in following phases and served as the basis for a gap analysis to identify unavailable information, 2) a set of educational outcomes identified by educators as important to monitor or otherwise track, 3) a set of hypotheses developed by researchers and selected as priorities for future research enhance the understanding of the relationships between physical school facilities and important educational outcomes, and 4) a proposed research agenda for the field. 358p.
Report NO: 3126217 TO ORDER: UMI, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
LAUSD School Facilities and Academic Performance.
http://www.edfacilities.org/pubs/LAUSD%20Report.pdf Buckley, Jack; Schneider, Mark; Shang, Yi (National Clearinghouse for Educational Facilities, Washington, DC , 2004)
Reports the results of a study within the Los Angeles Unified School District (LAUSD) that examined the relationship between a school's compliance with health and safety regulations and its academic performance. Schools were evaluated on fourteen measures of compliance which included aspects of environment, safety, maintenance, and vehicular traffic. The fourteen measures were combined to create an "Overall Compliance Rating" (OCR) for each school. The aurthors found that the OCR was linked to academic achievement. (Includes eight references.) 12p.
A Natural History of Place in Education.
Hutchinson, David (Teachers College Press, Teachers College, Columbia University, New York, NY , 2004)
Considers the philosophy of "place" in education, the history of and current trends in school design, the school infrastructure crisis, and the relationship between the philosophy of education and classroom design. Strategies for enriching students experience of place are suggested, as are predictions concerning the future of place and "cyberschooling" in education. 171p.
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Teachers College Press, Teachers College, Columbia University, 1234 Amsterdam Ave., New York, NY 10027http://www.tcpress.com
In Sync: Environmental Behavior Research and the Design of Learning Spaces.
Scott-Webber, Lenni (Society for College and University Planning, Ann Arbor, MI , 2004)
Analyzes research relating to the environment's impact on behavior and establishes five different archetypal environments that support learning in the current knowledge age, versus the prevalent but outdated agrarian- and industrial-age models: 1) Environments for Delivering Knowledge; 2) Environments for Applying Knowledge; 3) Environments for Creating Knowledge; 4) Environments for Communication Knowledge; and 5) Environments for Decision Making. 145p.
TO ORDER:
Society for College and University Planning, 339 E. Liberty, Suite 300, Ann Arbor, MI 48104; Tel: 734-998-7832, Fax: 734-998-6532, email: info@scup.org http://www.scup.org/pubs/books/is_ebrdls.html
Impact of Sustainable Buildings on Educational Achievements in K-12 Schools.
http://www.cleanerandgreener.org/download/sustainableschools.pdf Olson, Stephen; Kellum, Shana (Leonardo Academy, Inc., Cleaner and Greener Program, Madison, WI , Nov 25, 2003)
Defines sustainable schools and its accompanying qualities of good site planning, lighting, indoor air quality, healthy building materials, acoustics, and use of renewable energy. Benefits to student achievement through daylighting and indoor air quality are detailed, and 34 references are included. 14p.
Windows and Classrooms: A Study of Student Performance and the Indoor Environment. Appendix.
http://www.energy.ca.gov/2003publications/CEC-500-2003-082 (California Energy Commission, Public Interest Energy Research (PIER) Progam, Sacramento, CA , Oct 2003)
These appendices contain the technical supporting analysis for the conclusions in the report Windows and Classrooms: A Study of Student Performance and the Indoor Environment. Includes technical definitions, onsite data collection forms, model descrptions and results, the mean temperature radiant analysis, and classroom acoustic analysis. 69p.
Report NO: P500-03-082-A-8
Windows and Classrooms: A Study of Student Performance and the Indoor Environment.
http://www.energy.ca.gov/2003publications/CEC-500-2003-082 Heschong, Lisa (California Energy Commission, Public Interest Energy Research (PIER) Program, Sacramento, CA , Oct 2003)
This study investigates whether daylight and other aspects of the indoor environment in elementary school student classrooms have an effect on student learning, as measured by their improvement on standardized math and reading tests over an academic year. The study uses regression analysis to compare the performance of over 8000 3rd through 6th grade students in 450 classrooms in the Fresno Unified School District, located in California's Central Valley. Statistical models were used to examine the relationship between elementary students' test improvement and the presence of daylight in their classrooms, while controlling for traditional education explanatory variables, such as student and teacher demographic characteristics. Numerous other physical attributes of the classroom were also investigated as potential influences, including ventilation, indoor air quality, thermal comfort, acoustics, electric lighting, quality of view out of windows, and the type of classroom, such as open or traditional plan, or portable classroom. The study also utilized on-site observations of classrooms and surveys of teachers to provide additional insight into comfort conditions. This study found that various window characteristics of classrooms had as much explanatory power in explaining variation in student performance as more traditional educational metrics such as teacher characteristics, number of computers, or attendance rates. The study provides a range of likely effect sizes for environmental variables that other researchers can use to refine the needs of future studies. [Authors' abstract] 131p.
Report NO: P500-03-082-A-7
Do Indoor Environments in Schools Influence Student Performance? A Review of the Literature.
http://eetd.lbl.gov/ied/pdf/LBNL-51780.pdf Mendell, Mark; Heath, Garvin (University of California, Lawrence Berkeley National Laboratory, Environmental Energy Technologies Division, Indoor Environment Dept., Berkeley , Oct 2003)
Critically reviews available evidence on relationships between indoor environmental quality (IEQ) in schools and student performance. Because available evidence from schools was limited, the review expanded to include studies on direct relationships between the performance of children and adults and the indoor environments in schools, workplaces, residences, and controlled laboratory settings. The most persuasive available evidence suggests that some aspects of IEQ, including low ventilation rate and less daylight or light, may reduce the performance of occupants, including students in schools. Other evidence identifies additional possible influences, such as pollen and some carpets. (Includes 178 references.) 47p.
Green Schools Initiative: A Summary of Studies related to Student Health and Productivity.
http://www.mtpc.org/Project%20Deliverables/GB_General_LIFT.pdf (Massachusetts Technology Collaborative, Westborough , Aug 2003)
Summarizes seven studies on the effect of "green" school initiatives on student health and productivity. For each study, the following characteristics are identified: study type, the research question/hypothesis, the subjects, the physical/classroom variables (independent variables), the methodology and metrics used, The major findings of the study, and weaknesses and criticisms of the particular study. Copies of correspondence and a list of links active as of August 15, 2003 are included. 44p.
Indoor Air Quality and Student Performance.
http://www.epa.gov/iaq/schools/pdfs/publications/iaq_and_student_performance.pdf (U.S. Environmental Protection Agency, Washington, DC , Aug 2003)
Briefly reviews the problem of poor indoor air quality in schools, along with its causes, consequences, and solutions. Includes 67 references. 8p.
The Future of Our Schools: Inside and Out. [Videotape].http://www.itvisus.com/programs/special_futureschools.asp (Information Television Network, Boca Raton, FL , 2003)
The classroom environment is a factor in the instructional process and student performance. In this 60-minute videotape, acoustics, energy, education, and building design experts discuss alternative solutions and ideas used in new school construction and renovation projects. Schools in New York, North Carolina, and Washington, DC that have been renovated or newly built are profiled to demonstrate the results of building intended to address the challenges of more complex education curricula.
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Information Television Network, 621 N.W. 53rd St., Suite 350, Boca Raton, FL 33487. Tel: 888-380-6500.http://www.itvisus.com
The Learning Environment as Place: an Analysis of the United States Department of Education's Six Design Principles for Learning Environments.
http://www.spokane.wsu.edu/academic/design/content/documents/LearningEnvironmentasPlace.pdf Fritz, Catherine Mary (Washington State University, School of Architecture and Construction Management, Pullman , Aug 2003)
Analyzes six design principles that were developed by the U.S.Department of Education in 1998 to help articulate the meaning of 21st century education. It considers the relationships between the built environment and teaching/learning, as viewed through a theory, entitled "The Learning Environment as Place." Its application for this study suggests that schools are special places in the community that are formed from the interactions of people, pedagogy, and the physical environment. Four case studies of actual schools in Juneau, Alaska are utilized to examine such questions as: How does a school support diverse learning? What components of a school reflect its place in the community? How can the design of schools accommodate changes in teaching and social expectations for education over time? The answers suggest that American schools have many complex needs; that they shape, and have been shaped by, changing societal expectations. 192p.
Linking School Facility Conditions to Teacher Satisfaction and Success.
http://www.edfacilities.org/pubs/teachersurvey.pdf Schneider, Mark (National Clearinghouse for Educational Facilities, Washington, DC. , Aug 2003)
School facilities directly affect teaching and learning. Poor conditions make it more difficult for teachers to deliver an adequate education to their students, adversely affect teachers' health, and increase the likelihood that teachers will leave their school. This study documented how teachers in Chicago and Washington, DC rated their working conditions and perceived the affect of those conditions on their job performance and teaching effectiveness. Teachers noted the inadequacy or lack of science, music, and art classrooms. Significant numbers rated physical education and recreational facilities as not very or not at all adequate. Over 40 percent of teachers considered their classrooms the wrong size for the type of education they delivered. Over 25 percent taught in non-classroom spaces. About one-third of teachers had little or no teacher workspace. Most teachers reported fair or poor indoor air quality. Significant numbers noted poor thermal comfort, poor lighting, dirty and inoperable windows, and dirty restrooms. Many teachers felt their classrooms and hallways were so noisy that it affected their ability to teach, and many believed that school conditions affected their career decisions. 4p.
Quality of Education. Educational Facilities Task Force Report on Class Size Amendment.
http://web.archive.org/web/20071113225209 (AIA Florida (American Institute of Architects), Educational Facilities Task Force, Tallahassee, FL , Jul 2003)
In 2002, Florida voters passed a Class Size Amendment to the state constitution that limits the number of public-school students assigned to each teacher. Many school districts indicated that amid unprecedented budgetary shortfalls they could comply with the new law only by increasing their use of portable facilities and prototype designs. Recognizing the potential harm these temporary solutions could have on school design and the learning environment, an AIA Florida task force developed alternative solutions. This report outlines the pertinent issues and proposes ways to implement the law without compromising standards of education, and suggests ways to provide solutions and ensure implementation in a design-sensitive and cost-effective manner.
12p.
The Impact of Color on Learning.
http://web.archive.org/web/20040218065036/ Engelbrecht, Kathie (Perkins & Will, Chicago, IL , Jun 18, 2003)
Presents a compliation of studies conducted by color psychologists, medical, and design professionals. Biological reaction to colors affects vision, mood, and productivity. Thoughtful use of color also aids in wayfinding. Color suggestions for different age groups and room type are offered. (Includes 14 references.) 5p.
The Relationship Between Design of School Facilities and Student Behavior and Academic Achievement.
Broome, Steven (Doctoral Dissertation, University of Mississippi , May 2003)
Examines the bivariate relationships between five predictor variables related to school facilities design (learning environment functionality, adequacy of social areas, quality of transition spaces, visual appearance, and emphasis placed on safety and security) and two criterion variables (student behavior and academic achievement) in schools with eighth-grade students in Mississippi and Tennessee. When socioeconomic status was controlled for using a partial correlation, there was no significant statistical relationship between building design and student academic achievement. The relationship between the five elements of school design and student behavior is not strong or statistically significant in the simple bivariate correlation or the partial correlations controlling for student socioeconomic conditions. However, this study found statistically significant, strong negative Pearson correlation coefficient values for the student socioeconomic status with both the five elements of school design and academic achievement. Thus, this study found that the student socioeconomic status overwhelms the small influence that school design has on student academic achievement. 76p.
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A Study of the Effect School Facility Conditions Have on Student Achievement.
Lair, Susan (Doctoral Dissertation, University of Texas, Austin , May 2003)
Explores the effect school facilities have on student achievement as measured by the Texas Assessment of Academic Skills (TAAS) test in a high-performing, high-poverty school district in Texas. This study contains a presentation of the information and data findings from the Ysleta Independent School District and its decision in 1994 to include school facilities as a component of its student achievement initiative. The schools were randomly selected and the case study research was conducted using a mixed-method approach. Data provided by the schools' principals on building structure, maintenance, and housekeeping were collected using a questionnaire, and student achievement was measured using the percent of students at each school passing the TARS sub-tests of reading, mathematics, and writing and the percent passing all the TAAS tests from 1994 to 2001. The study resulted in findings that merit attention and support previous research that points to building age, overall building maintenance and cleanliness as elements that help explain student achievement. 220p.
Report NO: 3116105TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Design Features Of the Physical Learning Environment For Collaborative, Project-Based Learning at The Community College Level
http://136.165.122.102/UserFiles/File/pubs/Design_Features-Wolff.pdf Wolff, Susan (National Dissemination Center for Career and Technical Education The Ohio State University, May 2003)
The purpose of the study was to (a) determine the design features of the physical learning environment that support collaborative, project-based learning, and (b) to gain an understanding of the rationale for the selection of the features. The literature review indicated a need for changing learning expectations to prepare learners for rapidly changing roles and responsibilities for the 21st century. Collaborative, project-based learning was identified as a pedagogy that prepares learners for these new learning expectations. Data were collected in three phases using a phenomenological approach. Collection methods included site visits, observations, reflection, text, interviews, and designs. Architects and educators participated in the study. Thirty-two design features were identified and placed into six categories. Upon further reflection and analysis, it appears the essence of the findings is the interrelationship among spaces and people. [Author's abstract]
The Esthetics of Education.
http://web.archive.org/web/20051226131121 Bentley, Miriam (3D/I, Houston, TX , 2003)
Advocates clear communication from school architects to clients regarding esthetics. Elements of style, scale, symbolism, color and finishes will affect how students and faculty perceive the school. If these elements are all studied as pieces of a working whole, esthetic design can be integrated more fully with the mission of educators and communities. Good esthetics can take a functional building to a new level of effectiveness, inspiring students and faculty as well as sheltering them. 9p.
Environments for Learning.
Jensen, Eric (The Brain Store, San Diego, CA , 2003)
Examines aspects of the learning environment the way the student experiences it - through the senses. Maintaining that there is no such thing as a neutral environment, this book guides users towards a classroom environment that encourages, rather than discourages learning. Extensive research on how lighting, temperature, odors, hearing, and seating affect the brain is cited. Suggestions for environmental enhancement that are easy to implement and require minimal financial investment are offered, along with extensive citing of research to help make a strong case to policy-makers. Includes 172 references. 61p.
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Facility Condition as an Influence on School Climate: a Study of Two Separate Secondary School Settings.
Kilpatrick, Anita (Doctoral Dissertation, University of Alabama, Tuscaloosa , 2003)
Examines school facility condition influences on the perceptions of students, parents, and teachers about the school climate. This study compared the condition of two secondary school settings and the perceptions of school clientele associated with each school. A school climate survey was used to measure the perceptions of clientele at each school setting about the school climate, and the Council of Educational Facility Planners, International (CEFPI) guide for standards asked respondents to assess the condition of the school, whether excellent, satisfactory, borderline, or not adequate. A focus group interview was also conducted to gain further insights into the perceptions of teachers, students, and administrators about the facility condition and the school climate. Data from the interviews indicated safety, space, parking facilities, condition of the building, and maintenance are all factors that influenced the perceptions of the clientele at each school. These findings about the influence of a school facility on school climate highlight the importance of school buildings and physical environments on the perceptions of the school personnel and students. 134p.
Report NO: 3092363TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
30 Strategies for Education Reform.
http://fieldingnair.com/30strategies.pdf Nair, Prakash (Fielding/Nair International, Forest Hills, NY , 2003)
This synthesizes key learning theories and current practices into 30 strategies for reforming educational programs and for the facilities that accommodate them. These include interactive "learning studios" and "learning streets" instead of classrooms and halls, project rooms that can accommodate various specialities simultaneously, less "scheduled" use of resource and common areas, multi-age grouping, and areas for parent, community, teacher, and solitary student use. 23p.
The Effects of Spatial Layouts on Students Interactions in Middle Schools: Multiple Case Analysis.
http://www.lib.ncsu.edu/theses/available/etd-01092004-070920/ Pasalar, Celen (North Carolina State University, Raleigh , 2003)
Reports on research to indicate how small school environments are spatially organized and how spatial relationships influence students behavior and interactions. Four school buildings with differing spatial layouts were selected, representing both "academic house" and "finger plan" type. The evidence suggests that spatial layout and distribution of educational facilities in school buildings modulate patterns of use, movement, and the potentials for interactions. School building layouts with higher accessibility, shorter and direct walking distances, and highly visible public spaces generated higher rates of incidental interactions among students. Students ability to get to know others in the same grade through interactions was higher in academic house type school buildings. However, the rate to know students from different grade levels was higher in finger plan type schools, which offered better visual and physical access among the public areas. Overall findings indicated that single-story school buildings were the more advantageous for fostering social interactions among students. 292p.
The Impact of Facilities on Student Choice of University.
Price, If; Matzdorf, Fides; Smith, Louise; Agahi, Helen (Emerald Group Publishing Limited, West Yorkshire, England , 2003)
This paper asserts that, despite rhetoric of added value, facilities management suffers a dearth of objectively researched, publicly available information concerning the impact of facilities on businesses at the level of market sectors or individual organizations. The paper aims to correct that situation for United Kingdom higher education institutions. A survey of undergraduates starting university in 2001 confirmed, to high levels of significance, earlier research with the 2000 class. For many institutions, facilities factors, where provided to a high standard, are perceived as having an important influence on students' choice of institution. Individual institutions show marked differences, significant at levels of confidence over 95 percent. A comparison of "reputational pull" and "facilities pull" is suggested as a means of differentiating the brand of different institutions. 212-22p.
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The Importance of Interior Design Elements as They Relate to Student Outcomes.
http://www.eric.ed.gov/contentdelivery Tanner, C. Kenneth; Langford, Ann (Carpet and Rug Institute, Dalton, GA. , 2003)
This study investigated the following questions: (1) "What are the perceptions that elementary school principals have concerning the influence of interior design elements such as floor and wall coverings, lighting, flexibility, acoustics, color, texture, patterns, cleanliness, and maintenance on student achievement, teacher retention, and student attendance?" (2) "Do the acoustics of the environment relate significantly to student achievement?" (3) What floor coverings in the classroom relate significantly to the acoustics of the classroom?" and (4) "Are there any possible links between floor coverings in the classroom and student achievement?" The study found that in all subject areas studied, students attending schools having carpeted classrooms had higher achievement scores than those attending schools having hard surfaced classrooms. The study also found that the importance of a school's interior design is slightly higher for school principals than for teachers. 49p.
Innovative Pedagogy and School Facilities.
http://www.designshare.com/index.php/articles/innovative-pedagogy Washor, Elliot (DesignShare, Minneapolis, MN. Publication based on doctoral dissertation, Johnson & Wales University, Providence, Rhode Island, entitled Translating Innovative Pedagogical Designs Into School Facilities. , 2003)
This research examines the translation of innovative and complex school reform models, based upon nontraditional pedagogy, into school facilities design. Factors facilitating and impeding the process are identified, as are the relationships between the numerous constituencies. The study analyzes the three major forces determined to be at work in the process, which were: 1) political, 2) social, and 3) economic. The school examined is the Metropolitan Regional Career and Technical Center (MET) in Providence, Rhode Island. 93p.
Do K-12 School Facilities Affect Education Outcomes? A Staff Information Report.
http://www.state.tn.us/tacir/PDF_FILES/Education/SchFac.pdf Young, Ed (Tennessee Advisory Commission on Intergovernmental Relations, Nashville , Jan 2003)
This report explains that there is growing evidence of a correlation between the adequacy of a school facility and student behavior and performance. In general, students attending school in newer, better facilities score 5 to 17 points higher on standardized tests than those attending substandard buildings. School facility factors such as building age and condition, quality of maintenance, temperature, lighting, noise, color, and air quality can affect student health, safety, sense of self, and psychological state. The report further explains that research has also shown that the quality of facilities influences citizen perceptions of schools and can serve as a point of community pride and increased support for public education. Of special importance is the effect that facilities have on time in learning, which is universally acknowledged as the single most critical classroom variable. Further, according to the most recent school infrastructure inventory by the Tennessee Advisory Commission on Intergovernmental Relations, 26 percent of the state's 1,590 K-12 schools are rated "fair," "poor," or "in need of replacement." However, almost half of all state schools need some upgrading of facilities. The estimated total cost of these needed renovations, repairs, and replacements is $1.5 billion. 46p.
Do School Facilities Affect Academic Outcomes?
http://www.edfacilities.org/pubs/outcomes.pdf Schneider, Mark (National Clearinghouse for Educational Facilities, Washington, DC , Nov 2002)
This review explores which facility attributes affect academic outcomes the most and in what manner and degree. The research is examined in six categories: indoor air quality, ventilation, and thermal comfort; lighting; acoustics; building age and quality; school size; and class size. The review concludes that school facilities affect learning. Spatial configurations, noise, heat, cold, light, and air quality obviously bear on students' and teachers' ability to perform. Needed are clean air, good light, and a quiet, comfortable, and safe learning environment. The review asserts that this can be and generally has been achieved within the limits of existing knowledge, technology, and materials; it simply requires adequate funding and competent design, construction, and maintenance. 24p.
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Public School Facilities and Teaching: Washington, DC and Chicago.
http://www.21csf.org/csf-home/Documents/Teacher_Survey/ Schneider, Mark (21st Century School Fund, Washington, D.C.; Building Educational Success Together Initiative. , Nov 2002)
This study was designed to assess the effect of school facilities on teaching. A survey of Chicago and Washington, DC public school teachers was used to: identify what teachers feel supports their ability to teach, assess the adequacy of school conditions and school design as experienced by teachers, examine the distribution of quality school facilities, and identify the impact of facilities on learning outcomes. The study also linked conditions as reported by teachers to student demographics and test scores, official school building assessments, and current research on the effect of K-12 educational facilities on learning. The study concludes that teachers in both Washington, DC and Chicago report many shortcomings in the facilities that are essential to delivering a high-quality education. They further report that much of the infrastructure they work in is inadequate to meet the increasingly strict standards of academic achievement that are now being set by school districts, states, and the federal government. 39p.
School Facility Conditions and Student Achievement.
http://www.idea.gseis.ucla.edu/publications/williams/reports/pdfs/wws08-Earthman.pdf Earthman, Glen I. (University of California Los Angeles, Institute for Deomcracy, Education & Access , Oct 2002)
Explains how the condition of school facilities has an important impact on student performance and teacher effectiveness, particularly where classroom temperature and noise level are concerned. Older buildings typically have more problems in this regard. The report cites a number of studies indicating that students attending schools in good condition outperform students in substandard buildings by several percentage points. School building conditions also influence teacher effectiveness, and school overcrowding makes it harder for students to learn. Analyses show that class size reduction leads to higher student achievement. 18p.
The Acoustical Environment.
http://www.eric.ed.gov/contentdelivery Smith, Melissa (Carpet and Rug Institute, Dalton, GA , May 25, 2002)
Asserting that without an adequate acoustical environment, learning activities can be hindered, this paper reviews the literature on classroom acoustics, particularly noise, reverberation, signal-to-noise ratio, task performance, and recommendations for improvement. Through this review, the paper seeks to determine whether portable classrooms provide acoustically adequate environments for learning. 19p.
Making Use of School Facilities in the Service of Learning. [Powerpoint Presentation]
http://schoolstudio.engr.wisc.edu/australia.html Lackney, Jefferey May 22, 2002
This presentation makes the case for an ecological view of the school as a social and physical place of learning that supports mental and community health, both psychological and social. First, school facilities, beyond their influence on a learner's physiology and physical development, contribute, support and encourage a broad array of pro-social behaviors, social climate, and academic performance behaviors. Second, a facility, if designed appropriately will support the goals of the school organization, but the social climate in a school is equally dependent on the culture established between students, teachers, administrators, parents and community. 'Placemaking', the process by which the school facility is planned, designed, managed and occupied has just as an important role in the ecological place of learning as the physical features and components of place. 34p.
A Study of the Relationship Between School Building Conditions and Academic Achievement of Twelfth Grade Students in Kuwaiti Public High Schools.
http://scholar.lib.vt.edu/theses/available/etd-05202002-012215 Al-Enezi, Mutlaq (Virginia Polytechnic Institute, Blacksburg , May 2002)
Explores the relationship between school building conditions and the academic achievement of twelfth students in selected public high schools in Kuwait. The population of the study was 56 high schools (28 boys' schools and 28 girls' schools). The major research questions in this study were: (a) Is there a relationship between overall, cosmetic, and structural conditions and student achievement? (b) Does the relationship between building condition and student achievement differ between boys' and the girls' schools? and (c) What aspects of physical building components are related to student achievement? The analysis revealed that a positive significant relationship exists between student achievement scores and building conditions in the boys' schools, but building conditions of the girls' schools did not explain student achievement. A significant positive relationship was found between the overall, structural, and cosmetic building condition and student achievement when all 56 school buildings were analyzed. Graffiti and roof leaks were the main predictors of physical aspects of a building's condition that accounted for student achievement. 174p.
Daylighting in Schools: Reanalysis Report.
http://www.energy.ca.gov/2003publications/CEC-500-2003-082 Heschong, Lisa; Elzeyadi, Ihab; Knecht, Carey (California Energy Commission, Public Interest Energy Research Program (PIER), Sacramento, CA. New Buildings Institute, White Salmon, WA. , Feb 14, 2002)
This study expands and validates previous research that found a statistical correlation between the amount of daylight in elementary school classrooms and the performance of students on standardized math and reading tests. The researchers reanalyzed the 1997–1998 school year student performance data from the Capistrano Unified School District (California) and the Seattle
Public School District (Washington) to answer questions from the peer review
panel. The reanalysis findings are as follows: (1) overall, elementary school students in classrooms with the most daylight
showed a 21 percent improvement in learning rates compared to students in classrooms with the least daylight; (2) a teacher survey and teacher bias analysis found no assignment bias that might have skewed the original results; more experienced or more educated teachers ("better" teachers) were not significantly more likely to be assigned to classrooms with more daylighting; (3) a grade level analysis found that the daylighting effect does not vary by
grade; (4) an absenteeism analysis found that physical classroom characteristics
(daylighting, operable windows, air conditioning, portable classrooms) are not
associated with variations in student absenteeism. This seems to contradict claims that have been made about the health effects of daylight or other environmental conditions, as reflected in absenteeism rates of building occupants. These results, which are consistent with the original findings, affirm that daylight
has a positive and highly significant association with improved student performance. These findings may have important implications for the design of
schools and other buildings. (Appendices contain the survey and data tables.) 105p.
Report NO: P500-03-082-A-3
How Parents and Teachers Are Helping To Create Better Environments for Learning. Energy-Smart Building Choices.
http://www.nrel.gov/docs/fy01osti/30557.pdf (Department of Energy, Washington, DC. , Feb 2002)
This brochure shows parents and teachers how smart energy choices reduce school operating costs and create better learning environments. The brochure reveals how schools have turned energy improvements into powerful teaching tools by incorporating energy features into the curriculum. It provides guidelines on ten key elements to consider for designing a high performance school: site design, daylighting and windows, energy-efficient building envelope, renewable energy systems, lighting and electrical systems, mechanical and ventilation systems, environmentally sensitive building products and systems, water conservation, recycling and waste management, and transportation. 7p.
Report NO: DOE-GO-102002-1521
But Are They Learning? School Buildings-The Important Unasked Questions
http://www.designshare.com/index.php/articles/but-are-they-learning Nair, Prakash (DesignShare , Feb 2002)
This paper asserts that school buildings have been and continue to be places to warehouse children, and that new schools just do it in more comfortable settings. It suggests that an examination of the way most government agencies handle the business of school design and construction illustrates how the system is designed to systematically weed out any potential for a completely creative solution. The paper explains that although research is still sparse when it comes to evaluating the benefits of non-traditional learning spaces on learning outcomes, there is solid evidence that progressive methods of education do work when properly implemented, so it makes sense that school facility design should follow suit and support new teaching and learning modalities. The paper describes some innovative techniques and facilities for learner-centered schools: (1) learning studios instead of traditional classrooms; (2) kivas, atriums, and "learning streets" replace corridors; (3) project rooms for project-based learning; (4) from programmed rooms to resource areas; (5) multiage groupings; (6) learning outside school; (7) parent and community use; (8) teacher workrooms; (9) a place to think; (10) technology as liberator; and (11) living, not static, architecture. (Contains 13 references.) 13p.
Design Features for Project-Based Learning.
http://www.designshare.com/index.php/articles Wolff, Susan J. (DesignShare, Feb 2002)
This publication is a condensed version of a doctoral research study conducted to determine the features of the physical learning environment for collaborative, project-based learning, primarily at the community college level. The characteristics of the physical environment investigated in the study were scale, location, functionality, relationships, and patterns. The findings from the study resulted in 32 design features in the following categories: learning group size; functional spaces for learning activities; adjacencies; furnishings; psychological and physiological support of the learners; and structural aspects. [Author's abstract] 72p.
Healthy School Environment and Enhanced Educational Performance: The Case of Charles Young Elementary School, Washington, DC.
http://www.carpet-rug.com/carpet-and-rug-industry Berry, Michael A. (Carpet and Rug Institute, Dalton, GA , Jan 12, 2002)
This report presents a case study of the renovation of Charles Young Elementary School in Washington, DC, focusing on how an improved school environment contributed to higher levels of educational performance. The school was chosen as a school revitalization demonstration project for the Urban Schools Initiative. The objective of the project was to: turn a school building with acute indoor environmental problems into a model school environment, assess the resources required for such work, train district personnel in the prevention of future indoor environmental quality problems, and provide guidance to other schools in environmental remediation. 30p.
Schools That Fit: Aligning Architecture and Education.
http://www.eric.ed.gov/contentdelivery (Cuningham Group, Minneapolis, MN , 2002)
This booklet presents one architectural firm's understanding and application of the latest educational research in real-world settings. It asserts that architects can make significant contributions to education by designing schools that uniquely facilitate improvements in organizational structure, learning methods, or both. It presents lessons learned about designing schools and about the process and the planning that are required to align facilities with programs, and architecture with education. The booklet provides examples of environments shaped by attention to communities' individual needs, including small schools, project-based learning, and community schools. Following an introduction, the discussion is broken into the following chapters: (1) "Schools That Fit;" (2) "Toward Better Schools;" (3) "Schools That Fit Communities;" (4) "Schools That Fit Education Leaders;" (5) "Schools That Fit Teachers;" (6) "Schools That Fit Learners;" and (7) "Schools That Fit Children." 64p.
Small Works in Arkansas: How Poverty and the Size of Schools and School Districts Affect School Performance in Arkansas. Summary of Recent Research.
http://web.archive.org/web/20060105071513 (Rural School and Community Trust, Washington, DC , 2002)
This study examined how Arkansas students' achievement is related to poverty, school and district size, and the interaction between these factors. Achievement test scores from grades four through nine in all Arkansas schools were supplied by the Arkansas Department of Education. Poverty levels were determined by percentage of students receiving subsidized meals. Findings indicate that the higher the poverty level in a community, the more damage larger schools and school districts inflicted on student achievement. In more affluent communities, the impact of school and district size was quite small, but the poorer the community, the stronger the influence. The achievement gap between children from more affluent and those from less affluent communities was narrower in smaller schools and smaller districts, and wider in larger schools and larger districts. Smaller schools were most effective against poverty when they were located in smaller districts; they were less effective when located in larger districts. Poverty dampened student achievement most in larger schools located in larger districts. The relationship between school size, poverty, and student achievement was as much as three times greater in schools with the largest percentages of African-American students. Recommendations include retaining existing smaller schools, building new small schools, and breaking up larger schools and districts. 14p.
Dollars and Sense: the Cost Effectiveness of Small Schools.
http://www.kwfdn.org/resource_library/_resources/dollars_sense.pdf Bingler, Steven; Diamond, Barbara M.; Hill, Bobbie; Hoffman, Jerry L.; Howley, Craig B.; Lawrence, Barbara Kent; Mitchell, Stacy; Rudolph, David; Wash (KnowledgeWorks Foundation, Cincinatti, OH; The Rural School and Community Trust, Washington, DC; Concordia, LLC, New Orleans, LA , 2002)
This publication summarizes research on the educational and social benefits of small schools and the negative effects of large schools on students, teachers, and members of the community, as well as the "diseconomies of scale" inherent in large schools. It asserts that research shows that measuring the cost of education by graduates rather than by all students who go through the system suggests that small schools are a wise investment. Using data drawn from 489 schools submitted to design competitions in 1990-2001, the publication concludes that small schools can be built cost effectively and that many districts are doing so. 31p.
Teachers' Construction and Use of Space.
http://www2.arch.ttu.edu/haq/EDRAMOVE/2004/JBissell.pdf Bissell, Janice (Texas Tech University, Lubbock , 2002)
Describes the influence of school architectural design on teachers' work by examining how teachers actually use their work environment, how their use of the facility compares with expectations of what their experiences should be, and how school design supports or constrains their work. Extensive diagrams and photographs accompany this case study that examines how 17 teachers in two high schools arrange, use, and move through their teaching spaces. Includes ten references. 63p.
Building Education: The Role of the Physical Environment in Enhancing Teaching and Research.
Clark, Helen (Institute of Education, London, England , 2002)
This British publication provides an overview of some of the current themes relevant to school building design. It looks at the relationship between school buildings, attainment, and behavior and describes projects that address ways in which school buildings can support and encourage participatory learning, and enhance both Great Britain's national curriculum and individual schools' curricula. It examines the implications of opening up school buildings to the wider community and the role of the physical environment in the inclusion of children with special educational needs and disabilities. Finally, factors that will have implications for school buildings in the future such as environmental concerns and the impact of multimedia technology are addressed.(Contains 91 references.) 41p.
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School Facility Conditions and Student Academic Achievement
http://repositories.cdlib.org/cgi/viewcontent.cgi?article=1011&context=idea Earthman, Glen I. (UCLA's Institute for Democracy, Education, & Access. Williams Watch Series. University of California, Los Angeles, CA, 2002)
This paper shows that the condition of school facilities has an important impact on student performance and teacher effectiveness. In particular, research demonstrates that comfortable classroom temperatures and noise level are very important to efficient student performance. The age of school buildings is a useful proxy in this regard, since older facilities often have problems with thermal environment and noise level. A number of studies have measured overall building condition and its connection to student performance; these have consistently shown that students attending schools in better condition outperform students in substandard buildings by several percentage points. School building conditions also influence teacher effectiveness. Teachers report that physical improvements greatly enhance the teaching environment. Finally, school overcrowding also makes it harder for students to learn; this effect is greater for students from families of low socioeconomic status. Analyses show that class size reduction leads to higher student achievement. [Author's abstract] 20p.
Health, Energy and Productivity in Schools: Measures of Occupant Performance.
http://web.archive.org/web/20070403224401 Freitag, P.K.; Woods, J.E.; Hemler, B.; Sensharma, N.P.; Penney, B.A.; Marx, G. (Indoor Air 2002, The Ninth International Conference on Indoor Air Quality and Climate, Monterey, CA , 2002)
Describes ongoing research with questionnaires designed to quantitatively link determine relationships between thermal, acoustic, lighting, and indoor air quality exposures to the performance of teachers and students in elementary schools. Teachers' questionnaire responses, exposure data, student quarterly grade reports, and student standardized test scores are used to quantify the changes in indoor environmental quality and student performance between pre- and post-intervention conditions of each school and classroom. The questionnaire is being validated for use in future studies of schools, as well as to study performance and productivity in other settings. (Includes five references.) 6p.
New High Schools in Ohio: Relationships between School Facilities and Staff Behavior and Attitudes.
Hickman, Paul (Doctoral Dissertation, Ashland University, Ohio , 2002)
Investigates the relationships between moving from old to new high school facilities and student behavior and staff attitudes in selected Ohio schools. This study comprised 13 rural, small cities, and suburban high schools. Data from two years prior and two years after the move into new school facilities were examined. The major findings of this study, after moving into new facilities, included: 1) A significant reduction in the number of reported student suspensions and student expulsions. 2) No significant increase or decrease in the student attendance or graduation rates. 3) A significant positive change in staff attendance rates. 4) A significant positive change in overall staff perceptions of student pride and morale (attitudes), and staff pride and morale (attitudes). 5) A significant positive change in overall staff perceptions of student behavior. 195p.
Report NO: 3047184TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Teachers as Placemakers: Investigating Teachers' Use of the Physical Learning Environment in Instructional Design.
http://schoolstudio.engr.wisc.edu/placemakers.html Lackney, Jeffery A.; Jacobs, Paul J. (School Design Research Studio at the University of Wisconsin-Madison , 2002)
This paper summarizes research conducted to assess how and to what extent teachers actively use and manipulate the physical classroom learning environment as part of their instructional design. A structured interview and participant observation were used to gather data from several teachers at all grade levels, including national board certified teachers. Preliminary findings include the design principles used by various teachers, which indicate that rather than receiving education on research-based design principles during their formal education, teachers have relied on trial-and-error methods. (Contains 19 references.)
9p.
Teacher Interactions within the Physical Environment: How Teachers Alter Their Space and/or Routines Because of Classroom Character.
http://www.eric.ed.gov/ERICWebPortal/ Lang, Dale Christopher (Dissertation, University of Washington, Seattle , 2002)
Through questionnaires, observations, and interviews, this study revealed the degree to which 31 high school teachers altered their classroom spaces and/or adjusted their routines to meet their pedagogical goals at a temporary school site. Teachers emphatically desired: (1) an appropriate amount of space to rearrange student furniture, enabling them better interaction with students for planned activities; (2) an ability to control the location and amount of lighting during those activities; and (3) access to adequate computing tools for their students. The ability to control noise, temperature, and ventilation was also important. Teachers' mediation of classroom spaces appeared to be closely associated with individual teaching goals rather than physiological responses to the environment, although there was evidence of the importance of accommodating teachers' perceptions of their own physical wellbeing. The study also disclosed a noticeable social-cultural need for meeting places within the school for teacher peer interactions and equally negative responses to sharing teaching spaces with those with dissimilar tastes and goal aspirations. Four appendixes include consent forms and approval letters; questionnaire, observation form, and interview questions; data results; and classroom physical measurements.
101p.
Another Brick in the Wall? Pursuing an Alternative Educational Environment for Halifax (Nova Scotia)
McMahon, Catherine Christina (Dissertation, DalTech - Dalhousie University (Canada), 2002)
Student body demographics, combined with curriculum, and set against a particular architectural backdrop are defining elements of any school; and therefore are the means with which the problems of the urban high school should be addressed. These three elements can frame and reinforce the ideological shift away from viewing education as an individual's preparatory hiatus from society towards viewing education as an integral part of everyday life. Currently there is a plan to demolish Halifax's withering St. Patrick's High School, on Quinpool Road's busy commercial strip and build a new school on this site to accommodate the students of both St. Pat's and the neighbouring Queen Elizabeth High. If alternatively, we allow this site which has had educational facilities on it for over a hundred years, to accommodate a much more architecturally and programmatically innovative building, for an alternative student body; we can begin to look at unifying the students, the curriculum, and the architecture, in order to address the question: What role can architecture play in facilitating responsive educational practice? [Author's abstract]
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UMI Dissertation Expresshttp://disexpress.umi.com/dxweb
Essential Learning Conditions for California Youth: Educational Facilities.
http://repositories.cdlib.org/cgi/viewcontent.cgi?article=1007&context=idea Ortiz, Flora Ida (University of California, eScholarship Repository , 2002)
Describes how California's educational facilities are inadequate because they are crowded, old, and in need of repair and modernization. Pressures from increased enrollment in the state due to demographic changes and class size reduction, an average age of the state's school buildings of over 25 years, and the high cost of facilities have all contributed to the current inadequacies. However, the State's responses to the many problems with educational facilities have been severely limited by flaws in policies establishing the state's relationships with local districts with regard to funding, inventory, and oversight of educational facilities. The State has failed to establish a system of state financing to ensure that funds are available to and used by districts with schools in the poorest conditions. It has failed to promulgate minimum standards for school facility conditions and maintenance, develop systematic ways of monitoring conditions in schools throughout the state, or maintain effective investigation and correction processes when serious deficiencies are reported. 23p.
Learning Environments Designed for the Occupants: Three Case Studies of Innovative Elementary School Design.
http://www.eric.ed.gov/contentdelivery Shrader-Harvey, Erika; Droge, Martha (University of Virginia, Thomas Jefferson Center for Educational Design, Charlottesville , Jan 2002)
This research project examined how educational facilities are perceived and used by the occupants. It sought to inform the design of effective learning environments in elementary schools through a heightened awareness of the needs of the occupants and an understanding of how they use their school facilities. Project objectives included the following: (1) to increase awareness of the needs of facility users by encouraging a dialogue between designers, educators, and facility occupants; (2) to develop a knowledge base that will lead to the design of effective learning environments; and (3) to assemble a set of visual examples of effective learning environments that can be used as a resource to facilitate communication between architects and educators. The project involved the case study of three elementary schools: Irwin Avenue Open Elementary School in Charlotte, North Carolina; Grasonville Elementary School in Grasonville, Maryland; and Cougar Elementary School in Manassas Park, Virginia. In addition to detailed building descriptions with photographs, significant findings were: (1) a sense of community at multiple scales provides students with a sense of belonging and a sense of place; (2) functional spaces that allow for multiple uses and a variety of tasks encourage students to make choices for themselves, fostering the development of individual responsibility; and (3) experiential learning takes place when a student is engaged in an activity; active participation allows students to apply what they learn and helps them define their interests, thereby contributing to a sense of self. 44p.
Do School Facilities Really Impact a Child's Education? IssueTrak: A CEFPI Brief on Educational Facility Issues.
http://web.archive.org/web/20070712093843 Lyons, John B. (Council of Educational Facility Planners International, Scottsdale, AZ , Nov 2001)
This paper reviews research that correlates student achievement and the condition and utility of school facilities. The discussion focuses on the influence of various facility conditions on students, including building age, temperature and ventilation, acoustics, lighting, curriculum development, and school size. Research shows that older buildings may pose a variety of negative consequences for the learning process, while safe and modern schools with controlled environments enhance learning. More specifically, students who attend better buildings have test scores ranging from 5 to 17 percentile points higher than students in substandard facilities. The paper concludes by quoting a recent report suggesting that a school's condition may have a stronger influence on student performance and achievement than the combined influences of family background, socio-economic status, school attendance, and behavior. 6p.
Aesthetic Code in Early Childhood Classrooms: What Art Educators Can Learn from Reggio Emilia.
http://www.designshare.com/index.php/articles Tarr, Patricia (Design Share, Inc., Minneapolis, MN , Oct 2001)
This article compares the messages contained in the physical environments of early childhood classrooms in Reggio Emilia, Italy, with typical early childhood settings in Canada and the United States. The article examines the classroom’s "aesthetic code,", i.e., the social construction created, consciously or unconsciously, by the classroom’s environment and its impact on student feelings and social perception. The author discusses how these "codes" reflect each culture’s image of the child, cultural values in general, and broad educational goals. Concluding comments explore the implications that these classroom codes have for art educators. 10p.
Sustaining Systems of Relationships: The Essence of the Physical Learning Environment That Supports and Enhances Collaborative, Project-Based Learning at the Community College Level.
http://www.eric.ed.gov/contentdelivery Wolff, Susan J. (Oregon State University, Corvallis , Sep 07, 2001)
The purpose of this study was to determine the design features of the physical learning environment that support and enhance collaborative, project-based learning at the community college level, and to gain an understanding of the rationale for selection of the features. The characteristics of the physical environment investigated in the study were scale, location, functionality, relationships, and patterns. Aspects of the rationale or purpose for the selected features included: (1) important factors for consideration; (2) sequence of consideration among the factors; (3) relationship among the factors; (4) derivation of the factors; (5) design process considerations; and (6) theories used to make the recommendation. Data were collected in three phases using a phenomenological approach to gain an understanding of the two foci areas of the study. Methods for collecting data included site visits, observations, text, interviews, and designs. Participants included architects, educators, and learners. The findings included the initial identification of 44 design features of the physical learning environment that support and enhance collaborative, project-based learning at the community college level and the determination of the rationale for the selection of the features. Analysis and synthesis of the features resulted in 32 design features that were placed in the following 6 categories: learning group size, functional spaces for learning activities, adjacencies, furnishings, psychological and physiological support of learners, and structural aspects. The study concluded that the essence of designing physical environments that support and encourage collaborative, project-based learning is the interrelationship among the categories and features within the categories. (Appendices contain research forms. Contains 104 references.) 256p.
Better Lighting for Healthier Students.
(Healthy Schools Network, Inc., Albany, NY., Sep 2001)
This brief highlights the problem that poor or inappropriate lighting in schools can adversely affect children's health and their ability to learn. It discusses the benefits of using daylight or full-spectrum lighting for healthier students, citing studies that reported that students had fewer cavities, gained weight and grew in height more than students in non-daylit classrooms, and demonstrated better work habits and improved academic performance. 4p
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Healthy Schools Network, Inc., 773 Madison Avenue, Albany, NY 12208; Tel: 518-462-0632.
http://www.healthyschools.org
The School Design Process: An Opportunity for Change?
Guttormsson, Thomas Bjorn (Master's Research Project, Southwest State University, Marshall, MN , Aug 23, 2001)
Reports on a study to determine if involving teachers in the design process for school facilities would result in a commitment to change by the whole faculty. In one rural Minnesota school district a majority of the facility planning committee was made up of teachers. This committee was charged with articulating the educational activities that would take place in any new or renovated buildings by outlining seven critical attributes that would set the direction for the physical design and educational programs that would take place in the future. It was found that in this district, which attempted several reform efforts during the past 10 years, teachers agreed to change their teaching to conform to the committee's vision. 71p.
Report NO: 1406234TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
How School Administrators and Board Members Are Improving Learning and Saving Money. Energy-Smart Building Choices Series.
http://www.nrel.gov/docs/fy01osti/30558.pdf (Department of Energy, Washington, DC. , Aug 2001)
This brochure shows how school administrators and board members can make smart energy choices to reduce school operating costs and create better learning environments. It provides guidelines on ten key elements to consider for designing a high performance school: site design, daylighting and windows, energy-efficient building envelope, renewable energy systems, lighting and electrical systems, mechanical and ventilation systems, environmentally sensitive building products and systems, water conservation, recycling and waste management, and transportation.
Report NO: DOE-GO-102001-1430
Design Standards for Elementary, Middle/Junior High, and High School Counseling Facilities.
Booher, Carrie Ann Colvin (Dissertation, University of Georgia, Athens , Aug 2001)
This study sought to increase the knowledge base in the area of the facility needs of school counselors. School conselors were surveyed regarding their perceptions about actual and ideal counseling facilities. The School Counseling Facility Survey was developed from a review of the school counseling and facility literature. Counselors responses were compared across the variables: age of the building, level of facility satisfaction, level of job satisfaction, academic level of the students served, and the type of community. Design standards included counselor-identified design items for counseling offices, reception areas, conference rooms, playrooms, career/college rooms, storage areas, and the location of the counseling facility. 517p.
Report NO: 3025250TO ORDER: UMI, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Smaller, Safer, Saner: Successful Schools.
http://www.edfacilities.org/pubs/saneschools.pdf Nathan, Joe; Febey, Karen (National Clearinghouse for Educational Facilities, Washington, D.C.; Minnesota University, Center for School Change, Humphrey Institute, Minneapolis, Minnesota. , Aug 2001)
Provides brief case studies of 22 public school buildings in 12 states, representing urban, suburban, and rural communities, including both district-run and charter public schools. The studies demonstrate these schools' ability to improve academic achievement and behavior in safe, nurturing, and stimulating environments. Case study analysis reveals that on average, smaller schools can provide a safer and more challenging school environment that creates higher academic achievement and graduation rates, fewer disciplinary problems, and greater satisfaction for families, students, and teachers. The studies also suggest that sharing facilities with other organizations can enable schools to offer broader learning opportunities for students, provide higher quality services to students and their families, and present a way to efficiently use tax dollars. 64p.
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National Clearinghouse for Educational Facilities, 1090 Vermont Ave., NW, Suite 700, Washington, DC 20005-4905. Tel: 888-552-0624http://www.nibs.org/pubsncef.html
The Relationship of School Design to Academic Achievement of Elementary School Children.
http://www.eric.ed.gov/contentdelivery Yarbrough, Kathleen Ann (Dissertation, University of Georgia, Athens , May 2001)
This study sought to determine if there are relationships between student achievement and educational facilities. It focused on the question: Does school design influence the academic achievement of elementary school students? Criteria used were scores on the Iowa Test of Basic Skills and 86 variables describing design patterns in various categories such as movement patterns, large group spaces, architectural layout, daylighting and views, color, scale of building, and location of school site. Findings indicated that design does influence student learning, with circulation pattern or movement accounting for the largest percentage of variance for the third grade, and availability of large group meeting areas accounting for the largest percentage of variance in the fifth grade.
Report NO: UMI AAI0802849
National Survey of Public School Teachers.
http://www.carpet-rug.com/pdf_word_docs/0103_Shapiro.pdf (Beth Schapiro and Associates, Atlanta, GA , Mar 2001)
Presents the findings of a national survey of 1,050 public school teachers. The survey, which examines teachers' opinions regarding the relationship between interior design and academic performance, was conducted for the Carpet and Rug Institute and the International Interior Design Association Foundation. Survey results indicate that teachers from all grade levels across the country realize that a well-designed classroom enhances their ability to teach and their students' ability to learn. Results also suggest that most teachers see advantages of carpet in the classroom, particularly in regards to acoustics and comfort as well as the flexibility offered by carpet. 16p.
Children and the Physical Environment in School Settings.
http://web.archive.org/web/20051230135549/ Itoh, Shunsuke Feb 2001)
Explores children's interactions with the physical environment and what they mean in the everyday life of school. The school was viewed as a setting for children's socio-cultural development, and how space works in this context was studied. Children's interactions with space were viewed in a broad sense, including active, immediate and passive. Since how adults arrange and use space influences children's experience of space, two types of interactions were explored: how space is used in educational activities creating the situations children experience space in, and how children use space in their behavior. 32p.
Building Performance: An Empirical Assessment of the Relationship between Schools Capital Investment and Pupil Performance.
http://www.eric.ed.gov/contentdelivery (PricewaterhouseCoopers; Department for Education and Employment, London, England , Jan 2001)
This report presents empirical evidence about the impact that capital investment has on academic achievement in the United Kingdom public school system. The report presents an overview of the research methodology and the main findings from the existing literature and qualitative studies compared to those found in quantitative studies. Analysis indicates that, while most quantitative studies show that capital spending heightens academic performance, the relationship appears weak. However, qualitative studies and a literature review reveal a stronger link between capital spending and student achievement. The strongest relationship between capital investment and academic performance appears to be in specific school design features and school facility quality. Appendices contain additional information on the qualitative research design, issues related to the study's statistical methodology, and detailed statistical results. (Contains 54 references.) 64p.
Report NO: R-242
Educational Performance, Environmental Management, and Cleaning Effectiveness in School Environments.
http://www.carpet-rug.com/pdf_word_docs/0104_school_environments.pdf Berry, Michael A. (Carpet and Rug Institute, Dalton, GA , 2001)
This paper briefly discusses research on the negative impact of indoor air environments within educational facilities and the positive impact of a scientifically based cleaning process. Included is a form for calculating the environmental performance for a school environment and definitions of relevant terms. Final sections discuss building management and cleaning and list the principles of cleaning effectiveness in school environments. 10p.
Building Better Outcomes: The Impact of School Infrastructure on Student Outcomes and Behaviour. School Issues Digest.
http://www.dest.gov.au/ Fisher, Kenn (Department of Education, Training and Youth Affairs, Australia , Jan 2001)
This digest reviews a range of research studies that examine the possible causal linkages between school buildings and student outcomes and behavior. It presents findings in support of the theory that facilities make a difference and also presents findings in areas where research to date is relatively inconclusive. The report also examines studies concerning the relationship between student outcomes and behavior based on the overall building condition as well as the influence of individual building elements. A list of websites for additional information is included. 6p.
Bibliography of Empirical Research Investigating the Relationship between the Physical Environment of Educational Settings and Educational Outcomes.
http://archfile.tamu.edu/rejohnson/courses/StudioF02/LamBibliography.pdf Lam, Mark (Texas A&M University, College Station, TX , 2001)
Cites 1955-1998 research, reports, and journal articles on the effect of school facilities on educational outcomes. 19p.
Dropping Out of High School: The Role of School Organization and Structure.
http://www.eric.ed.gov/contentdelivery Lee,Valerie E.; Burkam, David T. (Paper Prepared for Conference: "Dropouts in America: How Severe is the Problem? What do we Know About Intervention and Prevention?" Harvard Graduate School of Education, Cambridge, MA, Jan 2001)
Explores how high schools, through their size, structures and organizations, may
influence their students’ decisions about whether to stay in school until graduation or drop out. Findings center on three features of secondary schools: curriculum, school size, and social relations. Students in schools enrolling fewer than 1,500 students more often stay in school until graduation. 32p.
Facility Conditions and Student Test Performance in the Milwaukee Public Schools.
http://www.eric.ed.gov/contentdelivery Lewis, Morgan (Council of Educational Facility Planners International, Scottsdale, AZ , 2001)
This study of 139 K-12 Milwaukee public schools examines the effect of building condition on student test scores compared to other influences such as family background, socioeconomic status, race/ethnicity, attendance, and student discipline. The study analyzed performance on the Wisconsin Student Assessment System Mathematics, Science, Language, and Social Studies tests of fourth, eighth, and tenth grades of each school in 1996, 1997, and 1998. Results show that student success is significantly related to facility condition. 19p.
A Survey Study of Elementary Classroom Seating Designs.
http://www.eric.ed.gov/contentdelivery Patton, James E.; Snell, Jennifer; Knight, Willis J.; Gerken, Kathryn (Paper presented at the Annual Meeting of the National Association of School Psychologists, Washington, DC. , 2001)
This paper presents the results of a two-part study that investigated classroom
seating design preferences among elementary classroom teachers. In part one, the researchers
mapped and classified seating arrangements that were in actual use across 294 regular
classrooms (grades K-5) in 21 public elementary schools. Subsequently, the researchers asked
138 elementary regular classroom teachers (grades K-5) to describe, in a survey, the occasions
and their rationales for the seating designs they typically employed. In contrast to outcomes from
research conducted a decade ago, and irrespective of grade level and school socioeconomic
status, results showed that small group cluster designs were now used pervasively (i.e., in 76
percent of observed classrooms, and by 94 percent of surveyed respondents), apparently
because many contemporary teachers believe that this type of seating arrangement contributes
directly to students' educational growth through the effects of socially facilitated learning. The
study did not specifically address the validity of this belief, but it did yield a number of relevant,
testable propositions. 8p.
School Works Tool Kit.
Seymour, Jane; Cottam, Hilary; Comely, Grace; Annesley, Barbara; Lingayah, Sanjiv (School Works, London, England , 2001)
The United Kingdom's non-profit School Works project was initiated to respond to the challenges of updating school infrastructure by showing the links between design and education, producing beautiful schools which further learning, and working in new ways with new partnerships. The first part of this "toolkit" guide explains the thinking behind the School Works approach and what it has to offer. The second part discusses how to set up a participatory process step by step from the questions that need to be considered and the focus a school's project might take to the techniques schools can use to get everyone involved. It also refers to the School Works' experience at Kingsdale School in London. The third part explains how to select an architect and gives a broad outline of the processes involved in implementing a building project. 116p.
TO ORDER:
School Works Ltd., The Mezzanine, Elizabeth House, 39 York Rd., London SE1 7NQ, England. Tel: 020-7401-5333.http://www.school-works.org
Differences in School Climate Between Old and New Buildings: Perceptions of Parents, Staff, and Students.
Stapleton, David Barry (Dissertation, Georgia Southern University , 2001)
The purpose of this study was to determine if the age of a school facility had a significant influence on the perceptions of school climate held by students, staff members, and parents in the school. Jeff Davis High School in Hazlehurst, Georgia, was the target school for this study. Jeff Davis High School moved from an old facility into a new one during the summer of 1999. Results of the study were that, at least during the first year in a new school building, the perceptions of school climate by students, staff members, and parents were negatively influenced. Statistical analysis showed that the decrease was significant. One suggested reason for the decrease was that acclimation to a new building may take longer than a year. Another explanation was that building maintenance and cleanliness may have a more significant influence on school climate than does building age. [Author's abstract]
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The Relationship of School Facilities Conditions to Selected Student Academic Outcomes.
http://www.sceoc.com/NR/rdonlyres/ Stevenson, Kenneth (University of South Carolina, College of Education, Dept. of Educational Leadership and Policies, Columbia , 2001)
Reports on research that sought to determine if a relationship exists between school academic outcomes and school facilities characteristics. Data were gathered from a variety of sources including research literature, state data files, principal questionnaires, and focus groups. The major finding showed that students scored better on standardized achievement tests in situations where: 1)The principal gives a better rating to the physical condition and adequacy of his or her school. 2)The school is newer. 3)The school is larger. 4)The student and attendance rate is higher. The socio-economic make up of the student body as measured by the portion of pupils on free or reduced lunch is heavily intertwined with each of these findings. Most principals believe that the condition and adequacy of a school facility has a significant impact on school academic outcomes. They view the relationship as very complex, indicating that facilities affect teacher attitudes, which in turn affect classroom productivity. Among facilities factors adversely affecting the educational process are overcrowding, poor physical condition of the structure, portables, lack of storage, and inadequate laboratory space. 92p.
Educating by Design: Creating Campus Learning Environments that Work.
Strange, C. Carney; Banning, James H. (Josey-Bass Inc., San Francisco, CA , 2001)
This book is organized into two parts. Part One, "Type and Impacts of Campus Environments," offers an overview of models and concepts of human environments, focusing on their manifestations in the college and university setting and their implications for the design of education facilities, systems, and practices. It provides a broad foundation for understanding and assessing the key components of any human environment- physical dimensions, people, organizational structures, and collective social con structions, as well as environments created more specifically in the service of higher education. Part Two, "Creating Environments that Foster Educational Success," focuses on the conditions thought to be important for the design of effective educational nvironments. This section proposes that educational environments are most powerful when they offer students three fundamental conditions: a sense of security and inclusion, mechanisms for involvement, and an experience of community. Includes 301 references. 251p.
TO ORDER:
Jossey-Bass, 350 Sansome St., San Francisco, CA 94104-1342. Tel: 888-378-2537http://www.josseybass.com
The Ultimate Education Reform? Make Schools Smaller
http://web.archive.org/web/20030219002841/ Ayers, William; Bracey, Gerald; Smith, Greg (University of Wisconsin-Milwaukee, School of Education, Center for Education Research, Analysis, and Innovation, Milwaukee, WI , Dec 14, 2000)
Article advocating the return to smaller schools after a forty year trend toward school consolidation. The authors claim that a small school can raise student achievement, especially for minority and low-income students, reduce incidents of violence; reduce graffiti on school buildings; increase attendance and graduation rates; elevate teacher satisfaction; operate cost-effectively and increase parent and community involvement.
Research About School Size and School Performance in Impoverished Communities.
http://www.ael.org/eric/page.cfm?&scope=ss&id=243 Howley, Craig; Strange, Marty; Bickel, Robert (ERIC Clearinghouse on Rural Education and Small Schools, Dec 2000)
Many panels and experts have endorsed small schools as educationally effective, often adding the
parenthetical remark that smaller size is especially beneficial for impoverished students. A recent
series of studies, the "Matthew Project," substantially strengthens the research base on school size
and school performance in impoverished communities, adding evidence to bolster these claims.
This Digest reviews recent thinking about small school size, describes the aim of the Matthew
Project studies, and summarizes findings. Discussion concludes with a brief section on
implications. 2p
Where Children Learn: Facilities Conditions and Student Test Performance in Milwaukee Public Schools. IssueTrak: A CEFPI Brief on Educational Issues.
http://web.archive.org/web/20071029102118 Lewis, Morgan (Council of Educational Facility Planners International, Scottsdale, AZ , Dec 2000)
This paper reviews a study on the relationship between the physical condition of 139 Milwaukee public schools and student achievement in those schools as measured by 1996 test scores from fourth, eighth, and tenth grades. Data show a positive relationship between facility condition and student achievement. When differences in the individual ability of students were controlled (by using the reading scores as an independent variable), measures of school facilities explained more of the differences in test performance across schools than indicators of the family backgrounds and attendance/behavior patterns of the students. These findings suggest that facility condition may have a stronger affect on student performance than the combined influences of family background, socio- economic status, and school attendance and behavior. 4p.
Schoolyard Learning: The Impact of School Grounds.
http://web.archive.org/web/20070112130802 (Education Development Center, Global Learning Group, Newton, MA , Nov 2000)
This white paper utilizes a literature review and survey as the basis for comments about the influence of schoolyards on academic learning and child development. The researchers find that school grounds form an important albeit under-utilized part of the built environment. School grounds have a positive impact on social development, academic achievement, and on safety and physical well- being. The study also suggests characteristics that constitute outstanding schoolyards. It assesses the state of research on school grounds and presents a critique of existing knowledge. Appendices contain a partial bibliography, the survey on the impact of schoolyard learning programs, survey data, and a survey research summary table. 38p.
Federal Interagency Committee on Aviation Noise FICAN Position on Research into Effects of Aircraft Noise on Classroom Learning.
http://www.fican.org/pdf/Effects_aircraft.pdf (Federal Interagency Committee on Aviation Noise, San Diego, CA , Sep 2000)
Presents proceedings from a symposium session that examined the effects of external noise from aircraft on the classroom environment. The research focused on the cognitive and mental health effects of noise on children, the acoustical needs of classrooms, and the practical implementation of sound insulation in schools. The report incorporates the full text of the Federal Interagency Committee on Aviation Noise Position on Research into Effects of Aircraft Noise on Classroom Learning. 7p.
Indoor Air Quality and Student Performance.
(U.S. Environmental Protection Agency, Indoor Environments Division, Washington, DC , Aug 2000)
This report examines how indoor air quality (IAQ) affects a child's ability to learn and provides several case studies of schools that have successfully addressed their indoor air problems, the lessons learned from that experience, and what long-term practices and policies emerged from the effort. The report covers the effects from building-related illnesses, from mild symptoms of distress, the estimated loss in performance, measured loss in performance, and the measured effects of temperature and humidity. Final comments provide information on the "IAQ Tools for Schools Kit" that schools can use to improve and maintain good indoor air quality. 4p.
Report NO: EPA-402-F-00-009
The Relationship Between School Size and Academic Achievement in Georgia's
Public High Schools.
Gentry, Kathy Joy (Dissertation, University of Georgia , Aug 2000)
The purpose of this study was to investigate the relationship between school size and academic achievement in Georgia's public
high schools. Since research indicated that many factors influence academic achievement, this study controlled for two possible
influences on academic achievement: ethnicity of students (through sampling), and percentage of students receiving free or
reduced lunch (through analysis of covariance). Based on the test of significant differences among the group classifications it
was not necessary to control for the percentage of teachers with advanced certification in this sample.
This study of Georgia's public high schools found that in the three academic areas analyzed, students in the larger schools
scored higher on achievement measures than students in the smaller schools (less that 850 students). Although the results of this
study were in favor of the larger schools when cognitive learning was analyzed, affective and behavioral dimensions of learning
were not investigated. It is recommended that further investigations consider school size as it relates to the behavioral and
affective dimensions of learning before making the overall declaration that "bigger schools are better."
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University Microfilmshttp://disexpress.umi.com/dxweb
The Impact of School Facilities on Student Achievement, Behavior, Attendance, and Teacher Turnover Rate at Selected Texas Middle Schools in Region XIII ESC.
O'Neill, David John (Doctoral Dissertation, Texas A&M University, College Station , Aug 2000)
Explores whether improving school buildings has a direct and positive affect on student learning, attendance, and teacher turnover rates. The study shows a direct relationship between building quality and student achievement. The author’s recommendations include: 1) designing school buildings and classrooms to accommodate the instructional program, including carpeting, utilizing the latest technology, adequate storage for teachers and student projects, and minimizing disruptive noises; and 2) making items such as daily custodial care, maintenance, and needed renovations a priority when administrators are planning a district budget. 228p.
Report NO: 9980195TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Daylighting in Schools: Improving Student Performance and Health at a Price Schools Can Afford.
http://www.eric.ed.gov/contentdelivery Plympton, Patricia; Conway, Susan; Epstein, Kyra (Presented at the American Solar Energy Society Conference, Madison, Wisconsin , Jun 16, 2000)
Discusses evidence regarding daylighting and student performance and development, and presents four case studies of schools that have implemented daylighting into their buildings in a cost-effective manner. Case studies reveal that design strategies and construction costs associated with designs that provide daylighting do not significantly increase over conventionally designed schools, and that students do benefit in terms of increased performance and better general health when school designs incorporate daylighting techniqes. Includes design tips and provides resources for obtaining further information on daylighting and other renewable energy and energy-efficient technologies for schools. (Contains 25 references). 6p.
Designing Schools Based on Brain Research.[Audiotape]Chermayeff, Peter; Townsend, Ted (Presentation at the Learning and the Brain Conference, Washington, DC , May 03, 2000)
An audiotape explains an Iowa rainforest project that promotes experiential learning for children, and explores the effects of the physical environment on the brain. The project is a one-of-a-kind private/public partnership that has created a fully integrated, seamless educational facility that combines a public school (prekindergarten through fifth grade), teacher development/training center, rain forest (five acres), aquarium and mixed-media, and a large screen theater. It is suggested that the school's great drawing power and the profit it generates will allow the combination rain forest/public school facility to be self-supporting without an ongoing tax subsidy.
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Fleetwood On-Site, 31 Munroe St., Lynn, MA 01901; Tel: 781-599- 2400, Toll Free: 800-353-1830http://www.fltwood.com/onsite/brain
Daylight Makes a Difference: Daylight in the Classroom Can Boost Standardized Test Scores and Learning. [Audiotape].Kosik, Kenneth S.; Heschong, Lisa (Presentation at the Learning and the Brain Conference, Washington, D.C. , May 03, 2000)
An audiotape presents study analysis of the effect of daylighting on student performance. Results from test scores of more than 21,000 student records along with other data sets from three school districts reveal that students with the most daylighting had from 7 percent to 18 percent higher scores than those with the least amount of daylighting. Despite differences in teaching styles, school building design, and very different climates, the three districts show daylighting to have consistently positive and highly significant effects.
TO ORDER:
Fleetwood On-Site, 31 Munroe St., Lynn, MA 01901; Tel: 781-599-2400, Toll Free: 800-353-1830http://www.fltwood.com/onsite/brain
Essential Aspects of Designing a School
http://www.coe.uga.edu/sdpl/research/principlesofdesign.html Tanner, C. Kenneth (University of Georgia, School Design and Planning Laboratory, Athens, GA , Apr 2000)
Research on school design variables that influence student achievement. Samples are in the State of Georgia and may not necessarily
generalize to other areas. 29 design patterns were found that significantly relate to student achievement. In all
cases statistical controls were placed on social and economic variables to eliminate bias. The research represents findings concerning the cognitive aspect of learning.
A Study on the Relationship between Students' Achievement, School Size and Gender.
La Sage, Ed.; Ye, Renmin ( Paper presented at the Annual Meeting of the Southwest Educational Research Association, Dallas, TX , Jan 27, 2000)
The relationship between school size and students' achievement in reading and mathematics by school level and
gender was studied in order to illuminate issues of school size and equity and alternatives such as school-within-a-school plans.
Data on 251,049 students from kindergarten through 12th grade were collected from 291 elementary, middle, and high schools
in an urban Texas district. Correlations between academic achievement and school size were determined. For minority
students, the effects of school size were mixed, with positive correlations for some groups at some levels that were not
sustained at other levels. Findings do show that female students are negatively affected by school size in reading and
mathematics at elementary, middle, and high school levels, while negative impact on males is only seen at the high school level.
Previous research and the findings of this study suggest that smaller school sizes and smaller class sizes help educators
understand and work with their students. 17p.
Heery Millennium School 2000.
(Heery International, Atlanta, GA , 2000)
Presents results from focus groups and telephone surveys concerning the attitudes and opinions of public school educators on the issue of school design and its effect on student performance. Educators from seven different metropolitan areas throughout the United States were surveyed with questions addressing the importance of school design, classroom design, safety, and community involvment. 132p.
TO ORDER:
Heery International, 999 Peachtree St., NE, Atlanta, GA, 30367, Tel: 404-881-9880, Fax: 404-946-2398http://www.heery.com
The Appraisal of Investments in Educational Facilities
http://www.eric.ed.gov/contentdelivery (Organisation for Economic Cooperation and Development, Programme on Educational Building, Paris, France , 2000)
A collection of papers is presented that address, from a European perspective, the basic aspects of investments in physical educational facilities and important issues in the economics of education. Four themes are covered. The first aims at presenting a state of the art of the economic analysis of educational projects. The second focuses on the contribution of performance indicators in the evaluation of education systems. The third concerns the management of physical resources for education, especially the relationship between school environment and student achievement. The last theme addresses the design and equipment of physical facilities for education. It argues for investments in building human capital, and provides the tools for assessing the rates of return on these types of investments. Final comments focus on facility flexibility: what it is and which requirements it is supposed to meet. 234p.
Report NO: OECD-50647-2000
Landscapes of Betrayal, Landscapes of Joy: Curtisville in the Lives of Its Teenagers
Childress, Herb (State University of New York Press; Suny Series in Environmental and Architectural Phenomenology., 2000)
In this ethnography, the author demonstrates how buildings and landscapes (and the institutions that shape them) systematically shortchange kids, eliminating opportunities for challenge and growth, and encouraging their passivity. After examining the places to which the kids were devoted, where they worked hardest, and where they were at their best, including the design of the high school, the author offers ideas for change. 351p.
Architecture of Schools: The New Learning Environments.
Dudek, Mark (Architectural Press, Butterworth-Heinemann, Woburn, Massachusetts , 2000)
This guide focuses on the architecture of primary and pre- school sector in the United Kingdom and broadly considers the subtle spatial and psychological requirements of growing children up to, and beyond, the age of sixteen. Chapter 1 examines the history, origins, and significant historical developments of school architecture along with an overview illustrating the link between progressive educational ideas and experimental architecture. Chapter 2 explores the classroom environment and its importance to child development and learning, including the interweaving of the esoteric factors such as the effects on behavior of color, light, and texture with the practical aspects of designing for comfort, health, and education. Chapter 3 analyzes and discusses the best new examples of school design within the wider architectural and political context. Chapter 4 examines the issues outside the classroom such as environmental factors defining healthy, comfortable buildings for education and the structure of school funding within the United Kingdom. The book also analyzes 20 school or educational buildings in diagrammatic and visual terms revealing how wit and imagination applied in a discerning manner can be as inspiring as cutting-edge technologies adapted in previous eras. 238p.
TO ORDER:
Architectural Press, 225 Wildwood Ave., Woburn, MA 01801
When It Comes to Schooling...Small Works: School Size, Poverty, and Student Achievement.
http://www.eric.ed.gov/contentdelivery Howley, Craig B.; Bickel, Robert (Rural School and Community Trust, Randolph, VT, Jan 2000)
This report summarizes a series of studies on school size, poverty, and student achievement. These studies analyzed 29 sets of test scores from various grades in Georgia, Ohio, Montana, and Texas to examine the relationship between school-level performance on tests, school size, and community poverty level. The studies found that as schools become larger, the negative effects of poverty on student achievement increase. The less affluent the community served, the smaller a school should be to maximize the school's performance. The well-documented correlation between poverty and low achievement is as much as 10 times stronger in larger schools than in smaller ones in all 4 states. These benefits of smaller schools seem to be particularly important at the middle grade level where children are approaching the age when they are most at risk of dropping out of school. While children of all races are as likely to be affected by the relationship between school size, poverty, and achievement, minority children are often enrolled in schools that are too big to achieve top performance given the poverty levels in their communities. Nine tables and graphs present findings from the studies. Three Web sites on small schools are listed. 24p.
The Need for Outdoor Recreational Space in Constructed and Natural Environments to Ensure Cognitive and Physical Well-Being.
http://www.edlawcenter.org/ELCPublic/AbbottSchoolFacilities/ Johnson, Liz; Steinhagen, Renee (Education Law Center, Newark, NJ , 2000)
In response to the ruling by the New Jersey Supreme Court on school buildings in the Abbott District, the Public Interest Law Center of New Jersey and the John S. Watson Institute for Public Policy are
providing urban school superintendents with the social science research and other support
needed to guarantee the inclusion of outdoor educational and recreational space in their 5-year facilities
plans. This is the preliminary research on the importance of outdoor play areas and athletic facilities for the cognitive, academic, social, and physical
development of children. 11p.
Effects of Student Population Density on Academic Achievement in Georgia Elementary Schools.
http://www.eric.ed.gov/contentdelivery Swift, Diane O'Rourke (Dissertation, University of Georgia, Athens , 2000)
The purpose of this study was to determine the relationship between school density and achievement test scores. Based on comparing test scores and student population density, it was concluded that elementary schools having an architectural square footage of less than 100 square feet per student tend to have significantly lower science, social studies, and composite ITBS scores than schools having more than 100 architectural square feet per student. Schools ranging from 100.27 to 134.1 architectural square feet per student had significantly higher ITBS science, social studies, and composite scores at the third-grade level. 71p.
Report NO: UMI AAI9994129
Small Schools: Great Strides; A Study of New Small Schools in Chicago.
http://www.bankstreet.edu/gems/publications/smallschools.pdf Wasley, Partricia et al (Bank Street College of Education, New York, NY, 2000)
According to a new study
released by Bank Street College of Education, reconfiguring large
urban schools into smaller schools is having a positive impact
on student performance, school climate, professional
collegiality, and parent satisfaction. Relying on the largest database
assembled to date on small schools, this suggests that even though
smallness by itself is not the cure to all that ails urban schools,
policymakers can have a significant impact on a variety of
important education issues if they integrate small schools into a
comprehensive reform strategy.
87p.
Why Optimal Learning Environments Matter.
http://www.eric.ed.gov/contentdelivery Lackney, Jeffrey A. (Mississippi State University, Educational Design Institute , Dec 02, 1999)
Keynote Presentation, Annual Meeting of the Alaska Chapter of the Council of Educational Facility Planners, International, Anchorage, Alaska. Describes the attributes of an optimal learning environment as community-based, leadership-dependent, learner-centered, intelligence-embodied, and performance-oriented. 5p.
Energy Smart Schools: Opportunities to Save Money, Save Energy and Improve Student Performance.
http://web.archive.org/web/20061207065803 (Environmental and Energy Study Institute, Washington, DC, Dec 1999)
An expert panel at a Congressional briefing chaired by Rep. Mark Udall discusses the benefits of energy smart schools and prospects for their further development. This describes the "whole building" approach to school construction. 4p.
Exploring the Relationship Between High School Facilities and Achievement of High School Students in Georgia.
Ayers, Patti Deann (Doctoral Dissertation, The University of Georgia, Athens , Dec 1999)
Reports on a study to determine any relationship between selected building design features and results on the Georgia High School Graduation Test. The population of the study included 27 public high schools in two Regional Service Educational Area districts. Variables considered included socio-economic status, educational background of the teachers, average number of years teaching, and the size of the student population in the school. School design variables explained approximately 6% of the variance in English and social studies, 3% in science, and 2% in mathematics and writing.
121p.
Report NO: 9975099TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Social Ecology and Environmental Psychology as Applied to the Design and Renovation of American University Campuses.
http://www.eric.ed.gov/contentdelivery Krumwiede, Robert William (University of Minnesota, Minneapolis MN , Nov 1999)
This paper focuses on making specific connections between basic social and psychological needs of campus residents and the principles of architectural design that can be applied to the design and renovation of educational facilities. Various research was used to select six "principles of social ecology" that were cross-referenced with five design elements from Christopher Alexander's " A Pattern Language." The social ecology principles and the architectural design elements formed two axes of a matrix, and analysis of research data produced design criteria for each cell in this matrix. The matrix defines why some features are important in campus design and how these features can best be applied. (Contains 216 references.) 157p.
Report NO: UMI AAI9950297
The School Design Assessment Scale.
http://www.coe.uga.edu/sdpl/articlesandpapers/cefpi99.html Tanner, C. Kenneth (University of Georgia, Dept. of Educational Leadership, School Design & Planning Laboratory, Athens, GA , Nov 1999)
The Design Assessment Scale for Elementary Schools (DASES) assists educators and architects in the planning and designing of developmentally appropriate learning environments for elementary schools by evaluating existing patterns of schoolhouses and outdoor learning areas. This report describes the development of the DASES and its components; and examines the final step in the instrument’s validation process, the reliability coefficients, and weights assigned by planners and architects. Appendices provide summary data of responses by item. 23p.
TO ORDER:
University of Georgia, Department of Educational Leadership, 310 Rivers Crossing, Athens, GA 30602 http://www.coe.uga.edu/sdpl/sdpl.html
The Relationship Between School Design Variables and Scores on the Iowa Test of Basic Skills.
Andersen, Scott (Doctoral Dissertation, University of Georgia, Athens , Oct 1999)
Explores the relationship of 38 middle school design elements, identified in the literature, to student achievement as measured by the eighth grade Iowa Test of Basic Skills (ITBS). The purpose of the study was to attempt to determine if any of the 38 school design elements positively or negatively related to the ITBS scores. The setting of the study included 14 contiguous counties in central Georgia. Within those counties, 50 middle schools were identified for the population of
the study. Based upon the results of the analysis, recommendations were made. One of the recommendations was that facility planners should give serious consideration to designing learning environments outside of the traditional classroom. Another recommendation was that more attention should be given to the exterior design of school buildings. 76p.
Report NO: 9975098TO ORDER: UMI, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Impact of Education Trends on School Design
http://www.designshare.com/Research/Nair/NairBaltimore/titlepage.htm Nair, Prakash (UEF/PEB/CAE International Symposium and CEFPI International Conference, Baltimore, MD, Oct 1999)
In a powerpoint presentation, the author discusses the impact on facility design of such trends as the constructivist classroom, brain based learning, multiple intelligence theory, class size debate, small schools movement, and the charter schools movement.
The Relationship between Environmental Quality of School Facilities and Student Performance. A Congressional Briefing to the U.S. House of Representatives Committee on Science.
http://schoolstudio.engr.wisc.edu/energysmartschools.html Lackney, Jeffery A. (Sponsored by the Environmental Energy Study Institute , Sep 23, 1999)
Congressional testimony is presented concerning school buildings and their connection to student health, behavior, and learning including a review of selected empirical studies conducted over the past 30 years showing an explicit relationship between physical characteristics of school buildings and educational outcomes. It is argued that the factors responsible for student achievement are ecological in that they act together as a whole in shaping the context within which learning takes place. The testimony includes brief examinations on student behavior, health, and academic achievement as influenced by the use of natural lighting, the reduction of noise through proper location and siting of schools, optimal indoor climate, sick buildings and indoor air quality, school and class size, schools placed close to their neighborhoods, and the overall condition and management of the school building. 6p.
Assessing School Facilities for Learning/Assessing the Impact of the Physical Environment on the Educational Process: Intergrating Theoretical Issues with Practical Concerns.
http://www.eric.ed.gov/contentdelivery Lackney, Jeffery A. (Mississippi State University, Educational Design Institute , Sep 17, 1999)
This presentation explores a theoretical framework and a practical procedure for assessing the physical environment of urban schools to identify its perceived impacts on the educational process. Models identified in the literature for assessing the quality of the physical environment for learning are reviewed and critiqued. The assessment model presented offers a practical procedure based on a comprehensive theoretical perspective. The Baltimore City Public Schools Environmental Quality Assessment Project, which included five post-occupancy evaluations were to be used as a test case to illustrate the potential use of the assessment procedure in practice. The presentation concludes by emphasizing the value of institutionalizing an on-going process of environmental quality assessment that has implications for integrating facilities management and educational decisions for the benefit of the educational process. 35p.
New Designs for Learning: K-12 Schools
http://vocserve.berkeley.edu/CenterPoint/CP6/CP6.html Copa, George, H. (University of California, National Center for Research in Vocational Education, Berkeley, CA , Aug 1999)
Project staff have found that
designing schools for the future is a learning process in which staff, students, community, and
designers work together to discover new ways to design a school's learning experiences and
environment. The project staff had several goals for the characteristics and features of the learning
experience and school design when the project, New Designs for the Comprehensive High School,
was initiated. Goals included: (1) representing the leading edge of a new breed of schools that would
create some new "space" in which to think about the operation of high schools; (2) promising the
idea of a common set of learner outcomes for all graduates; (3) relating learner expectations to the
challenges and opportunities in work, family, community, and personal life; (4) operating the high
school more as a learning community; (5) more closely aligning learner expectations, the learning
process, the learning organization, and the learning environment; (6) drawing more attention to
learning in contrast to teaching; (7) having a positive special character that gives more focus,
coherence, and spirit to learning; and (8) wanting schools that don't cost any more to build or operate
than existing schools. The design-down process has 12 learning elements: context, audience,
signature, expectations, process, organization, partnerships, staff and staff development, environment,
celebration, finance, and accountability. Lessons for gaining agreement on decisions include looking
inside and outside the school for design group members; involving those members from the
beginning; using a clear and powerful process; relying on more than one way; and thinking
comprehensively and long-term. 17p.
Daylighting in Schools. An Investigation into the Relationship between Daylighting and Human Performance.
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/66/41.pdf Heschong, Lisa (Submitted by the Heschong Mahone Group to Pacific Gas and Electric, on behalf of the California Board for Energy Efficiency Third Party Program , 1999)
This study examines the effects of daylighting on human performance, focusing on skylighting as a way to isolate daylight as an illumination source and to separate illumination effects from other qualities associated with daylighting from windows. The study establishes a statistical connection between daylighting and student performance and between skylighting and retail sales. Using multivariate linear regression analysis, the study examined 21,000 school records from three school districts in three states and daylighting conditions in more than 2,000 classrooms. Data indicate students with the most classroom daylighting progressed 20 percent faster on math tests and 26 percent faster on reading tests in one year than those with the least amount of daylight. Similarly, students with the largest windows progressed 15 percent faster in math and 23 percent faster in reading than those with the least largest windows. In classrooms where windows could be opened, there was a 7 to 18 percent faster educational progress than those with fixed windows, regardless of air conditioning. These findings are reported to be consistent regardless of curricula or teaching styles. 140p.
Report NO: HMG-R-9803
Bibliography of Empirical Research Investigating the Relationship between the Physical Environment of Educational Settings and Educational Outcomes.
http://www.eric.ed.gov/contentdelivery Lackney, Jeffery A. (Mississippi State University, Educational Design Institute , Jul 1999)
A bibliography of research reviews and empirical research citations that address the effects of the educational facility's physical environment on educational outcomes. A total of 123 references are listed dating from 1964 through 1998. 8p.
School Architecture, Curriculum, and Pedagogy: Shifts in the Discursive Space of the "School" as Forms of Governmentality.
http://www.eric.ed.gov/contentdelivery Hennon, Lisa (University of Madison-Wisconsin , May 19, 1999)
The historical shifts in United States discourses of school architecture as they relate to reforms and inventions of new pedagogical techniques are examined using Michel Foucault's conceptualization of "governmentality" and related scholarship. It questions assumptions underlying two claims currently being made about school architectural design. The first claim is that the space of the school needs to be more democratic, like a community, and the second is that the space of the school has become more oppressive and controlling. It argues that common school design discourses in the United States incorporated some disciplinary aspects of British monitorial schools. However, in the 1800s, common school discourses governmentalized the "American" school-house with the aim of self- government. Four historical junctures in discourses of school architecture are identified that provide the contingent conditions and reasonings upon which the current debates about reform of school design seem reasonable and make sense. 20p.
Impact of Inadequate School Facilities on Student Learning.
http://www.ed.gov/offices/OESE/archives/inits/ (U.S.Department of Education , 1999)
Studies reveal many school systems that are decaying, particularly in urban and high-poverty areas, endanger student health, safety, and learning opportunities. This report discusses facility decay and overcrowded classrooms and their impact on student achievement and teaching. (Contains 20 references.)
Creating a Learning Environment for Pre-Service Teachers
http://www.eric.ed.gov/contentdelivery Diggs, Laura L. (Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada , Apr 19, 1999)
This paper presents statistics from ongoing research on a unique learning environment developed at the University
of Missouri-Columbia College of Education (MU-CoE). MU-CoE has developed a new approach to space devoted to learning, not
teaching. This new concept of progressive learning and performance support integrates interactive networked technology with
traditional media resources. The learning environment is based on the notion that learning takes place through providing appropriate
facilities, equipment, software/hardware, and support staff. The environment encourages preservice teachers to become
reflective practitioners. Data from surveys with user statistics, feedback from preservice teachers and other customers, and
findings from student evaluation surveys indicate a strong need for a learning environment and human performance support system
within teacher education programs and a strong need for technology in education.
Effects of School Safety and School Characteristics on Grade 8 Achievement: A Multilevel Analysis.
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/17/8f/e3.pdf Gronna, Sara; Chin-Chance, Selvin (U.S. Department of Education, ERIC Database , Apr 1999)
Reports on a statewide study that examined the extent to which a safe school influences individual student achievement. The study used a two-level hierarchical model that included student characteristics and school conditions used in prior research. The statewide analysis was based on 46 of the 50 schools with grade 8 classes in one western state. The study used scores from the Stanford Achievement Test, along with data obtained from state department of education data bases for the school years 1993 through 1996. The findings suggest that school safety has statistically significant effects on students grade 8 reading and mathematics achievement. Controlling for student background characteristics and differences in school conditions, students who are in safer schools have higher grade 8 achievement scores than students who are in less-safe schools. Additionally, there was a statistically significant negative effect on student achievement associated with increased school disciplinary infractions after controlling for student background characteristics and school conditions. Includes 39 references. 20p.
Influence of the School Facility on Student Achievement: Thermal Environment
http://www.coe.uga.edu/sdpl/researchabstracts/thermal.html Jago, Elizabeth and Tanner, Ken (University of Georgia, School Design and Planning Laboratory, Athens, GA , Apr 1999)
This is review of research that examines the hypothesis that the thermal environment affects academic achievement at various grade levels within the school. Some of the research dates back to the 1930's, though most research cited here took place in the 1960's. 3p.
Influence of the School Facility on Student Achievement: Lighting; Color.
http://www.coe.uga.edu/sdpl/researchabstracts/visual.html Jago, Elizabeth, Comp.; Tanner, Ken, Comp. (University of Georgia; Dept. of Educational Leadership, Athens, GA , Apr 1999)
Examines the impact that lighting and color in classrooms have on learning and teaching. Provides excerpts from research on the roles of lighting and color in the educational environment, such as their effect on student concentration, performance, health, behavior, and attitudes. Suggests recommendations for improving lighting and color to enhance student productivity and help reduce absenteeism. 4p.
The Jefferson Center Principles of Good Educational Design.
http://web.archive.org/web/20031204234313/ Duke, Daniel L. (Paper presented at the 1999 Rowlett Lecture Series, sponsored by the CRS Center and the Texas A&M College of Architecture, Feb 12, 1999)
Following each of five principles of good educational design are a checklist of indicators in the form of questions one should ask to determine if good design has been implemented. 5p.
Reading a School Building Like a Book: The Influence of the Physical School Setting on Learning and Literacy
http://schoolstudio.engr.wisc.edu/readingschool.html Lackney, Jeffery A., R.A., Ph.D. (Mississippi State University, Educational Design Institute , Jan 1999)
This speech addresses the impact of schools on teaching and learning and explains the need to evaluate the following three influences of physical school settings: health and safety factors; ambient environmental factors; and curriculum-based environmental factors. Also addressed are the influences of school and classroom size, and the need for the school setting to be appropriate for the types of learning activities taking place. Concluding comments highlight the link between literacy, play, and the physical environment. A user rating scale to evaluate classrooms is included.
School Size and Class Size in Texas Public Schools. Policy Research Report Number 12.
http://www.eric.ed.gov/contentdelivery ( Texas Education Agency,Div. of Policy Planning and Evaluation, Austin , 1999)
In response to an enrollment increase of 666,961 students over the past 10 years, Texas public schools have
increased in both number and size. The number of Texas high schools with over 2,000 students increased by 35 percent from
1987-88 to 1997-98, and these very large schools now make up 14 percent of all regular instructional high schools.
Furthermore, the number of elementary and middle schools with 900 or more students increased by 30 and 53 percent,
respectively, during that period. This report presents an overview of findings from
school size research conducted nationally over the past two decades. Moreover, school size trends in Texas are described,
and the relationship between school size and student academic performance in Texas is analyzed. 33p.
How People Learn: Brain, Mind, Experience, and School
http://www.nap.edu/catalog.php?record_id=6160#toc Bransford, John D., Ed.; Brown, Ann L., Ed.; Cocking, Rodney R., Ed. ( National Academy Press, Washington, DC , 1999)
Science now offers new conceptions of the learning process and the development of competent performance. This book presents a contemporary account of principles of learning, and calls into question concepts and practices commonly used in schools. Topics explored include how learning actually changes the physical structure of the brain, the effect of existing knowledge on learning, and the role of technology in education. Chapter 6 covers "The Design of Learning Environments". 342p.
TO ORDER:
http://www.nap.edu
The Condition of School Facilities as Related to Student Academic Achievement and Behavior.
Cervantes, Rachel P. (Doctoral Disseration, The University of Alabama at Birmingham , 1999)
Examines the relationship between the condition of school buildings and the academic achievement and behavior of students. The school facilities were assessed using Hawkins and Lilley’s Guide for School Facility Appraisal Instrument (1992) in six major areas: 1) school site, structural and mechanical; 2) plant maintainability; 3) school building safety and security; 4) educational adequacy; 5) environment for education; and 6) overall building condition. Study findings indicate a relationship between math and reading achievement and the building category of school site. An inverse relationship existed between the number of suspensions and the building category educational adequacy. The author concluded that providing school facilities that are well maintained and safe and that promote quality learning conditions is an issue that needs to be addressed. 153p.
Report NO: 9956728TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Urban Planning and School Architecture: Homologies in Governing the Civic Body and the School Body.
http://www.eric.ed.gov/contentdelivery Hennon, Lisa (Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada, 1999)
This paper is a preliminary examination of homologous shifts in U.S. discourses on the design and building of schools and
"planning" as they relate to curricular reforms and inventions of new pedagogical techniques. The purpose is to question underlying assumptions about "space" and historical reasonings about a place called
school. Particular historical junctures in discourses of school architecture provide the contingent conditions and reasonings
on which the current debates about reform of school design seem reasonable and make sense. Schematically, they are: (1)
the common school discourses of the "school house" during the 19th century; (2) the emergence of the "school-plant," which
introduced city "planning" discourses into the discourses of school design during the 1920s and 1930s; (3) the "open-plan" in
the 1950s that followed as a critique of the "school-plant"; and (4) the enfolding and redeployment of elements of the
"school-house," "classroom school-plant," and the "open plan" in the "school-as-community." 25p.
Relating Building and Classroom Conditions to Student Achievement in Virginia's Elementary Schools.
http://scholar.lib.vt.edu/theses/ Lanham, James W. (Dissertation, Virginia Polytechnic Institute and State University, Blacksburg, VA, 1999)
The relationship between student achievement and a number of variables relating to building and classroom conditions in Virginia elementary schools were examined. A systematic random sample of 300 schools were selected from all elementary schools in Virginia with grades three and five. Data on building condition, classroom condition, and demographics were collected. Building principals completed the survey. The scaled scores from the Spring 1998 Standard Learning Assessments for third-grade English, fifth-grade English, third-grade mathematics, and fifth-grade mathematics were used as measures of student achievement. Among the findings, a large portion of Virginia elementary schools are more than thirty years old and have a number of structural and classroom defects. While principals gave high composite ratings to their schools, their responses to individual questions indicate problems with roof leaks and climate control. The percentage of students participating in the free and reduced-lunch program accounted for the largest variance in English, math, and technology achievement. Air conditioning was a significant variable in third-grade English, fifth-grade mathematics, and fifth-grade technology achievement. Other variables found significant in one or more of the analyses were ceiling type, frequency of floor sweeping, frequency of floor mopping, connection to wide-area network, room structure, overall building maintenance, and flooring type. [Author's abstract] 148p.
School Building Renovation and Student Performance: One District's Experience.
Maxwell, Lorraine E. (Council of Educational Facility Planners, International, Scottsdale, AZ , 1999)
A case study explores the importance of the educational setting and its affect on student learning, performance, attitude, and behavior. The study focuses on the facilities planner's perspective and raises important questions needing further study. Among the study's findings are the importance of timing in a school district's renovation projects, and a demonstrated positive relationship between upgraded school facilities and math achievement. Thoughts on facility/ student relationship research needs and design conclude the article. (Contains 14 references.) 11p.
TO ORDER:
Council of Educational Facility Planners International (CEFPI), 9180 E. Desert Cove, Suite 104, Scottsdale, AZ 85260; Tel: 480-391-0840http://www.cefpi.com
Educational Landscapes: Developing School Grounds as Learning Places
Takahashi, Nancy (University of Virginia, Thomas Jefferson Center for Educational Design, Charlottesville, VA , 1999)
In response to today's concern for the environment and growing curricular demands to teach about the natural world, educators are discovering the power of a school's surrounding outdoors area as a teaching tool. This book presents an overview of educational landscapes and examines the pervasive attitudes and practices that have led to the undervaluing of the schoolyard environment, identifies specific steps to create successful educational landscapes, provides insights for integrating the schoolyard more fully into the school culture and pedagogy, and discusses how to sustain educational landscape programs over time. Examples of built educational landscapes from the United States and Britain are provided to illustrate the range of possibilities for school grounds. 63p.
TO ORDER:
University of Virginia, Thomas Jefferson Center for Educational Design, Charlottesville, VA 22903
Where Children Learn: The Effect of Facilities on Student Achievement.
http://web.archive.org/web/20080127130027 Moore, Deborah P.; Warner, Elisa (Council of Educational Facilities Planners, International, Scottsdale, AZ, Dec 1998)
CEFPI believes that the facility in which students learn and teachers teach does affect achievement. Where Children Learn investigates the relationship between the condition of school facilities and student achievement and behavior. CEFPI's research committee has undertaken the task of expanding this research to include a larger population of school districts. This IssueTrak includes a brief sampling of facilities research along with the current projects underway
The Impact of School Building Condition and Student Achievement, and Behavior.
http://www.eric.ed.gov/contentdelivery Earthman, Glen I. (Paper presented at the International Conference, The Appraisal of Education Investment, Luxembourg , Nov 16, 1998)
This paper examines study findings on the relationship between the educational facility and the student variables of academic achievement and student behavior, revealing the extent that thermal environment, proper illumination, space, and equipment and furnishings have on students. Additionally discussed is the relationship between parental involvement, school building conditions, and student achievement. In almost all cases, the better the built environment, the more positive the impact on students test scores: test scores between students in substandard buildings compared to students in better school environments differed by 5 to 17 percentile points. Also, in cases where there was greater parental involvement in fund raising for school purposes the school buildings were in better condition. The conclusion is that money spent on school building improvement is money well spent. While it is known that better prepared graduates of the local school system are more productive citizens, the degree of influence the school environment has on later life remains unknown. 25p.
Architecture and Children: Learning Environments and Design Education.
Taylor, Anne, Ed.; Muhlberger, Joe, Ed. (University of New Mexico, School of Architecture and Planning, Albuquerque , Fall 1998)
This issue of MASS Magazine, Journal of the School of Architecture and Planning at the University of New Mexico, addresses growing international interest in learning environments and their effects on behavior, and (2) design education, an integrated model for visual-spatial lifelong learning. It focuses on the new and emerging integrated field which combines elements in education, new learning environment design, and the use of more two- and three-dimensional visual thinking as mainstream educational practices. Following an editorial introduction, the issue's articles are: (1) "Technology and Education" (George Lucas); (2) "Learning Is Being Alive" (Rina Swentzel); (3) "E Pluribus Unum: The New American Community School" (Steven Bingler); (4) "Environments for Children" (Dolf Schnebli); (5) "Beauty, Morality, Sunshine and Freedom" (George Anselevicius); (6) "A Case History of a Community School in Sendai, Japan" (Hiroko Hosoda); (7) "Lessons in High School Planning and Design" (C. William Brubaker); (8) "Ecology and Community" (Fritjof Capra); (9) "The Role of Designers in Design and Education" (Peter Edward Lowe and Phillip I. Nobel); and (10) "Physical Environments Do Affect Learning and Behavior of Students" (Anne Taylor). 56p.
TO ORDER:
MASS, School of Architecture and Planning, University of New Mexico, Albuquerque, NM 87131
Unpacking Educational Environments: Visions from Reggio Emilia, Australia, Sweden, Denmark and the United
States.
http://www.eric.ed.gov/contentdelivery Fleet, Alma, Ed.; Robertson, Janet, Ed. (A Selection of Papers Presented at the Conference, Institute of Early Childhood, Macquarie University, North Ryde, New South Wales, Australia, May 16, 1998)
These four early childhood education conference papers discuss ideas and themes to create healthy
educational environments inspired by preschool sites in Reggio Emilia, Italy. The first paper, "Environmental Visions: Daisies
and the Possible" discusses the influences of Reggio Emilia. The paper notes how the
environment of a center should fit its image of children: as learners and researchers; in constant relationship with their
surroundings; as being capable of long investigation of media; as being able to solve important problems; as social beings; as
entitled to beauty; as welcome; and as engaged in learning. The second paper, "Melbourne via Reggio Emilia" concerns the culture of a private early childhood center in Melbourne, Australia. The paper notes how the
center's culture was presented through its physical environment such as interior and exterior architecture and design, and
suggests that the design of early childhood centers should: create a conducive environment for learning; provide children with a
sense of achievement and ownership in the environment; and allow children a degree of freedom. The third paper, "Packing
the Suitcase: What To Pack?" presents the authors' experiences designing an early child
care center in Geelong, Australia, inspired by their Reggio Emilia experience. The fourth paper, also titled "Melbourne via
Reggio Emilia" concerns refurbishment of the Junior School of Melbourne Girls Grammar in Australia.
Includes a profile of conference speakers.
Meeting Facility Needs in Rural Schools
Phelps, Margaret S.; And Others (Tennessee Technological University , May 02, 1998)
This paper explores the ways in which rural communities can enhance education in their own towns. Further, the paper highlights the conditions necessary for student success, indicating that this is best controlled when schools are the right size, when there is documentation of achievement, and when school buildings are safe and in good condition. It argues that today's increasingly technological sophistication in education requires specialized spaces that match the educational goals of the activities for which these spaces will be used. Such specialized areas, it claims, require enhanced infrastructure if they are to contribute to student learning. Schools in rural communities that are attractive and well-maintained, with quality curricular and extracurricular programming for all ages are investments in the community that do not demand consolidation to meet 21st century needs. 15p.
Environmentally Induced Damage to Children: A Call for Broadening the Critical Agenda
http://www.eric.ed.gov/contentdelivery Books, Sue ( Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA, 1998)
The incidence of environmentally related illnesses, such as tuberculosis, asthma, allergies, respiratory disease,
depression, and violent anger is increasing, particularly in the inner cities. The effects of these illnesses is often overlooked in
discussions of educational and social inequity. This article discusses the significance of this increase in disease with regard to the
welfare of children and the impact on their academic achievement, due to physical and mental impairments. Information is
provided about the causes, consequences, and rates of incidence of tuberculosis, lead poisoning and asthma. The article
comments on the ways in which society and the schools have responded to these illnesses, and then considers the context of
discussion about these illnesses and the social response to them. The article notes that, often, these illnesses are considered an
affliction of the poor. The article issues a challenge for school reform that addresses environmentally induced damage to children
as an educational issue, as well as a social one. Contains 44 references. 21
Money and School Performance: Lessons from the Kansas City Desegregation Experiment
http://www.cato.org/pubs/pas/pa-298es.html Ciotti, Paul (Cato Institute, Cato Policy Analysis No. 298, Washington, DC , Mar 16, 1998)
To improve the education of black students and
encourage desegregation, a federal judge invited the Kansas City, Missouri, School District to
come up with a cost-is-no-object educational plan and ordered local and state taxpayers to find
the money to pay for it. Kansas City spent as much as $11,700 per pupil--more money per pupil, on a cost of living adjusted basis, than any other of the 280 largest districts in the country. The money bought higher teachers' salaries, 15 new schools, and such amenities as an olympic-sized swimming pool with an
underwater viewing room, television and animation studios, a robotics lab, a 25-acre wildlife
sanctuary, a zoo, a model United Nations with simultaneous translation capability, and field trips to
Mexico and Senegal. The student-teacher ratio was 12 or 13 to 1, the lowest of any major school
district in the country. The results were dismal. Test scores did not rise; the black-white gap did not diminish; and there was less, not greater, integration.
School Design Factors for Improving Student Learning.
http://www.coe.uga.edu/sdpl/research.html Tanner, C. Kenneth (School Design and Planning Laboratory, University of Georgia , Mar 1998)
Both built and natural environments embellish student learning, however, it is believed that there are far too many functional and structural design problems in schools. Basic design factors are presented from three perspectives: environmental; educational; and architectural. Selected developmentally appropriate characteristics of students are
reviewed and linked to affective, behavioral, and cognitive learning categories. These characteristics are then matched with learning goals and activities. Appropriate architectural/natural support systems are defined and designs that match the learning goals are recommended. 26p.
Where Children Learn: A Discussion of How a Facility Affects Learning.
http://www.eric.ed.gov/contentdelivery Earthman, Glen I.; Lemasters, Linda (Paper presented at the Virginia Educational Facility Planners Annual Meeting, Blacksburg, VA , Feb 23, 1998)
Often school boards face the dilemma of whether to designate funds for teachers and
teaching materials or for buses and buildings. Frequently, this leads to the impression
that buses and buildings consume too much of the budget and have no direct
relationship to the student. This report examines the validity of this impression. It
provides a definition of what constitutes part of a facility and includes features such as
color, maintenance, age, classroom structure, climate conditions, student density,
noise, and lighting. Research on the relationships between facilities and student
achievement, as well as performance and attitudes is reviewed. The report describes
the difficulties inherent in this kind of research, and examines some of the research
syntheses that have focused on the correlation between student learning and the
condition of facilities. Studies of facilities' variables reported that student achievement
scores were higher when windows, floors, heat, roofs, etc., were rated above standard
by school staff. It is also suggested that the place where students learn can
encourage good student behaviors. 27p.
Does it Matter Where Our Children Learn?
http://www.eric.ed.gov/ERICWebPortal/ Duke, Daniel L. (National Academy of Science, National Research Council, Washington, DC , Feb 18, 1998)
Modern demands in education include student safety, the integration of technology, and rising expectations for performance. The quality of learning facilities is one of several complex components that affect these issues, but more quantitative analysis is needed. School condition has some effect on test scores but also entails a moral obligation for students' safety; more research is needed to compare building conditions with achievement. The size of schools is a complex variable, and although some studies have offered ideal school populations, others have shown that both small and large schools have distinct benefits. Contemporary attitudes toward functional adequacy encompass school design, classroom design, and nonclassroom space (such as auditoriums), but these new trends are largely unsubstantiated with studies. Recent examination of air quality, temperature, lighting, and noise has shown that all affect achievement, but combined studies in these areas are lacking. Organization, architecture, and "pride of place" can prevent negative social interactions, but no studies seem to address the question of being "too secure." Modern literature proposes several benefits of school location, but fails to compare these benefits against one another. The effect of an environment's aesthetics is difficult to research because it affects each student differently; however, that often seems to be the most "real" variable. This white paper discusses such issues, examines the research and information available, and proposes a "systematic inquiry" across several fields in order to further substantiate proposed solutions to current educational demands. 36p.
Perceptions of Educators about School Design Issues.
http://www.eric.ed.gov/contentdelivery Beth Schapiro and Associates (Beth Schapiro & Associates, Atlanta, GA , Feb 1998)
Research results are presented from focus groups and telephone surveys concerning the attitudes and opinions of public school educators on the issue of school design, including an additional report summarizing what educators would want to see in a millennial school design. The first section presents the findings from two focus groups conducted among metropolitan Atlanta educators concerning general school design, schools and their communities, classroom design, common areas, and other design issues. The second section analyzes the results from a telephone survey of educators from seven different metropolitan areas throughout the United States. Survey questions addressed the importance of school design, the teacher's role, rating design elements, time management, and collaboration. Brief summaries of the findings from both study approaches are provided. 43p.
What Difference Do Improved Facilities Make?
http://www.pkal.org/documents/committee-of-visitors-report-facilities.pdf (Project Kaleidoscope, Washington, DC , 1998)
Reports on the Committee of Visitors 1997 visits to eight colleges and universities. Through meetings with faculty, administrators, and students, tours of new spaces, and review of institutional materials, the COV sought to determine if and how investment in the learning environment paid dividends in respect to student learning, as well as the extent of institutional transformation occasioned by the new and renovated spaces. The COV found that improved spaces make a difference for a variety of reasons, including creating the opportunity for more students to participate, enabling flexible use and scheduling, attracting and retaining strong faculty, accommodating emerging interdisciplinary endeavors, and leveraging external support though grants and alumni interest. Recommendations to faculty and administrators are included. 44p.
The Log School: A Case for Appropriate Design
http://web.archive.org/web/20060105082411 Barnhardt, Ray; Dubbs, Patrick J. (University of Alaska, Center for Cross-Cultural Studies, Fairbanks , 1998)
For many remote northern communities, especially Native American communities, the renovation or design construction and heating of the
school would be more culturally and technologically appropriate if local materials and expertise were utilized. In addition there would be widespread beneficial outcomes for the quality of life in the local community.
This paper focuses on the de-localization of northern rural communities. The second part of the paper explores how the design, construction and maintenance of the log school could reduce de-localization and contribute significantly to the cultural, economic and technical well-being of the community particularly its educational system. 22p.
Children, Spaces, Relations: Metaproject for an Environment for Young Children.
Ceppi, Giulio, Ed.; Zini, Michele, Ed. (Reggio Children, Reggio Emilia, Italy. , 1998)
This book describes a project on designing spaces for young children; the aim of the project is to enable a "meeting of minds" between the pedagogical philosophy of Reggio Emilia preschools and the innovative experiences within the culture of design and architecture. The book presents the project in three main sections: (1) a critical analysis of the cumulative experience of the municipal early childhood system of Reggio Emilia in an attempt to identify the desirable characteristics of a space for young children; (2) reflections on the tools of design, with indications regarding both the distribution of space and the "soft qualities" (light, color, materials, smell, sound, microclimate), to provide tools for both the interior and exterior design of infant-toddler centers and schools for young children; and (3) essays discussing the pedagogical and architecture/design issues that form the theoretical basis studies carried out in the municipal preschools of Reggio Emilia and at Domus Academy as part of the joint research project. 159p.
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Where Our Children Learn Matters: A Report on the Virginia School Facilities Impact Study.
http://web.archive.org/web/20040213073706/ Duke, Daniel L.; And Others (Thomas Jefferson Center for Educational Design, University of Virginia, Charlottesville, VA , 1998)
This report presents results from a survey designed to better understand the connection between facilities, learning, and teaching in Virginia. The survey questions
reflect the following five areas of concern attributable to facility inadequacies: lost instructional time; reduced effectiveness in learning and teaching; diminished curricular options; school facilities and students with special needs; and student health and safety. Findings reveal that facility inadequacies, either through deterioration, obsolescence, or out-of-date mandates, exacerbated each area of concern. Recommendations are provided pointing to the need for greater state supports. 11p.
Shaping the Future: Middle Schools.
http://www.eric.ed.gov/contentdelivery Fanning/Howey Associates, Inc. (Fanning/Howey Associates, Inc. Celina, OH , 1998)
Facility design is critical to the success of the educational program at the middle
school level. This book presents those facilities that best meet the needs of
contemporary middle school programs by allowing teaming; an integration of
curriculum initiatives; block scheduling; and an increased focus on such areas as
advanced technology, physical fitness and wellness, and consumer science. This
architectural firm documents how the buildings can contribute to the learning process,
based on the experiences of nearly 200 middle school administrators, teachers,
students, and community members, by providing their insights, ideas, and concerns
regarding the role of the school building in successfully reaching students. 128p.
Shared Visions? Architects and Teachers Perceptions on the Design of Classroom Environments.
http://www.lboro.ac.uk/departments/cd/docs_dandt/idater/downloads98/horne98.pdf Horne, Sandra (Loughborough University, Design Education Research Group, Leicestershire, United Kingdom , 1998)
Discusses the classroom environment and its effects on the practice of teachers, examining through interviews the relationships between the designed classroom and how teachers use it. The ways in which architects understand and influence the learning environment are also explored. The interviews were cross-referenced to identify how the two groups perceive the classroom environment and how much interaction teachers and designers have. There are similarities in these perceptions but also conflicting views of how the interactions do happen and what they contribute to the process. 6p.
12 Design Principles Based on Brain-Based Learning Research.
http://www.designshare.com/index.php/articles Lackney, Jeffrey (Design Share, 1998)
Designing successful brain-compatible learning environments requires educators and design professionals to transform traditional thinking. Design must be approached in a holistic, systemic way, comprising not only the physical setting, but also the social, organizational, pedagogical, and emotional environments that are integral to the experience of place. Summary of a workshop conducted by the Council of Educational Facilities Planners International, Minneapolis, MN, May 6, 1998.
School Building Design: Its Relationship to Professional Community, Quality Teaching Practice, and the Pursuit of Higher Standards.
Lorthridge, Connie C. (Doctoral Dissertation, Columbia University Teachers College, NYC , 1998)
Tests the hypothesis that an open-space school building design is positively related to professional community, quality teaching practice, and pursuit of higher standards. A comparative study of two open-space and two-closed space schools in one school district relied on data from a teacher-reported survey and interview results, classroom observation, and building floor plans. Survey results were more similar than different across the four schools on all items because of the use of partitions to divide open-space clusters into individual classrooms, causing these classrooms to resemble closed-space classrooms in appearance and functionality. One remnant benefit of the open-space design was "professional growth" through "seeing and hearing" others, and spontaneously sharing materials and ideas. Another benefit of proximity was "developing a bond." 220p.
Report NO: 9909424TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Light, Mood and Performance at School: Final Report.
http://urbanclimateresearch.org/pdfDocuments/light/ Samuels, R. (Dept. of Education and Training and Dept. of Public Works and Services, Sidney, New South Wales, Australia , 1998)
Reports on how the use of full-spectrum lamps installed in eight experimental classrooms decreased anxiety, depression, and inattention due to Seasonal Affective Disorder (S.A.D.). Biological responses to light and its spectra are detailed, and earlier studies of lighting in schools are reviewed. 63p.
Does Design Make a Difference?
Morris, Audrey Bruchetto (Committee on Architecture for Education, American Inst. of Architects, Washington, DC. , Sep 28, 1997)
The failure of the open classroom concept of the 1960's has not diminished the need for researchers to continue to look at learning and teaching to better understand how educational spaces can be improved for everyone that uses them. This document summarizes presentations made at the 1997 American Institute of Architects (AIA) conference on the importance of school design to those who work and learn within them. The following topics are covered: the learning process; educational technology; storage space; space allocated to other professionals visiting schools and the general community; changes in school design brought on by educational change and facility uses; and use of natural lighting. An additional presentation examines one schools efforts in meeting the diverse needs now demanded of it. A concluding section provides a list of resources resulting from a search of the AIA library and archives addressing the subject of K-12 schools and architecture 24p.
Can Research Findings Help School Systems Obtain the Most Bang from the Construction Bucks?
http://www.eric.ed.gov/contentdelivery Earthman, Glen I.; Lemasters, Linda K. (Council of Educational Facility Planners, International; Scottsdale, AZ , Sep 26, 1997)
Research on educational facilities is important to help industry and school districts make decisions on funding and maintaining good educational environments for their students. This paper presents findings from three syntheses of 232 studies on educational facilities and funding decisions, followed by discussions of practical solutions designed to help decision makers improve educational facilities. The research reveals that student achievement scores were higher when windows, floors, heat, roofs, locker conditions, ceilings, laboratory conditions, age of the facility, lighting, interior paint, and cosmetic conditions of the school were generally rated above standard by school staffs. Also examined are research findings on how facility conditions affected student attitudes, behaviors, and achievement. A list of measurements of dependent variables and research summary notations for educators and architects concerning facility/student interaction conclude the paper. (Contains 79 references.) 40p.
Educational Facility Age and the Academic Achievement and Attendance of Upper Elementary School Students.
Phillips, Ransel Warren (Doctoral Dissertation, University of Georgia, Athens , Jul 1997)
Reports on a study to determine the relationship of the age of the learning facility to the academic achievement of upper elementary school students taught within those facilities. A significant relationship was found between the age of the facility and the academic achievement and attendance of the third, fourth, and fifth grade pupils in three rural Georgia schools. Absenteeism decreased overall by 1% while achievement scores in reading increased an average of 2% and math scores increased an average of 6% after the students moved into brand new replacement facilities in the Fall of 1995 from facilities built in 1929, 1936, and 1945 respectively. 89p.
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Specialties in Educational Facilities.
Rossi, John (American Institute of Architects, Washington, DC , Jun 21, 1997)
Report from an AIA conference that explored the issues specific to designing specialties in educational facilities caused by educational reforms, emerging methodologies, and teaching philosophies. Discusses creating engaging learning environments for a technology savvy student body; reforming educational curricula to meet 21st century job demands; planning educational facilities, performance spaces, libraries, and media learning centers that includes participation from and consideration of its users; and new media technology in the learning environment. Final comments address how specialties in educational facilities are changing the architectural profession. 11p.
A Synthesis of Studies Pertaining to Facilities, Student Achievement, and Student Behavior.
Lemasters, Linda Kay (Ph.D. Dissertation, Virginia Polytechnic Institute and State University, Blacksburg , 1997)
This study examines the research on the extent school facilities influence student achievement and behavior. Fifty-three studies conducted since 1980 were synthesized that included the independent variables of noise, facility age, color, lighting, maintenance, density, climate conditions, and classroom structure. Data suggest that all the independent variables have an affect on student achievement and behavior. Additionally, the literature indicates that student attitudes and behaviors improved when the facility improves or is congruous with the facility needs for the instructional program. The study also discusses the theoretical model developed by Cash (1993) that explains the relationship between the condition of the school and student achievement and behavior. 205p.
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Early Implementation of the Class Size Reduction Initiative. [California]
http://www.library.ca.gov/html/statseg2a.cfm Illig, David C. (California Research Bureau, Sacramento , Apr 1997)
A survey of school districts was conducted to determine the initial progress and problems associated with the 1997 Class Size Reduction (CSR) Initiative. Data reveal that most school districts had enough space for smaller classes for at least two grade levels; and small school districts were much less likely to report space constraints. Several policy issues are examined that could impede CSR's future progress, including the ability of smaller classes to actually improve student performance, fading interest from parents and teachers, CSR funding eroding available funding for other programs, space constraints preventing equal implementation within school districts, and teacher supply increasing rapidly enough to prevent bottlenecks. 25p.
Report NO: CRB-97-008
The Organization of Space and Activities among Latinos: A Strategy for Making School
More Culturally Familiar.
http://www.eric.ed.gov/contentdelivery Wortham, Stanton; And Others ( Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL , Mar 21, 1997)
In an ethnographic study, teachers investigated a cultural difference between
Anglos and Hispanics involving organization of space and activities at home, and applied the
findings to high school classroom organization. The research was undertaken in a small community
where a significant proportion of Hispanic students have English-as-a-Second-Language (ESL)
instruction at school. Visits to Hispanic homes and interviews with their inhabitants found that
household life often allows more fluid boundaries between spaces and activities than is found in
mainstream Anglo homes. Schools in the United States generally favor the Anglo style over the
Hispanic, ignoring or even inhibiting Hispanic communication conventions. One high school ESL
teacher designed her classroom using Hispanic stylistic parameters, with no clock, an open door,
and less rigid use of time, and encouraged students to speak Spanish and help each other. The
teacher took a role closer to that of a mother than a supervisor. Observation of interactions within
the room found the atmosphere to approximate more closely the fluid Hispanic home environment,
with students feeling positively about it, and ultimately treating it as a haven. Attendance and effort
of lower-achieving Hispanic students improved. Implications are discussed. Contains 15
references. 13p.
Designing School Facilities for Learning. Probe: Developing Education Policy Issues.
(National Education Knowledge Association, Washington, DC , 1997)
Researchers have discovered that the physical condition of a school can make a
difference in student achievement. To further this knowledge, seven articles on school
environments, ranging from school repair to strategies for infrastructure funding, are presented. The
first article, "The Cruel Conditions of Our Nation's Schools," (Michael R. Williams) describes how
deferred maintenance in school buildings has raised school repair costs to $112 billion over the
next 3 years. Some of the questions raised are addressed in the second article, "Probe
Roundtable", which reports on a discussion of experts on learning and school facilities and focuses
on questions that must be answered so as to help policymakers and community leaders manage
their schools' facility needs. School design and consensus is covered in the third article, "Design
and Consensus," (Julie Miller) and features an example of an innovative planning process. Ways in
which architects and educators have translated research on school reform into workable plans for
school facilities are discussed in "School Facilities Fit for Reform" (Anne C. Lewis), followed by
details on how color, lighting, and other elements can be combined to aid student achievement in
"School Sense" (Ullik Rouk). Many communities need infrastructure funding and ways in which to
raise funds, without seeking voter-approved bond issues; these strategies are detailed in "The
Question That Won't Go Away" (Lynn W. Zempel). The next article, "Managing in the States"
(Brian Curry), describes how school are being forced to find creative solutions to the increasing
demands being placed on aging schools. The publication concludes with "A Role for the Federal
Government in School Infrastructure?" (Neil Strawser) 64p.
Making a World of Difference: Elementary Schools. Impact on Education Series.
http://www.eric.ed.gov/contentdelivery (Fanning/Howey Associates, Inc., Celina, OH , 1997)
To demonstrate the impact facilities can have on learning, some exemplary
elementary schools that made the decision to provide a good educational environment are
presented. To assess the impact of these facilities, students, teachers, parents, superintendents, and
other administrators were interviewed. The book opens with a discussion of whether the building
does make a difference in education and concludes that the physical surroundings wield a profound
effect on children and personnel. Discussed next are various philosophies that influence structural
design and how classrooms should be constructed to help children learn. The school environment
should stimulate and motivate children, and it should support educational initiatives, not hinder
them. Some of the specific areas that are discussed at length include communications and
technology, enrichment and support space, and outdoor learning and play. The theme of the text,
"a place where people want to be", is the focus of the last chapter. Each section features numerous
interior and exterior photographs of school buildings. 135p.
The Form of Reform: School Facility Design Implications for California Educational Reform.
http://www.eric.ed.gov/contentdelivery Ong, Faye, Ed. (California Dept. of Education, School Facilities Planning Division, Sacramento, CA , 1997)
The California Department of Education convened a task force to determine how the learning environment can be shaped to support statewide educational reforms designed to make California schools places of community pride that also help students excel. This two-part report outlines design implications common to all grade levels, as well as those specific to certain grade levels, and identifies design implication concepts derived from each of the task force's reform reports. Also included are descriptions of several award-winning schools whose master planning has embraced educational reform in their design. 130p.
The State of Municipal Services in the 1990s: Crowding, Building Conditions and Staffing in New York City Public Schools.
http://web.archive.org/web/20060101131852 Rein, Andrew S. (Citizens Budget Commission, New York, NY , 1997)
This report assesses how the NY city public schools performed under
the combined pressure of scarce fiscal resources and increased
enrollment. Performance is evaluated on three vital measures of
education quality--facility crowding, building conditions and class sizes. The results indicate that performance in each of these categories was disappointing. Findings show that crowding increased in school buildings, with almost half of the city's 1,006 public school buildings being utilized at or above 100 percent of capacity. Class sizes also increased. The average class sizes in 1990 were 30 for high school, 28 for grades four through nine, and 25 for kindergarten through grade three. By 1996 the size for these classes grew to 32, 26, and 29, respectively. Furthermore, buildings that were already in poor shape deteriorated. Unfortunately, the School Board was only able to allocate 20 percent of the necessary investment to bring the school buildings up to date. Finally, academic achievement among public school students remained poor -- 66 percent of third graders and 71 percent of sixth graders were reading at one full grade level below their expected level. 31p.
School Design.
Sanoff, Henry (Van Nostrand Reinhold , 1997)
The positive impact from changing the environment of a school as a way of improving the quality of education is often overlooked by educators. This book shows how to create more effective schools through a design process that involves teachers, students, parents, administrators, and architects. The design process creates school environments that develop the whole child, instills enthusiasm for learning, and encourages positive social relationships. The practical methods detailed show how to link behavioral objectives to spatial needs; achieve spatial efficacy without compromising education; match children's developmental needs to facility requirements; promote greater variety in physical facilities to accommodate various teaching and learning styles; and gain more valuable feedback from teachers, parents, students, and local citizens on building performance. Additionally discussed are how relatively minor design modifications can significantly improve school performance; and the cost-effective ways a design can change students' spatial behavior, increase interaction with materials, decrease interruptions, promote more substantive questioning, and improve academic achievement. (Contains 158 references). 215p.
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When Money Matters: How Educational Expenditures Improve Student Performance and How They Don't. A Policy Information Perspective.
http://www.eric.ed.gov/contentdelivery Wenglinsky, Harold (Educational Testing Service, Princeton, NJ , 1997)
Compiles a national database of school finance information and analyzes the data to address the importance of school expenditures. Expenditures related to capital outlays, school level administration, and teacher education levels were not found to increase achievement. 53p.
Affective and Social Benefits of Small-Scale Schooling. ERIC Digest.
http://www.eric.ed.gov/contentdelivery Cotton, Kathleen (ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV , Dec 1996)
This digest summarizes research in the affective and social realms that overwhelmingly affirms the superiority of
small schools. Findings on the affective and social effects of school size are extensive and highly consistent, while the research
base on outcomes of schools-within-a-school arrangements is smaller and less conclusive. While many small schools are also
rural, it is the smallness of schools, regardless of setting, that is beneficial to students. Research on feelings and attitudes
indicates the superiority of small schools in the following areas: student attitudes toward school in general and particular
subjects, personal and academic self-concepts of students, student sense of belonging, social bonding between teachers and
students, teacher and administrator attitudes toward work and each other, and cooperation among colleagues. Research on
social behavior shows that compared to large schools, small schools have higher student rates of extracurricular participation,
higher attendance rates, lower dropout rates, and fewer behavior and discipline problems. Small schools' superior performance
may be related to the need for everyone's involvement, better interpersonal relationships, and easier management of
individualized and cooperative practices. Economically disadvantaged and minority students benefit most from small schools,
but are frequently concentrated in large schools in large districts. Schools-within-a-school plans have potential for producing
results like those of small schools provided they are distinct administrative entities within the buildings that house them. 4p.
Quality In School Environments: A Multiple Case Study of the Diagnosis, Design and Management of Environment Quality in Five Elementary Schools in the Baltimore City Public Schools from an Action Research Perspective.
http://www.eric.ed.gov/contentdelivery Lackney, Jeffery A. (Dissertation, University of Wisconsin-Milwaukee , 1996)
Environmental factors are being increasingly recognized as playing a role in school effectiveness and educational
outcomes. Volume 1 examines what is known concerning the diagnosis, design, and management of environmental quality in
schools, and the perceived relationship between environmental quality and educational outcomes, as revealed in an investigation
of five elementary schools in the Baltimore City Public School System. The following issues are addressed: (1) the perception
of the nature of environmental quality within the context of schools; (2) the attributes of environmental quality perceived to have
an impact on educational outcomes; (3) the impact of facility management, if any, on the perception of environmental quality in
schools; (4) whether environmental quality can be assessed in local school contexts; (5) whether environmental-behavior
research contributes to the improvement of environmental quality in schools; and (6) the effectiveness of action research in
defining problems, providing solutions, and increasing knowledge and awareness of environmental quality in schools. Volume 2
provides a summary of the project objectives, problem and approach, and process and procedures of the Baltimore
Environmental Quality Assessment Project. It provides the case reports of each school in the study, documenting specific
aspects of environmental quality of concern. Each case study provides a brief analysis of the relationship between the attributes
of environmental quality concerns and their potential educational impact. Areas addressed include the school's physical comfort
and health; classroom adaptability; safety and security; building functionality; aesthetics and appearance; privacy; places for
social interaction; and overcrowding. 521p.
Review of Research on the Relationship Between School Buildings, Student Achievement, and Student Behavior.
http://www.eric.ed.gov/contentdelivery Earthman, Glen, I.; Lemasters, Linda ( Paper presented at the Annual Meeting of the Council of Educational Facilities Planners, International, Tarpon Springs, FL , Oct 08, 1996)
The most persistent question in the field of school facility planning relates to that of
the relationship between the built environment and the performance and behavior of users,
particularly students. Ways in which the built environment affects two student variables--student
achievement and student behavior--are explored. The first variable is student achievement as
measured by some form of standardized or normed test, or examination administered to all
students in the schools under study. The other variable is student behavior that can include specific
level of student activity or school climate. A survey of research summarizes open-education
programs and open-space schools, school building age, thermal factors, visual factors, color and
interior painting, hearing factors, open space, windowless facilities, underground facilities, site size,
building maintenance, and numerous other factors. All of the studies demonstrated a relationship
between student performance--both achievement and behavior--and the condition of the built
environment. The relationship varied from very weak in some early studies to a considerable
degree of relationship in recent studies. Some of the more important factors that were found to
influence learning are those relating to control of the thermal environment, proper illumination,
adequate space, and availability of equipment and furnishings, particularly in science education.
Some areas of needed research are discussed. 18p.
Turn On the Lights! Using What We Know about the Brain and Learning To Design Learning Environments.
http://web.archive.org/web/20080201212348 Valiant, Bob (Council of Educational Facility Planners, International, Scottsdale, AZ , Aug 1996)
Developments in the field of brain research that focus on how we learn is beginning to influence the way schools are being built and renovated. This report discusses how the brain learns, explores how this knowledge can be used to inform learning theory, and describes what instruction would be like in a brain- based learning environment as well as the implications on facility design. School designs incorporating house concepts, technology networks, and flexible spaces are examples of designs that are compatible with brain-based learning. Concluding comments provide the questions facility planners should ask their clients who wish to implement some of these design approaches to create brain-based learning environments. 4p.
Building Condition and Student Achievement and Behavior.
http://www.eric.ed.gov/contentdelivery Hines, Eric Wayne (Virginia Polytechnic Institute and State University, Blacksburg, VA , 1996)
This study examines the relationship between the condition of school facilities, and
student achievement and student behavior, using selected high schools in urban areas
of Virginia. The study found that student achievement scores were higher in schools
with better building conditions. Student discipline incidents were also higher in schools
with better building conditions. Science achievement scores were better in buildings
with better science laboratory conditions. Lastly, varying climate control, locker, and
graffiti conditions were factors which were positively related to student achievement
scale scores. 141p.
Report NO: UMI AAG9712733
Facility Impact on Learning.
Swartzendruber, Arlis (Waterloo Community School District; Council of Educational Facilities Planners International , 1996)
A student/teacher survey form is provided that addresses the question of what students' and staff's opinions are on the importance of school learning areas at the elementary school level. Samples of comments from students and teachers are listed as is a copy of the study questionnaire from which teachers expressed their ratings of an educational facility's importance in enhancing artistic expression; interpersonal relations; self-directedness, responsibility, and self-assessment; communication; analysis and problem solving; and questioning, inquiry, and research. Also provided is a list of sources that frequently address the subject of long range site and facility planning. (Contains 21 references.) 42p.
The Design of Learning Experiences: A Connection to Physical Environments.
http://www.eric.ed.gov/contentdelivery/ Stueck, Lawrence E.; Tanner, C. Kenneth (School Design and Planning Laboratory, University of Georgia , Apr 1996)
The school environment must create a rich, beautiful, dynamic, meaningful experience for students to learn; however, architects, school boards, and the state focus almost exclusively on the building when making design decisions. This lists specific aspects to developing a visionary campus, including smaller size campuses, multi-age groupings, decentralized buildings, information access that goes beyond written or digital form, and sustainable architecture that is ecologically sound. This was presented at the GASCD Conference, Athens, GA
5p.
Perceptions About the Role of Architecture in Education.
Bradley, William Scott (Dissertation, University of Virginia, Charlottesville , 1996)
This dissertation was conducted to examine perceptions held by those who influence schoolhouse design about the role of architecture in education. Eleven informants--regionally and/or nationally respected educators, architects, and educational consultants--were interviewed and asked what they perceive to be the role of architecture in education. Very generally, the informants agreed that architecture should "enhance" education; however, they varied greatly on what they meant by "enhance." Five metaphors were developed to describe the role of architecture in education: (1) as a facility: the architecture should provide the school's basic operational necessities; (2) as a place: the architecture should provide a meaningful context for the learning experience; (3) as a signpost: the architecture should communicate implicitly that which may otherwise be communicated explicitly; (4) as a textbook: the architecture should reinforce the curriculum at primary, secondary, and tertiary levels; and (5) as an agent: the architecture should be a medium that affects change. Those informants closest to the field of education were more concerned with providing basic operational necessities than other considerations. In contrast, those informants closest to the field of architecture were more concerned with applying architecture in creative ways to address issues in education. The dissertation concludes that these goals need not be in opposition to one another and that the metaphors are not mutually exclusive; the more of the metaphors that can be incorporated into the designs of schools, the richer the educational experience could potentially be. 155p.
Report NO: UMI AAG9701330TO ORDER: UMI Dissertation Express http://disexpress.umi.com/dxweb
School Size, School Climate, and Student Performance
http://www.nwrel.org/scpd/sirs/10/c020.html Cotton, Kathleen (Northwest Regional Educational Laboratory, Portland, OR, 1996)
The author reviewed the research evidence on school size, and repeatedly found small schools to be superior to large schools on most measures and equal to them on the rest. She claims that this holds true for both elementary and secondary students of all ability levels and in all kinds of settings.
TO ORDER:
Northwest Regional Educational Laboratory, 101 SW Main, Suite 500, Portland, OR 97204,Telephone (503) 275-9500
Student Performance in Daylit Schools.
http://www.innovativedesign.net/paper.htm Nicklas, Michael H.; Bailey, Gary B. (Innovative Design, Raleigh, North Carolina , 1996)
This study investigates the relationships between elementary and middle school student performance and natural daylighting. The performance of students attending three daylit schools designed by Innovative Design for Johnston County Schools in North Carolina was analyzed and compared to the County school system as a whole and other new schools within Johnston County. The daylit schools in the study indicated energy cost reductions of between 22 percent to 64 percent over typical schools.
5p.
Weaving a Tapestry of Resistance: The Places, Power, and Poetry of a Sustainable Society.
Sutton, Sharon E.; Giroux, Henry A., Ed.; Freire, Paulo, Ed. (Bergin and Garvey; 88 Post Road West; Westport, CT 06881 , 1996)
This book examines the educational, social, and physical environment of two elementary schools that are located in contrasting socioeconomic settings, revealing the importance of "place" in human lives and learning. It draws from systematic observations conducted over a three-year period, presenting the schools and their inhabitants through a fictionalized narrative intended to help readers better understand how the material conditions of poverty and wealth impact children's world view without compromising the identity of the participants. The book concludes with the author's vision of education in a sustainable society, which is presented through three case studies of innovations in New York City. 236p.
TO ORDER:
Greenwood Publishing Group, Inc., 88 Post Road West, Westport CT 06881; Tel: 203-226-3571http://www.greenwood.com
A Statewide Study of Student Achievement and Behavior and School Building Condition.
http://www.eric.ed.gov/contentdelivery Earthman, Glen I. (Paper presented at the Annual Meeting of the Council of Educational Facility Planners, International, Dallas, TX , Sep 1995)
This paper presents findings of a study that examined the relationship
between student achievement/behavior and school-building condition. A
survey sent to all high schools in North Dakota elicited a 60 percent
response rate. The Comprehensive Test of Basic Skills was used as a
measure of student achievement and the numbers of disciplinary
incidents as an indicator of student behavior. Findings indicate that a
positive relationship existed between student achievement and building
condition and between student behavior and school condition. Study
results were compared with other studies that used similar
methodologies with different populations. 21p.
An Investigative Study of the Relationship of the Physical Environment to Teacher Professionalism in the State of Mississippi Public Schools.
Williams, Cardell (Doctoral Dissertation, Jackson State University, Mississippi , May 1995)
Investigates 1994 State Teacher of the Year Nominees’ perceptions of how school facilities enhance their ability to function as professionals. The study revealed that of the 21 identified environmental aspects, the respondents were well satisfied with: location; space utilization; ambient features (heating, ventilation, lighting, acoustics, colors); windows; floor coverings; classroom furnishings; classroom equipment; teacher storage; in-building communication; conference area; teacher restroom; teacher parking; teacher planning area; teacher lounge area; and teacher dining area. The respondents ranked classroom equipment, classroom furnishings, ambient features, space utilization, and location of instruction as the most important environmental aspects. 156p.
Report NO: 9615254TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com
Color and Light Effects on Learning.
http://www.eric.ed.gov/contentdelivery Grangaard, Ellen Mannel (Paper presented at the Association for Childhood Education International Study Conference and Exhibition, Washington, DC , Apr 12, 1995)
This study examined the effects of color and light on the learning of eleven six-year-old elementary school students. The students were videotaped to identify off-task behaviors and had their blood pressure measured while in a standard classroom with white walls and cool-white fluorescent lights, as well as in a classroom with light blue walls and full-spectrum lights. The study found that the students accumulated a total of 390 off-task behaviors in the standard classroom compared to 310 in the modified classroom, a decrease of 22 percent. It also found that students' mean blood pressure readings were nine percent lower in the modified classroom when compared to their readings in the standard classroom. 10p.
A Study of the Architecture and Curriculum of Virginia High Schools.
Worner, Scott Charles (Doctoral Dissertation, Virginia Polytechnic Institute and State University, Blacksburg , Apr 1995)
Provides a written and pictorial history of the architectural and curricular features of Virginia high schools. 284 high school buildings which best represented an architectural period, beginning with the oldest high school building still in use to the most recently constructed schools, were surveyed. Seventeen schools were chosen based on: 1) date of original construction; 2) completeness of original structure; 3) overall rating by the building principal; 4) noteworthy architectural or unique educational features; and 5) subjective comparison of floor plans and photographs. Each building was visited to obtain data relating to curricular emphasis in the design. Each architectural period was researched for significant educational and curricular trends that may have influenced high school design. 251p.
Report NO: 9529882TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Overcrowding in Urban Schools.
http://www.ericdigests.org/1996-1/overcrowding.htm Burnett, Gary (ERIC Clearinghouse on Urban Education, New York, NY , 1995)
The New York City Citizens' Commission on Planning for Enrollment Growth submitted a report on overcrowding in New York City schools that may serve as a guide to other cities striving to provide an effective education for ever-increasing numbers of students. Research on the impact of school overcrowding has been inconclusive, but there is some evidence that, especially in schools with a high proportion of students living in poverty, overcrowding can have adverse impacts on learning. It is unquestionable that it has a direct, and often severe, impact on the logistics of the school day. In cases where increases in school enrollment are expected to continue, the only guaranteed long-term means of relieving overcrowding is the expensive and time-consuming process of building new schools or of renovating and adding to existing schools. In cases where increases in enrollment may be temporary or where stop-gap measures are needed while new schools are being built, there are a number of short-term solutions. These strategies, in general, fall into two categories: (1) finding new space, whether through leasing, collaborative arrangements, relocating administrative space, or the district-wide redistribution of space, and (2) using time to use existing space more fully; extended-day and year-round programs are central to this effort. Adequate space for learning must be recognized as a fundamental educational necessity.
Designing Places for Learning.
Meek, Anne, Ed. (Association for Supervision and Curriculum Development, Alexandria, VA; Council of Educational Facilities Planners, International, Scottsdale, AZ , 1995)
Presents information about the condition of schools around the United States, describing the link between architecture and academic success and offering suggestions for improving the design of existing and future school buildings. Eleven articles look at schools as places of deep meaning and show how that view can alter approaches to the design, construction, and renovation of schools. 213p.
TO ORDER:
Council of Educational Facility Planners International (CEFPI), 9180 E. Desert Cove, Suite 104, Scottsdale, AZ 85260; Tel: 480-391-0840http://www.cefpi.com
Middle School Facilities for the Twenty-First Century: An Identification of Critical Design Elements By Selected Architects, Administrators and Teachers.
http://www.eric.ed.gov/contentdelivery Burch, Arthur Lee, Jr. (Texas A&M University, College Station , 1994)
This study determined the perceptions of selected architects, administrators, and teachers concerning essential design elements for new middle schools. Professionals from 14 south and southeastern states ranked statements from not applicable to essential in the following 5 categories: planning, design, site selections; environmental factors; space utilization; technology; and school and community service. Proactive planning, user-friendly facilities, exploratory spaces, and safe environments were confirmed as essential elements. Architects perceived significantly fewer essential criteria than administrators or teachers indicating that those who use schools are either not providing significant design input, are being ignored in the process, or the data are being filtered. 133p.
The Effects of Teacher Involvement on the Planning of Secondary Schools.
Montoya, Carl A. (Doctoral Dissertation, New Mexico State University, Las Cruces , May 1994)
Explores the effects of teacher involvement in the planning of new secondary schools. The study found that the more teachers were involved in planning the new school, the more positive their attitude was towards the facility. The study found that three-fourths of the teachers surveyed were not involved in new school planning. It also found that most teachers, whether or they had previously been involved in planning their schools, wanted an active role in the planning process. 169p.
Report NO: 9510414TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Architectural Concerns for Future Learning Environments.
http://www.eric.ed.gov/contentdelivery McMillan, Kelvin Loren ( Ph.D. Dissertation, University of Nebraska, Lincoln , Apr 1994)
A research study examined the factors that will affect future educational programs and the resultant effect of these factors on future school facilities. Additionally, the study developed an architectural program for future educational facilities based upon the anticipated educational specifications and determined the underlying themes concerning the development of future education facilities. Surveys were sent to architects, futurists, and educators to gain a reasoned consensus on the factors involved. Following survey rounds, the participants were given either qualitative or quantitative feedback to generate a higher order of responses and group consensus. Findings indicated 28 probable social or technological futures that may affect education. Also revealed were 12 major themes concerning the effect of these futures on school architecture. Each theme has supporting architectural considerations that could be incorporated in future school facilities. Recommendations for other researchers are noted. An appendix, comprising over half the document, includes the survey instruments used in the study. (Contains 132 references.) 584p.
Transforming the Learning Environment.
Christopher, Gaylaird; Lee, Kelvin K.; Taylor, Anne; Jilk, Bruce (Council of Educational Facility Planners, International, Scottsdale, AZ , 1994)
This explores areas that are considered important factors affecting the educational environment design. These include work spaces for students; innovative modes of assessment for new learning strategies; media centers as supportive assets to learning; the changing scope of physical education; community involvement in the educational process, and the importance of marrying the architectural environment both visually and functionally to the educational vision. It then presents information from four California booklets that offer restructuring guidelines for individual school districts and provide the groundwork for national educational reforms. These booklets address the needs of preschool students and the importance of ensuring that all students are ready to learn by the time they enter kindergarten; suggests a thinking-centered, interactive curriculum for elementary students; addresses quantum changes in middle school education; and explores the complex needs of high school students preparing for vocational and professional endeavors and for the rigors of higher education. Finally, design concepts are discussed that provide a connection between educator and designer that culminates in properly designing a physical learning environment.
TO ORDER:
Council of Educational Facility Planners International (CEFPI), 9180 E. Desert Cove, Suite 104, Scottsdale, AZ 85260; Tel: 480-391-0840http://www.cefpi.org
Educational Facilities: The Impact and Role of the Physical Environment of the School on Teaching, Learning and Educational Outcomes.
http://www.eric.ed.gov/contentdelivery Lackney, Jeffery A. (University of Wisconsin-Milwaukee, Center for Architecture & Urban Planning Research , 1994)
This study examines the degree to which frail physical school infrastructures have affected education over the past 10 years and the impact and role of the school building in achieving outcome-based goals of education reform. Chapter 1 examines the scope of deteriorating school buildings in the United States. Chapter 2 offers a case study of the Milwaukee Public Schools Facility Master Plan to illustrate the societal context in which these issues are often resolved (or ignored). Chapters 3 and 4 provide a detailed literature review on public elementary school environments and open space schools. Chapter 5 addresses the process of developing and managing school facilities, and critiquing and reconceptualizing the current educational facility planning model. Chapter 6 synthesizes and builds upon existing models and frameworks developed within the educational, environmental psychology and architectural literature to develop one conceptual framework: a multidimensional model of educational environments. The appendix contains an annotated bibliography of educational environments. 133p.
Report NO: R94-4
Educational Facilities for the Twenty-First Century: Research Analysis and Design Patterns.
http://www.eric.ed.gov/contentdelivery Moore, Gary T.; Lackney, Jeffery A. (University of Wsiconsin-Milwaukee, Center for Architecture & Urban Planning Research , 1994)
Examines the relationship between school buildings and educational performance. Research has demonstrated that the physical setting has both direct and mediated effects on prosocial and achievement outcomes. Physical, psychological, and social environmental factors that affect student outcomes are presented, as well as an analysis based on a review of empirical research, architectural literature, and educational reform literature to inductively develop a set of 27 design patterns. Two patterns based on environment-behavior research are highlighted--small schools and well-defined activity pockets. 93p.
Special Places; Special People: The Hidden Curriculum of School Grounds.
http://www.eric.ed.gov/contentdelivery Titman, Wendy (World Wide Fund for Nature, Surrey, England; Learning through Landscape Trust, Winchester, England , 1994)
The research project, Special Places; Special People, is designed to provide insight and advice in the management of schools and their grounds for the benefit of children. This document describes the project's research methodology and findings, explores some of the wider implications arising from the study, and suggests ways in which schools might embark upon effecting change. Research findings are discussed on how children read the external environment and school grounds. Issues arising from these findings examine the importance of school grounds to children in a modern society, the messages school grounds convey about the ethos of schools, and children's attitudes and behavior that are determined by the school grounds and the way they are managed. 140p.
A Study of the Relationship Between School Building Condition and Student Achievement and Behavior
Cash, Carol Scott (Virginia Polytechnic Institute and State University, Blacksburg, VA, 1993)
This study
found the student achievement scores, student discipline incidents, and science
achievement scores were higher in schools with better building conditions.. Cosmetic
building condition appeared to impact student achievement and student behavior more
than structural building condition. Finally, varying climate control, locker, and graffiti
conditions were factors which were positively related to student achievement scale
scores. The entire population of small, rural high schools in Virginia was used in this
study. 158p
Report NO: 9319761TO ORDER: UMI, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Deteriorating School Facilities and Student Learning. ERIC Digest.
http://cepm.uoregon.edu/publications/digests/digest082.html Frazier, Linda M. (ERIC Clearinghouse on Educational Management,Eugene,OR, 1993)
Many facilities in American public schools are in disrepair, a situation negatively affecting the morale, health, and learning of students and teachers. Limited research shows that children's ability to learn is affected by the school environment.Many schools postpone repairs during tight financial times to pay for academic programs. Some school officials and communities are pursuing innovative, grassroots solutions to maintaining school facilities. Billions of dollars are needed to refurbish schools and construct new facilities, requiring strong federal support.
Effects of Color and Light on Selected Elementary Students.
http://www.eric.ed.gov/contentdelivery Grangaard, Ellen Mannel (Ph.D. Dissertation, University of Nevada , 1993)
This study compared children's off-task behavior and physiological response in a normal elementary classroom setting with those in a prescribed classroom environment. In the prescribed environment, the colors of the classroom walls were changed from brown and off-white to blue, while Duro-test Vita-lite fluorescent tubes without diffusers replaced the standard cool-white fluorescent tubes with diffusers in the lighting fixtures. Eleven first-graders took part in the study, which measured their off-task behaviors, blood pressure, and pulse twice each day at the same time each day for 10-day periods in the original classroom environment, then in the prescribed environment, and back in the original environment. Results indicated that off-task behaviors, as recorded by three observers, dropped 24 percent after the change from the normal to the prescribed environment, and that systolic blood pressure readings dropped 9 percent after the change. Blood pressure readings demonstrated a gradual increase after the return to the normal environment. (Observer credentials and blood pressure and pulse readings are appended. Contains 126 references.) 183p.
Interface between Educational Facilities and Learning Climate in Three Northern Alabama K-2 Elementary Schools.
http://www.eric.ed.gov/contentdelivery Yielding, AC (Dissertation, University of Alabama, Tuscaloosa , 1993)
This study was designed to observe, record, and describe the interface between educational facilities and learning climate in three elementary schools, comparing the results with results from a 1990 study. Study instruments included the Classroom Spatial Utilization and Migration Observation Form and the Teachers' Educational Facility Perception Questionnaire. Data analysis indicated that school facility had a definite impact on total learning climate. Specific physical features (space, equipment, maintenance, appearance, comfort, and general physical arrangement) had the ability to positively or negatively impact learning climate. Teachers had specific preferences regarding safety, aesthetic, instructional, and equipment features of their classroom. Results found that architectural features and general schematic arrangements relative to the physical location of the school could affect the learning climate in the area of safety and aesthetics. The open space (pod) design negatively impacted the learning climate in the area of comfort and space. Student movement in the classroom and school was affected by available space, learning centers, equipment, and other materials. Space outside the building had to be properly allocated for the ingress and ingress of vehicles and loading and unloading of students to ensure safety at all times. 340p.
Report NO: UMI AAG9417177
Healthy Schools. [Germany]
http://www.eric.ed.gov/contentdelivery/ Rittelmeyer, Christian (Paper presented at the International Seminar, Organization for Economic Cooperation and Development (OECD) Programme on Educational Building, Vienna, Austria , Oct 1992)
A survey of several hundred German students led to two theses on school environment
and learning. First, students find school buildings attractive only if they conform to
certain features of the human sensory system such as balance. Second, students
consider school buildings attractive and inviting only if their architectural message
meets such social needs as warmth and openness. Research shows that to regain
their own sense of balance, students use eye movements to compensate for shapes
that are displayed obliquely. Oblique structural angles upset the sense of balance and
create a hostile architectural geometry. By contrast, balanced structures containing
obliques and oblique counterangles are perceived as lively and exhilarating. Students
who perceive antisocial messages in architecture may try to ignore, counter, or
visually evade the structure. Thus, a school building can be attractive only if it provides
various and stimulating structural shapes and colors, liberating and unconstrained
configuration, and warmth and softness of colors and shapes. 10p.
New Designs for the Comprehensive High School.
http://www.eric.ed.gov/contentdelivery/ Copa, George H.; Pease, Virginia H. (Western Illinois University, National Center for Research in Vocational Education, Macomb, IL , 1992)
Intended to influence school districts that have the opportunity to build new schools,
this document provides new designs for comprehensive high schools that would overcome the
mismatch between school and life, the inequity of educational outcomes, and the lack of
organizational effectiveness that plague many contemporary high schools. The designs were
developed by teachers, administrators, support staff, state education office staff, teacher educators,
and policy makers. Following an introduction, the document contains the following sections: Learning
Signature; Learner Outcomes; Learning Process; Learning Oganization; Learning Decision Making;
Learning Partnerships; Learning Staff; Learning Technology; Learning Environment; Learning
Costs; a summary of unique contributions, lessons learned, and recommended next steps. A list of 81
references concludes this volume. 121p.
A Study into the Effects of Light on Children of Elementary School-Age--A Case of Daylight Robbery.
http://www.naturallighting.com/articles_effects_of_lighting_on_school_children.php Hathaway, Warren E.; And Others (Policy and Planning, Branch Planning and Information Services Division, Alberta Education, Edmonton, Alberta , 1992)
This report describes a 2-year study of the effects of various lighting systems on elementary school students' dental
health, attendance, growth and development, vision, and academic achievement. The four light types used were: (1) full spectrum
fluorescent; (2) full spectrum fluorescent with ultraviolet light supplements; (3) cool white fluorescent; and (4) high pressure
sodium vapor. Data on
students were collected before and after the study. Results indicated that over a 2-year period, students who received ultraviolet
light supplements had better attendance, greater gains in height and weight, and better academic performance
than did students who did not receive the supplements. Students under the high pressure sodium vapor lighting had the slowest
rates of growth in height and academic achievement and the lowest attendance. It was concluded that lighting systems have
important nonvisual effects on students who are exposed to them over long periods of time. Implications for facility planning are
considered and recommendations regarding lighting for classrooms are offered. 68p.
Children, Learning, & School Design. A First National Invitational Conference for Architects and Educators.
Hebert, Elizabeth; Meek, Anne (Winnetka Public Schools, Winnetka, IL , 1992)
Presents papers from a conference marking the 50th anniversary of Crow Island School in Winnetka, Illinois, held in November, 1990 to examine how collaboration between educators and architects could be advanced to meet the nation's pressing need for new and remodeled school buildings. The conference brought together architects, educators, researchers, and educational facilities planners to define and refine their understandings of the relationship between children's learning and the design of the learning environment. Chapters include: 1. The Importance of Conversation in Designing Schools (Elizabeth Hebert); 2. Working Together (Steven Bingler); 3. School Design in the 1990s: Outlook and Prospects (Lisa Walker); 4. The Connection Between Learning and the Learning Environment (James H. Banning); Crow Island: A Place Built for Children (Elizabeth Hebert). The conference program, list of attendees, and author biographies are included as appendices. 82p.
TO ORDER:
Crow Island School, 1112 Willow Road, Winnetka, IL 60093; Tel: 847-446-0353.
Quality Learning Environments.
Kleberg, John R. 1992)
An Ohio State University project studying quality educational environments brought
together experts from several fields and various countries to discuss issues and tour
facilities in Europe and the United States. In addition, a survey of university staff,
students, and faculty found that there is a strong relationship between school
environment and learning. Also, physical environment is important in student choice of
university. In addition to architecture and building design, quality of maintenance and
care of grounds reflect an institution's outlook on learning. Classroom design should be
flexible and stimulating and create a positive learning environment. Many factors in
addition to architecture influence the learning environment, including inside and outside
space, corridors, and interior design. Several fundamental principles should be
considered in designing learning spaces: (1) nearly all learning involves use of the built
environment; (2) the built environment is a teaching element; and (3) new structures
should not be built if existing ones cannot be maintained properly. This project
identified several school-design goals: unity and diversity, adaptability, exterior
spaces, discipline-specific learning space, unique structures, informal learning space,
individual study and meditation space, and school and learning discipline heritage. 13p.
Effective Educational Environments.
Stockard, Jean; Mayberry, Maralee (Corwin Press, Inc., Newbury Park, CA , 1992)
The existing knowledge of the school environment is reviewed in this book, with a
focus on its impact on educational effectiveness and student achievement. Chapter 1
examines how the composition of educational groups affect learning; chapter 2
focuses on the learning climate and cultures--the norms and values that characterize
learning environment. In chapter 3 the physical environment of schools is reviewed
(how school facilities and expenditures, teachers' qualifications, and school and
classroom size affect student achievement). Chapter 4 focuses on how the community
environment of schools (consolidation, construction of new schools, school policy).
Chapter 5 develops a both academic, achievement-oriented goals (instrumental norms)
and emotionally supportive human relationships (expressive norms) is essential for
effective schools. The model examines how members of a school create social order
and how that social order influences individuals' actions. Chapter 6 discusses the
model's implications for policy and social change, stressing the ways in which
students, parents, teachers, and administrators can create a positive climate through
their relationships and actions to facilitate the achievement of educational goals. 184p.
The Effect of Selected Physical Features of the General Elementary Classroom on the Learning Environment.
Koval, Joseph G. (Doctoral Dissertation, Indiana State University, Terre Haute , Aug 1991)
Examines the extent to which selected physical, aesthetic, comfort, and health and safety features of Indiana K-6 general classrooms are perceived by the school principals to affect the quality of the learning environment. The following conclusions were drawn: 1) rest rooms and a wet area for arts and crafts are essential physical features in a kindergarten classroom; 2) provision for technology, a silent reading area, an area for storage, and classroom arrangement by grade level are essential for grades K-6; 3) display areas for student work, student-oriented learning centers, and an abundance of maps and globes are aesthetic features to be included in the general classroom; 4) acoustical treatment, control of thermal conditions, the location of the classroom in relation to the media center, and distance from other noise centers are comfort features which affect the learning environment; and 5) appropriate ventilation, more than one electrical outlet per wall, adjustable classroom lighting, windows which open, a science lab area, close proximity to a rest room and an outside exit are features which provide a healthy learning environment. 135p.
Report NO: 9206046TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Building Conditions, Parental Involvement and Student Achievement in the D.C. Public School System.
Edwards, Maureen M. (Master's Thesis, Georgetown University, Washington, DC , 1991)
This paper examines the impact of parental involvement on the overall condition of the
Washington (District of Columbia) public school buildings, and then looks at the
impact of various variables on student achievement. Although a complete set of data
on all schools was not obtained, a sampling of 52 schools indicates that the size of a
school's Parent Teacher Association (PTA) budget is positively related to the condition
of the school building. The relation between the PTA budget per pupil and the overall
condition of the school building was statistically significant. The condition of the
building is related to academic achievement, and improvement in the condition of the
building is associated with improvement in achievement scores. The policy
implications of these results are discussed. Although actions such as the support of
parents' organizations appear to contribute to maintaining the school in good condition,
capital outlays to improve the basic condition of the schools may contribute to student
achievement. There are six tables presenting study data. Three appendices contain
data about the schools, correlation analysis results, and regression results. There is
an 96-item list of references. 100p.
The Design of Learning Environments.
http://www.eric.ed.gov/contentdelivery/ Stueck, Lawrence E. (University of Georgia, Athens , 1991)
This study, using the Eisner's Educational Criticism Model, examines the role school architecture plays in eliciting creative, self-directed, child-centered responses in elementary school students. An evaluation of 11 play environments; 7 learning environments; an integrated third grade curriculum known as the City Classroom is presented. The relationship of the role school architectural design and art has in developing individuals' capacities to deal with change is explored. A three-dimensional evaluation matrix, comprising the three axes of environment, curriculum, and human needs is proposed for assessing learning environments. Five principles of design used in this study are discussed: environment; perception; conception; diversity; and scale. A hypothetical elementary school design (the Suburban School) is proposed using the matrix with these five principles. The study concludes that children exhibit increases in both ludic and epistemic behavior when interacting with rich and varied school learning environments 261p.
Report NO: UMI AAG9206986
A Tale of Two Institutions: Education and Environment. A Brief History of the Conflicting Values and Objectives of Schools and the Environmental Movement.
http://www.eric.ed.gov/contentdelivery/ Bomier, Bruce (Institute for Environmental Assessment, Anoka, MN , 1990)
This paper briefly highlights the past four decades of the relationship between school districts and the environmental movement. It reveals the public's increasing awareness of environmental factors within the school that jeopardize student health and learning, the policies created to curtail these dangers, and the confusion and waste of resources that resulted when unprepared school districts clumsily attempted to comply with often unrealistic policy mandates. 9p.
The Interface Between Educational Facilities and Learning Climate in Three Elementary Schools
Lowe, Jerry Milton (Unpublished dissertation. Texas A&M University, College Station, TX, 1990)
Research was conducted on three campuses during spring, 1989. Results of the study
provided the following insights into the six components of the research question. (1)
Building age, when considered alone, did not appear to impact learning climate. (2)
Design and appearance of the facility appeared to impact learning climate. (3) Building
square footage seemed to have a marginal impact upon school learning climate. (4)
Size and organization of instructional space had a major impact upon the learning
climate of a school. (5) Building maintainability appeared to impact learning climate.
(6) Results of the study imply that campus location has a significant impact upon
learning climate. Data for the study were obtained from parents, teachers, and
administrators. Two forms of instrumentation were developed by the researcher: the
Classroom Spatial Utilization and Migration Observation Form was developed by the
researcher to enhance the observation of classroom spatial organization and
movement patterns of students, and teachers within a specific instructional space. The
Teachers' Educational Facility Perception Questionnaire was developed by the
researcher to assess the feelings of teachers concerning the school building which
they taught. 227p
School Facilities: The Relationship of the Physical Environment to Teacher Professionalism.
http://www.eric.ed.gov/contentdelivery/ Overbaugh, Betty Lightfoot (Dissertation, Texas A&M University, College Station , 1990)
This study determined the perceptions of 38 state Teachers of the Year (1988) had about how school facilities affected their ability to function as professionals. Data from a 105-item questionnaire revealed that, except for space utilization, the teachers were satisfied with all the physical environmental aspects of their school s instructional areas. They were also satisfied with noninstructional features except for telephones for teacher use; teacher to teacher conference areas; teacher professional libraries; and planning, lounge, and dining areas. Statistically significant differences in perception were found by gender, teaching level, and years of experience. The teachers ranked classroom furnishings, equipment, and ambient features as most important environmental features. They were least pleased with space utilization; acoustics; thermal conditions; equipment; and areas for planning, conferencing, and relaxation in their schools. The respondents also suggested features from their present facilities and features to add when planning new schools. 143p.
Navajo Educational Values and Facility Design.
Dore, Christopher D. 1989)
This document addresses the issue of designing educational facilities that contribute positively to a bicultural educational curriculum of the contemporary Navajo. The study examined traditional Navajo education as seen through the perspective of contemporary Navajo elders. Small group interviews in a loose, open-ended format were used to obtain data on the educational values of the Navajo elders. Navajo elders were concerned with the Navajo language, considering that a knowledge of Navajo was a prerequisite for understanding Navajo values and traditions; at the same time, they felt that English should also be taught. Elders believed that Navajo cultural practices should be taught and practiced and that students should have vocational and professional training, including traditional Navajo craft skills. In traditional education, life-style and education are inseparable, and elders wanted this holistic approach for their children. The final sections of the report are concerned with relating these values to school site location and organization, facility design and scale, space organization, interior decoration, and the use of special rooms, possibly resembling hogans, for Navajo language teaching. The document contains 30 references. 49p.
The Quality of the Physical Environment of the School and the Quality of Education.
Colven, Ronald (Organisation for Economic Cooperation and Development, Paris, France. Programme on Educational Building. Conclusions of a Seminar Lidingo, Sweden , October 1988)
Proceedings of a meeting of representatives from 13 countries on the effect of the
physical environment on educational quality are summarized. Three major issues are
addressed: (1) the effect of the physical environment on education; (2) successful
school building characteristics; and (3) what can be done to maintain and improve the
quality of existing buildings. It was concluded that, because education is a dynamic
process, educational environmental management should be a continuous updating
process. Successful facilities are characterized by clearness and quality of expression
and support of the social aspects of children's development. Recommended changes
in the planning process include preplanned adaptability; sensitivity to evolving needs;
development of autonomous assessment systems; and active architect participation.
Seven architectural drawings and three black and white photographs are included. 25p.
Working in Urban Schools.
Corcoran, Thomas B.; And Others (Institute for Educational Leadership, Washington, DC , 1988)
This document on the working conditions of urban teachers reports data from a survey of 31 elementary,
middle, and secondary schools in five urban school districts. More than 400 interviews were conducted with teachers, school
administrators, central office personnel, district officials, board members, and union officials. The observations, interviews, and
analyses confirm that, in most of these schools, the working conditions of teachers are bleak and would not be tolerated in other
professions. According to the study, the physical condition of a school has a direct effect on teacher morale, sense of personal safety, feelings of effectiveness, and general learning environment. 175p.
Learning Environments for Children: A Developmental Approach to Shaping Activity Areas
Sanoff, Henry; Sanoff, Joan (Humanics Limited, Atlanta, GA , 1988)
Guidelines are provided for creating learning environments for children centers which can be used for the creation of either new centers, the re-design of existing centers, or when remodeling existing buildings. Each of the activity areas that may be contained in a children center is described in terms of their objectives, design requirements, participants, and the molecular activities engaged in by children. The molecular activities describe what the expected range of behaviors might be in the activity areas. Diagrams are used to illustrate, but not determine, the way in which the activity areas should be organized. An activity factor evaluation chart and advice on playground planning conclude the document. 100p.
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Relationship of Student Achievement and Characteristics in Two Selected School Facility
Environmental Settings.
Bowers, J. Howard; Burkett, Charles W. (Paper presented at the 64th Annual International Conference of the Council of Educational Facility Planners, Edmonton, Alberta, Canada , Oct 03, 1987)
Research findings indicate that students are affected positively or adversely by the
visual, acoustical, and thermal characteristics of the classroom environment. During the 1986-87
school year, 280 fourth- and sixth-grade students housed in two separate school facilities--the
oldest and the newest in a rural Tennessee county school district--were tested to determine if the
physical environment of a school was related to student achievement, health, attendance, and
behavior. ANOVA, chi-square, and t-tests were used to analyze the data. A significant difference
existed between students at the two elementary schools in regard to the relationship between the
physical environment and student achievement. Scores in reading, listening, language, and
arithmetic showed a significant difference, with the students in the modern building performing
much better than the students in the older school. The former students proved to have a better
record in the areas of health, attendance, and discipline when compared to the latter students.
Educational consultants, architects, and administrators should be apprised of the importance
attached to the compatibility between physical environment and student learning and other
behavior 15p.
Architecture as a Quality in the Learning and Teaching Process
Cold, Birgit (Paper presented at the Edusystems 2000 International Congress on Educational Facilities, Values, and Contents (Jerusalem, Israel, November 16-21, 1986). , Nov 1986)
Using an outline format accompanied by numerous photographs and sketches, this brochure explores the relationship of "school" to people's conceptions, actions, and physical surroundings, highlighting changes over the past 20 years in Scandinavian school design. Two major conceptual changes are decentralized administration and teaching and learning situations emphasizing teamwork and development of the whole person. Changes in activities and physical environment are also summarized, along with "quality" effects, such as (1) a smaller-scaled, more confidential environment; (2) greater flexibility in learning and teaching interactions; and (3) the opening of schools to the community. A close examination of teacher and student attitudes reveals that school as an institution mediating knowledge contributes much less to students' well-being than school as a social system. Architects and planners must realize the importance of relationships beween people and create functional and inspiring places supporting their work and social life. While architecture can do nothing to help poor teaching, without good architecture, learning and teaching are slowed down. Architecture's role is to accentuate the quality of places, to cultivate sensory awareness, and to interpret and communicate institutional values in time and place. Complementary requirements of architectural design, restraints for school architecture, and architecture's contribution to human development and the educational process are also discussed. 11p.
The Architecture of Schools and the Philosophy of Education.
Lamm, Zvi (Paper presented at the Edusystems 2000 International Congress on Educational Facilities, Values, and Contents (Jerusalem, Israel, November 16-21, 1986), Nov 1986)
Changes in instructional methods and ideologies depend on simultaneous changes in the physical environment for the practice of those methods. School architecture results from the type of activity dictated by educational theories. One of the principal ideologies of education is socialization, which perceives education as a process of preparing students to fulfill societal roles. The ideal design for buildings reflecting this bureaucratic conception would resemble an industrial factory complete with an assembly line. A second major ideology is acculturation, which asserts that the purpose of education is to inspire students with a sense of culture and traditional values. The exterior architecture for schools supporting this conviction would show a reverence for the past; for example, an elite school might look like a Greek temple. However, this architecture would not penetrate to the classroom. According to a third ideology, individuation, education is intended to serve the intrinsic needs of individual students. The open space architecture and activity centers of open schools reflect the individuation ideology 13p.
Architecture as Determining the Child's Place in Its School.
Sebba, Rachel (Paper presented at the Edusystems 2000 International Congress on Educational Facilities, Values, and Contents Jerusalem, Israel , November 1986)
This paper analyzes the implications of a school's physical environment for children's
development. Its purpose is to draw the attention of educators to the implications of
the physical environment for the child's development and to invite them to participate in
the process whereby the design program of schools is formulated. The paper presents
the social implications of the design approach according to which the school is
planned. A distinction is made between the two different design approaches (the
functional and the territorial) that appear confounded in existing schools. The
implications of each of them for the child's development and ability to learn is
discussed. Finally, the paper proposes a combined approach to school design based
on children's developmental needs. 20p.
Color and Light Effects on Students' Achievement, Behavior and Physiology.
Wohlfarth, M. (University of Alberta, Canada , May 1986)
This intensive research study utilized a quasi-experimental non-equivalent control group design to investigate the effects of full-spectrum light, prescribed color and light/color combinations, ultra-violet light, and electromagnetic radiation in an elementary school environment. Four schools in the Wetaskiwin School District, Alberta, were involved in the study; three served as experimental groups and one as a control group. Independent variables were exposure to full-spectrum light or prescribed cool colors for teachers and prescribed warm colors for students or a combination of light and color treatments, ultraviolet light for a sample of grade five
students, and elimination of electromagnetic radiation for a sample of grade three students. Dependent variables were primarily student academic, physiological, and affective outcomes and also included blood pressure as a teacher physiological measure. A pre-experimental static-group comparison design was used in the investigation of mood and noise. Overall results support a call for additional field-based and laboratory research into the effects of color, light, and color/light combinations. Findings regarding the beneficial effects of ultraviolet light and
reduction of electromagnetic radiation in the school environment support strong recommendations for further study of these effects. An extensive literature review of research findings on light and color is included in the report, which also contains 58 tables, 12 figures,
and a bibliography. 219p.
An Examination of the Classroom Physical Environment.
Poysner, Larry R. (Indiana University at South Bend , 1983)
This paper examines research on the effects of the physical environment of the classroom, noting that classrooms often are a web of interrelated and interdependent variables. The discussion includes a review of 45 annotated citations grouped under the following categories: (1) importance and description of classroom environment; (2) individual factors of lighting and heating, color and noise, seating, and general variables; (3) impact upon students; (4) designing and planning for classroom environments; and (5) creative use of classroom environment. The writer notes that there seems to be general agreement about the basic affect of spatial arrangement, seating, and general aesthetic appeal of a classroom. Many authors stressed that the environment of a classroom needs to be examined and planned just as any other teaching strategy. Glossary and 63-item bibliography included. 47p.
Lights, Windows, Color: Elements of the School Environment.
Hathaway, Warren E. (Paper presented at the Annual Meeting of the Council of Educational Facility Planners, International, Columbus, OH , Sep 26, 1982)
Discusses recent research indicating the many nonvisual effects of light on people and how physiological and psychological effects vary with the type of artificial
light, whether it is from incandescent, cool-white, or full-spectrum fluorescent lamps. Notes that student behavior appears to be favorably affected by full-spectrum lamps, that color also has an effect on people and their behavior, and that research findings suggest that blues and greens tend to foster relaxation while shades of red or orange tend to induce activity. Reports that building occupants seem to favor the ability to view the outside world rather than work in windowless spaces. 28p.
The Design of Educational Environments: An Expression of Individual Differences or Evidence of the "Press toward Synomorphy?"
Ross, Rhonda P. (Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY, March 19-23, Mar 1982)
Research findings demonstrate that the way the classroom environment is arranged can have important consequences on the attitudes, behavior, and achievement of students. The concept of "synomorphy" is used to examine some of the research literature available on classroom design. Synomorphy refers to the similarity of structure or shape between the behavioral aspects of a school activity program and the physical aspects of the environment. Ecological theory predicts that when synomorphy is low, changes will occur in the physical milieu and/or in the kinds of behavior. The first section of the paper applies this theory to open plan schools. The schools were designed for open education, but teachers using traditional educational programs have modified programs and erected physical boundaries to bring the milieu closer to their teaching styles. The paper's next section cites studies of the classroom environments modified in order to improve the degree of synomorphy between the teacher's instructional program and the physical milieu. The final section examines the extent to which teachers ordinarily rearrange the classroom so that the milieu and the program remain in a state of synomorphy throughout the school day and year. An extensive bibliography is appended. 32p.
A Comparative Study of Pupil Attitudes toward New and Old School Buildings.
Chan, Tak Cheung (School District of Greenville County, Greenville, SC , Jan 1982)
Student attitudes toward the physical environment of a school opened in 1980 are
compared to student attitudes toward two older schools: one constructed in 1923, the other in
1936. The control group consisted of all the 119 pupils in grades 2, 3, and 4 in the 1936-era
school. The experimental group consisted of all the 96 pupils in grades 2, 3, and 4 in the
1923-constructed building who were later transferred to the new school. Pupil pre-test and
post-test scores on the "Our School Building Attitude Inventory" served as the dependent
variable. The independent variables were the physical facilities in the three school buildings, and
students' sex, race, and socioeconomic status. Analyses of covariance and variance were used to
examine the variables. The main finding of the study was that pupils housed in a modern school
building have significantly more positive attitudes toward their school building than do pupils
housed in an old building. Race and socioeconomic status had no effect on pupil attitudes toward
school buildings, though females in the control group scored significantly higher than males in both
the pre-test and the post-test. Six pages of selected references accompany the report. 33p.
Physical Environment and Middle Grade Achievement.
Chan, Tak Cheung (School District of Greenville County, Greenville, SC , 1980)
This study measured the influence of air conditioning, carpeting, fluorescent lighting, and interior pastel coloring on the academic achievement of eighth grade Georgia pupils in 1975-76 when the variance due to socioeconomic status was statistically controlled. Analysis of covariance was used to compare the achievement scores of students on the Iowa Test of Basic Skills. Pupil achievement in air-conditioned school buildings was consistently higher than pupil achievement in non-air-conditioned school buildings. This consistent pattern did not exist between carpeted school buildings and noncarpeted school buildings, between school buildings with fluorescent lighting and school buildings without fluorescent lighting, and between school buildings with interior pastel coloring and school buildings without interior pastel coloring. 16p.
The Impact of School Building Age on Pupil Achievement.
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3f/1f/e5.pdf Chan, Tak Cheung (Office of School Facilities Planning, Greenville School District, Greenville, SC , 1979)
Research conducted in Georgia reveals that pupils in school buildings with modern
facilities attain higher achievement than pupils in buildings with older facilities. All
public schools in Georgia containing eighth grade students were classified as
non-modernized, partially modernized, or modern according to results of
questionnaires administered to building principals in 1975-76.. Analysis indicated that
when the socioeconomic status variable was statistically controlled, school building
age was significantly related to the composite, vocabulary, and mathematics scores
on the Iowa Tests. 18p.
The Physical Environment and the Learning Process. A Survey of Recent Research
King, Jonathan; Marans, Robert W. (Architectural Research Laboratory, Michigan Univ., Ann Arbor , 1979)
The purpose of this report is to review and critically analyze recent research on the relationship between
the behavior of individuals and their educational environments. Its intent has been to concentrate on studies dealing with the academic achievements of children in nontraditional settings. The first part of the report describes the approach taken in conducting the search of pertinent literature and the procedures used for organizing the material. The second part presents a brief summary of the research findings within the major organizational categories (nontraditional instructional space,
school size, space and density, climate, lighting, acoustics, color, and miscellaneous) and, for each, outlines recommendations for studies that might be undertaken in the future. In the third section, the information gaps in the entire body of research are identified, and approaches to future research on the impact of educational settings on human behavior are discussed. The final section contains abstracts of the most salient research identified by the review. 85p.
Open-Area Schools--Open Pedagogy. An Investigation of Outcomes at the Elementary and Secondary Levels of Open-Area Elementary Schools. Report.
Shore, Bruce M.; Tali, Ronald H. (Quebec Dept. of Education, Quebec.Montreal Catholic School Commission, (Quebec), Sep 1978)
The four objectives of this study, conducted in the Montreal school system, were (1) to report the effects on students of having attended open-area elementary schools versus more traditionally constructed schools, (2) to report ways in which interests and aptitudes of pupils may affect their suitability for open-area and open schools, (3) to report the pedagogical advantages of open-area schools, and (4) to report areas in which teachers and administrators in open-area elementary schools would benefit from inservice education. Results showed that the secondary school itself seems to be a greater influence on adaptation than is open-area elementary schooling. Students in open-area elementary schools tend to be at a slight advantage in their acceptance of responsibility for learning and in some types of social development. No relation was found between pedagogy and architecture, and systematic inservice training of teachers is essential. 177p.
Individual School Buildings Do Account for Differences in Measured Pupil Performance. Occasional Paper No. 6.
Lezotte, Lawrence W.; Passalacqua, Joseph (Institute for Research on Teaching, College of Education, Michigan State University, East Lansing, Michigan , Jul 1978)
In this study it is found that individual school buildings (the complex human social systems found in schools, not the buildings themselves) do affect student performance and achievement. A grade equivalent achievement test (total reading and total math score only) was used to measure achievement of 2,500 Detroit elementary school children in the 1972-1973 school year. Through the use of a multiple regression model, it was found that: (1) previous achievement is significantly predictive of current achievement; (2) knowledge of school attended accounts for about 22% of the variance in reading and 21% of the variance in math test scores; (3) schools are not simple proxy variables for the socioeconomic background of students they serve; and (4) the amount of variance accounted for in reading and math achievement is significantly increased when knowledge of individual school attended is included with prior measures of achievement. Four tables substantiate the findings. It is suggested that educational policy makers take into account research which demonstrates the importance of individual school characteristics, such as positive staff attitudes, strong administrative leadership and instructional strategies which have been proven effective in urban schools with populations of low socioeconomic status. 18p
The Impact of School Building Age on the Academic Achievement of Selected Fourth Grade Pupils in the State of Georgia.
Plumley, Joseph P. Jr. (University of Georgia, Athens, GA , 1978)
This study was designed to investigate the relationship of the age of the school
physical plant and the academic achievement of pupils taught within physical plants of
varying ages. The population consisted of all of the standard public schools in the
State of Georgia containing Fourth Grade pupils from which was taken a ten percent
randomly selected sample. The data were developed from the results of a
questionnaire sent to the randomly selected pupils and from the results of scores of
selected fourth grade pupils on the Iowa Test of Basic Skills.Statistical analysis
indicated that the most significant impact on the academic achievement of pupils in
this study were non-modernized buildings (when the SES variables were statistically
controlled).In other words, students attending classes in newer (modernized) buildings
tended to have higher achievement scores. 141p
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An Investigation of the Physical Environment and Its Effect on MR Youth.
Bartholomew, Robert P.; And Others 1976)
Reported are the findings of a research study to determine the effects of physical environment on the learning behavior of 13 institutionalized moderately and severely retarded individuals (14-18 years old). An introductory section covers the need for research in environmental control, the five study objectives, study procedures, data collection methodology, and the specific hypotheses tested. Examined in a review of the literature are such aspects of architectural design as furniture, space, color, and light. A section on the methods and procedures used in the study includes information on the Ss (participants from a residential classroom), apparatus (a cassette tape recorder for recording researchers' observations), lighting (either general illumination alone or both general illumination and tract lighting), color (including "hot" and "cold" colors), space density (ranging from 500-400 square feet), procedure (which entailed the manipulation of four environmental conditions), and the recording of two types of behavior (on-task behavior and ambient-task movements). Among the effects reported from manipulating color, space, lighting, and space-color were that ambient behavior associated with hyperactivity was not increased by color change and that space reduction resulted in increased on-task behavior. The results of a questionnaire survey involving interior designers, architects, and special educators are also provided in the form of guidelines for designing an appropriate physical environment. 70p.
Some Effects of School Buildings Renovation on Pupil Attitudes and Behavior in Selected Junior High Schools.
http://www.eric.ed.gov/contentdelivery Cramer, Robert Joseph (Doctor of Education Dissertation, University of Georgia, Athens, GA , 1976)
A study of 2300 junior high school students from three schools were tested to determine the effect of a newly renovated school, a new school environment, and an old dilapidated school environment on their attitudes and behavior. Points were assigned to their answers; high scores indicated a positive attitude. Results show attitudes were lowest in the old dilapidated school; highest in the newly renovated school. Dilapidated schools also generated higher disruptive behavior incident scores. Neither space density or grade level had significant effect on pupil attitudes and behavior. Black students had more positive attitudes toward their school than White students. Sex differences in attitudes toward the school building were not significant, but subsets within each school had significant interactions. Finally, students without free-lunch scored higher on the attitude scores than students receiving free lunches. Appendices provide the Our School Building Attitude Inventory, population group separation statistics from each school, a comparison of physical characteristics of the three schools, and buildings floor diagrams. (Contains 47 references.) 138p.
The Effects of Windowless Classrooms on the Cognitive and Affective Behavior of Elementary School Students.
Romney, Bryan Miles (Dissertation, 1975)
Windowless school buildings are currently being proposed as a design solution to the problems of vandalism, energy conservation, and building costs. However, little consideration is being given to the effects of windowless classrooms on the students and teachers inside. This thesis describes the effect of windowless classrooms on three specific areas of cognitive behavior: rote learning, concept formation, and perceptual ability. In addition, a description of student and teacher affective behavior, based on formal observations, is included. Two identical sixth-grade classes were selected for the study. The experimental period was divided into two three-week phases. Each classroom had all existing windows covered during one phase. Students were randomly divided into three test groups for the testing phases of the study. No consistent trends emerged to allow definitive judgment that windowless classrooms are detrimental to student cognition and learning. The only definitive trend is in the realm of affective behavior, indicating that student aggression increases in windowless environment.
School Zone: Learning Environments for Children
Taylor, Anne P.; Vlastos, George (School Zone Publishing Company, New York, NY , 1975)
Architectural solutions to some educational problems are explored and a systematic
method is presented for designing schools as learning environments for children.
The book demonstrates a way of using
curriculum as a design determinant and offers design ideas based on experimental
research. Based on the assumption that physical setting does contribute to learning, it
suggests ways to modify indoor and outdoor educational spaces so that they are an
integral part of the learning process. 144p.
Places for Environmental Education. A Report.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.0225.pdf (Educational Facilities Laboratories, New York, NY , Jul 1971)
Compiles conference discussions on the implications of various types of facilities on environmental education programs. The conference participants included architects, landscape architects, planners, government leaders and educators. The consensus of these 26 participants can be summarized as follows: 1) environmental education is not just a passing fad; 2) facilities facilitate learning; 3) the methodology of environmental education is best centered around an interdisciplinary approach; 4) major capital expenditures are not necessary for schools to mount effective programs in environmental education. 19p.
Sensory Factors in the School Learning Environment.
McVey, G. F. (National Education Association, Washington, DC, 1971)
Through proper management of the sensory factors inherent in the classroom
environment, teachers can improve the comfort, development, and academic performance of
students. Some principles and practical procedures that may be applied directly by the
classroom teacher are suggested in this pamphlet. A number of guidelines, references, and
suggested readings are included.
The Open Plan School: Report of a National Seminar.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.0205.pdf (Educational Facilities Laboratories, New York, NY , Jan 1970)
Reports on an open plan school symposium co-sponsored by IDEA and the Educational Facilities Laboratories. Seminar participants included architects, teachers, and administrators who have had experience with open plan schools. Participants discussed both the intangible aspects of an open environment, such as individualized instruction, team teaching, student grouping, and the new role of the school administrator, and the tangible aspects of the school building and its furnishings. They emphasized that open schools are only one part of a quality education program and that the attitudes of teachers, administrators, and students must be consistent with the open nature of the physical facilities at such a school. They agreed that the open plan school system holds great promise as a way of training people to think for themselves. 32p.
Environment for Learning: The Application of Selected Research to Classroom Design
and Utilization.
McVey, G.F. 1969
Various factors of the classroom environment that can contribute to a more
complete learning atmosphere are explored. The author presents a review of certain research
findings that may serve as guidelines in the development of an environmentally coordinated
classroom. The importance of providing a classroom which promotes a multisensory approach
to instruction is suggested. Among those factors discussed are--(1) visual scanning, (2) the
visual field, (3) color, (4) lighting, and (5) seating. Also included are separate sections
concerning guidelines for the design of integrated acoustical and thermal environments. In
conclusion it is urged that the schoolhouse should provide its occupants with stimuli which are
diverse yet within permissible parameters of a coordinated classroom. 38p.
Memorandum on: Facilities for Early Childhood.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.0413.pdf Deutsch, Martin; Ellis, Richard R.; Nimnicht, Glendon P.; Covert, Angela M. (Educational Facilities Laboratories, New York, NY , 1966)
Discusses providing instructional space that will facilitate intellectual development in the disadvantaged child. The nursery classroom should consist of a series of well-defined, interrelated areas, including a general area for group activities, a reading corner, a doll corner and housekeeping area, block alcove and manipulative toy area, an art corner, tutoring booth, cubicles, toilets, storage, outdoor play area, and observation space. Guidelines are given for these areas and three examples of existing facilities are presented. Floor plans and bibliography are included. 40p.
Light, Vision and Learning.
Seagers, Paul (Better Light Better Sight Bureau, New York, NY , 1963)
Addresses the role of light and sight in learning, explaining aspects of visual development in children, anatomy and physiology of the eye, eye care and protection, the physics of light, light and seeing, and environmental recommendations for schools and home study. 95p.
When Schools Close: Effects on Displaced Students in Chicago Public Schools.
http://ccsr.uchicago.edu/publications/CCSRSchoolClosings-Final.pdf (University of Chicago, Consortium on Chicago School Research, Oct 2009)
Examines the impact that the closing of some Chicago schools had on the students who attended these schools. The research focused on regular elementary schools that were closed between 2001 and 2006 for underutilization or low performance and asked whether students who were forced to leave these schools and enroll elsewhere experienced any positive or negative effects from this type of school move. Student outcomes, including reading and math achievement, special education referrals, retentions, summer school attendance, mobility, and high school performance were examined. Also examined were characteristics of the receiving schools and if the differences in these schools had any impact on the learning experiences of the students who transferred into them. Students ages eight and older who were displaced by school closings were compared to a group of students in similar schools that did not close. 48p.
Marching Forward to the 19th Century.
Abramson, Paul School Planning and Management; v48 n8 , p46 ; Aug 2009
Advocates for school facilities that do not encourage teaching aimed at better test scores, but that instead inspire students; teach math, science, and the environment; support the arts; encourage reading because they make students curious; and make technology universally available.
Impact on Learning.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=2299 Moore, Deb School Planning and Management; v48 n8 , p6 ; Aug 2009
Cites studies in Virginia and Canada indicating higher student achievement in new schools and schools in good condition.
Test Case.
http://asumag.com/Construction/new-schools-improved-scores-200908/ Rydeen, James American School and University; v81 n13 , p146,147 ; Aug 2009
Cites research indicating a correlation between school facility quality and student test scores. New and modernized facilities improve test scores, student and teacher attitude, teacher retention, and community engagement.
Mapping School Design: A Qualitative Study of the Relations among Facilities Design, Curriculum Delivery, and School Climate
Gislason, Neil Journal of Environmental Education; v40 n4 , p17-33 ; Summer 2009
The author conducted a 3-week qualitative case study at the School of Environmental Studies (SES), a senior public school with an environmental studies focus. He argues that SES's physical design facilitates collaborative, multidisciplinary teaching practices especially suited to the school's environmental studies curriculum. He also shows that the school's open plan architecture positively contributes to the social climate at SES. Students who were interviewed as part of the study expressed a preference for the open plan setting over conventional classrooms because the open design helps them socially connect with a larger number of peers than would be possible in a more enclosed environment. Students consequently felt more socially accepted at SES and better enjoyed their time in school in comparison with other high schools they had attended. [Author's abstract]
The Power of Place on Campus. http://chronicle.com/free/v55/i34/34b01201.htm Broussard, Earl The Chronicle of Higher Education; v54 n34 , pB12 ; May 01, 2009
Discusses the importance of "sacred" spaces on campuses, either for ceremony, exploration, perspective, or refuge. Examples of notable and historic campus spaces are offered along with advice on identifying, cultivating, and prese | |||
