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Resource ListsInformation on the relati= onship=20 between student achievement and the physical environment of school a= nd=20 campus buildings, compiled by the National Clearinghouse for Educati= onal=20 Facilities. ![](3D"http://www.ncef.org/images/new.png"=) Stone, Michael K.; Dale, John; and Sly,= =20 Carolie (Center for Ecolite= racy,=20 Apr 2012) Essay explores how campus, te=
aching,=20
and learning complement each other. Discussion is based on the Lodi=
=20
Unified School District, in California's Central Valley, design of a=
new=20
STEM [Science, Technology, Engineering, and Mathematics] Academy for=
the=20
district. The campus's sustainable features will include maximizing=
=20
natural daylighting and indoor environmental quality, incorporating=
=20
bioswales for management of surface water, and a goal of achieving=20
grid-neutral status through energy conservation and production of=20
electricity through photovoltaics and wind power. The campus is inte=
nded=20
to enhance learning, to be a teacher itself, and to support a unique=
=20
curriculum organized around major themes of green technology.
![3D"add](3D"http://www.ncef.org/images/addtomypage.png") ![3D"Adobe](3D"http://www.ncef.org/images/pdf_sm.gif" "3D\"Adobe") Baker, Lindsay; Bernstein,=20 Harvey (The McGraw-Hill Res= earch=20 Foundation and the Center for Green Schools at the U.S. Green Buildi= ng=20 Council, Feb 27, 2012) Explores research from two=20
perspectives: from the lens of the child=E2=80=99s experience with t=
heir built=20
environment, and from how different stakeholders can play an importa=
nt=20
role in bringing that research to light. Sheds light on the critical=
need=20
for research around how the school building=E2=80=94through its desi=
gn,=20
maintenance and operations=E2=80=94impacts the health and performanc=
e of the=20
students in those buildings. 35p
Improved Academic Performance. Student Health and=
=20
Academic Performance: Using Research to Make the Case for Comprehens=
ive=20
IAQ Management in Schools.
(U.S. Environmental Protection Agency,= =20 IAQ Tools for Schools. , 2012) Provides links to research re=
ports that=20
link key environmental factors to health outcomes and students=E2=80=
=99 ability to=20
perform. Includes the latest scientific data on indoor environmental=
=20
quality, health and academic performance. Discusses why the physical=
=20
environment of a school is important; what environmental factors are=
=20
important and practical to address; and how much improvement can be=
=20
expectec in academic performance and health.
The=20
Impact of School Facility Construction and Renovation on Academic=20
Achievement in Texas H= olmes,=20 Shannon J (Dissertation, La= mar=20 University, Beaumont, Texas, 2012) The purpose of this study was=
to=20
explore the possible relationship between school facility conditions=
and=20
student academic achievement. Participating schools designated as ha=
ving=20
new facilities were determined by the campus earning an Educational=
=20
Appropriateness Award from the Texas Association of School Boards be=
tween=20
2005 and 2009. Older facilities were determined by the Campus=20
Comparability report issued by the Texas Education Agency. Campuses =
were=20
compared quantitatively using an independent sample t-test. Six camp=
us=20
principals were also interview to ascertain their perceptions about =
the=20
impact of school facility conditions on student achievement. The=20
researchers' recommendations based upon this study include the follo=
wing:=20
further investigations of this topic be from a qualitative approach =
model.=20
A more robust qualitative study could provide information that is ei=
ther=20
inaccessible from a quantitative perspective or useful in understand=
ing=20
this type of data. Quantitative studies similar to this research sho=
uld=20
consider expanding the study population to gather larger study sampl=
es.=20
This study did not control for factors such as teacher effectiveness=
,=20
school leadership, or curriculum equivalence. Future studies could a=
ttempt=20
to control For these variables in order to achieve more reliable and=
=20
significant results. [Author's abstract] 94p TO ORDER: Reimagining the Classroom: Opportunities to Link =
Recent=20
Advances in Pedagogy to Physical Settings
De Gregori, Alessandro Examines how a classroom's ph=
ysical=20
environment (as defined by its design, layout, furnishings, and spac=
e=20
utilization) can be manipulated to enhance its learning environment.=
=20
Presents three case studies on schools where the physical environmen=
t has=20
been purposely designed to facilitate unique pedagogical models with=
=20
marked success; reflects on why the potential for using a classroom'=
s=20
physical setting to optimize its teaching model has not been studied=
more=20
rigorously; and considers what can be done to enhance the knowledge =
base=20
in this unexplored yet vital area of study. 16p
Neilson, Christopher and Zimmerman,=20 Seth (IZA: Institute for th= e Study=20 of Labor, Nov 2011) This paper provides new evide=
nce on the=20
effect of school construction projects on home prices, academic=20
achievement, and public school enrollment. Taking advantage of the=20
staggered implementation of a comprehensive school construction proj=
ect in=20
a poor urban district, the authors find that, by six years after bui=
lding=20
occupancy, $10,000 of per-student investment in school construction =
raised=20
reading scores for elementary and middle school students by 0.027 st=
andard=20
deviations. For a student receiving the average treatment intensity =
this=20
corresponds to a 0.21 standard deviation increase. School constructi=
on=20
also raised home prices and public school enrollment in zoned=20
neighborhoods. 47p
Collective=20
Intelligence. Facility's Response to the International Baccalaureate=
=20
Curriculum. Lee, Liz Provides plans for accommodat=
ing the=20
ideals of the International Baccalaureate (IB) program within an exi=
sting=20
school facility, including Primary Learning Modalities, General Meet=
ing=20
& Collaboration, General Teaching Training, and Diploma College=
=20
Preparation. Focuses on the library as a dynamic and active place fo=
r=20
collaboration and exploration. Includes strategies to minimize costs=
while=20
providing a first class 21st century educational experience. 16p
Facilities: Fairness and Effects. Evidence and=20
Recommendations Concerning the Impact of School Facilities on Civil =
Rights=20
and Student Achievement.
= Cheng, Gracye; English, Steve; Filardo,= =20 Mary (21st Century School F= und,=20 Washington, D.C., Jul 27, 2011) Report to the U.S. Department=
of=20
Education Excellence & Equity Commission on school facilities im=
pact=20
on educational equity. The report reviews court cases and studies an=
d=20
provides recommendations for the Commission. Acute disparities in th=
e=20
access of public school students to adequate facilities coupled with=
the=20
compelling evidence of how poor quality school facilities are implic=
ated=20
in lower student achievement, make it imperative that any inquiry in=
to=20
educational inequity include an understanding of the conditions, des=
ign,=20
utilization, and location of public school facilities. 13p
The Chicago Schoolhouse: High School Archite=
cture=20
and Educational Reform, 1856-2006.
Examines the physical structu=
res where=20
formal education happens, drawing connections between school archite=
cture=20
and educational reform. It explains how we arrived at the current st=
ate of=20
school architecture, using Chicago=E2=80=99s high school buildings a=
s examples.=20
240p. TO ORDER: http://www.colum.edu/CCCPress/ The Impact of School Facilities on the Learn=
ing=20
Environment. Vandiver,= =20 Bert (Dissertation, Capella= =20 University, 2011) The purpose of this mixed met=
hods study=20
was to examine the impact of the quality of facilities on the educat=
ional=20
environment in high schools located in northeast Texas. The intent o=
f this=20
research study was to determine the relationship between school faci=
lities=20
and the school-learning environment. This study was a mixed method=20
research that used questionnaires and interviews to identify and app=
raise=20
school facilities and learning environment. The problem was that sch=
ool=20
facilities were negatively impacting student learning and faculty, a=
nd=20
administrators were not properly supporting stronger facility manage=
ment.=20
The poor condition of some schools raised serious concerns about tea=
cher=20
and student safety. Educators must understand and find ways to help=
=20
increase student performance. This study used descriptive statistics=
to=20
analyze the data. The independent z-test was conducted to determine =
the=20
difference in student performance before vs. after the new facility.=
The=20
results of the data analysis findings indicated that quality and=20
educational adequacy of educational facilities were statistically=20
significantly associated with student performance and teacher turnov=
er=20
rate showing a statistical change also. [Author's abstract] 175p. TO=20
ORDER: http://gradworks.umi.com/34/39/3439537.html
School Energy and Environment Survey 2010; D=
ata=20
& Analysis.
(Honey= well and=20 Education Week Research, Nov 18, 2010) The results of an online surv=
ey of 800=20
district administrators or school board members reveal that almost 9=
0=20
percent of school leaders see a direct link between the quality and=
=20
performance of school facilities, and student achievement. However,=
=20
districts face several obstacles when it comes to keeping their buil=
dings=20
up to date and well maintained. 68 percent of school districts have =
either=20
delayed or eliminated building improvements in response to the econo=
mic=20
downturn. The survey finds that a quarter of these respondents have =
seen=20
their district=E2=80=99s energy costs rise at least 25 percent in th=
e past three=20
years, compared to 17 percent of those polled in 2009. As a conseque=
nce of=20
rising utility bills, almost 75 percent of the districts have cut sp=
ending=20
in key areas such as maintenance, capital investment and staffing. 2=
3p.=20
![3D""](3D"http://www.ncef.org/images/red_up_arrow.gif"){kind=icon} Plants in the Classroom Can Improve Student=20
Performance.
Daly, John; Burchett, Margaret; Torpy,= =20 Fraser (University of Techn= ology,=20 Sydney, Australia, Oct 29, 2010) The aims of this project was =
to=20
investigate the effects of indoor plants on classroom performance in=
years=20
6 and 7 students. The trials were conducted in three independent sch=
ools=20
in the Brisbane region, with a total of over 360 students in 13 clas=
ses.=20
Half of the classes received 3 plants per classroom, and students we=
re=20
tested with standard tests before plant placements and re-tested aft=
er 6=20
weeks of plant presence or absence. In two of the schools, significa=
nt=20
improvements were found with plants present, as compared to classes=
=20
without plants. The consistency of results among schools, classes, a=
nd the=20
large student numbers leads the authors to recommend that indoor pla=
nts=20
should be a standard installation in school classrooms. 9p.
Exploring Characteristics of Public School Facili=
ties and=20
Resources and Their Relationship With Teacher Retention
Brendle-Corum. Anita=20 Dawn (Dissertation, Appalac= hian=20 State University, Boone, NC, Aug 2010) The purpose of this study was=
to=20
examine how the eight items within the public school Facilities and=
=20
Resources domain of the 2008 North Carolina Teacher Working Conditio=
ns=20
survey predict teachers=E2=80=99 stated intentions to return to the =
same=20
assignment in North Carolina. The survey items were divided into thr=
ee=20
clusters: technology, facilities, and instructional materials. A=20
discriminant function analysis was conducted to predict teachers=E2=
=80=99 stated=20
intentions to return to the same assignment or to change positions. =
This=20
study found that teachers want to work in a school environment that =
is=20
safe and has sufficient access to appropriate instructional material=
s and=20
resources to teach effectively. The study also found that the survey=
=20
respondents in the =E2=80=9Cstay=E2=80=9D group, which are the teach=
ers that did not plan=20
to leave their current assignment, were classified with better accur=
acy=20
(96.6%) and were more positive about their work environment. The res=
ults=20
of this study confirm a relationship between teachers=E2=80=99 state=
d intentions=20
to stay in their current assignment, the condition of school facilit=
ies,=20
and the availability of resources in public schools in North Carolin=
a.=20
Implications for policy and practice are presented along with sugges=
tions=20
for further research. [Author's abstract] 108p.
Place of Virtual, Pedagogic and Physical Space in=
the=20
21st Century Classroom
= Harris, Stephen This paper outlines work conn=
ected to=20
the successful convergence of digital, pedagogic and physical space.=
The=20
Sydney Centre for Innovation in Learning (SCIL) has been focusing on=
the=20
gap that has existed in schools where the physical layout is often s=
tuck=20
in an industrial-era education model, rather than reflecting the=20
possibilities of ICT-enhanced personalised learning. SCIL has been w=
orking=20
to create digital spaces so that students can consistently transitio=
n from=20
the real to virtual world. [Author's abstract] 13p.
How Does Indoor Air Quality Impact Student Health=
and=20
Academic Performance? The Case for Comprehensive IAQ Management in=20
Schools.
(U.S. Environmental Protection Agency,= =20 Washington, DC , Apr 2010) This fact sheet explains how =
good IAQ=20
in schools is a critical component of a healthy and comfortable lear=
ning=20
environment. Briefly cites evidence to support school indoor air qua=
lity=20
management. Basic advice on establishing a school indoor air quality=
=20
management program is offered, as are 18 references. 2p.
Relationship Between the Physical Characteri=
stics of=20
Higher Educational Facilities and Student Attitudes About Their Grad=
uate=20
School Programs
Lopez = del=20 Puerto, Carla (Dissertation= , St.=20 Louis University , Apr 2010) This research investigates ho=
w the=20
following factors of the physical environment: lighting, acoustics,=
=20
temperature, and color influence perceptions of their classrooms and=
thus=20
influence student attitudes about the quality of their programs. It=
=20
reports the results of technical measurements and linkages with the=
=20
perceptions of former students who utilized them. Understanding the=
=20
influence of the physical environment will furnish facility managers=
=20
measurable physical metrics that can be used to identify those educa=
tional=20
spaces that are having an adverse impact on learning and exactly wha=
t=20
systems/areas are the greatest contributor to negative student=20
perceptions. This allows the institution to make the best possible=20
allocation of resources to improve a facility and enhance its=20
sustainability. The research results indicate that there is a discon=
nect=20
between the former students' perception of adequacy of their higher=
=20
education facilities and the actual condition of the facilities. Eve=
n=20
though the results indicate that the campus facilities play a small =
part=20
in the students' satisfaction with their graduate program, policy ma=
kers=20
and college administration must realize that the physical environmen=
t does=20
influence satisfaction with the graduate school program. [Author's=20
abstract] 97p. TO ORDER: http://gradworks.umi.com/33/83/3383214.html Research on the Impact of School Facilities on St=
udents=20
and Teachers.
= (21st Century School Fund, Washington,= =20 DC , Jan 2010) Reviews the literature on sch=
ool=20
facilities and academic outcomes, school building systems, and schoo=
l=20
facility condition and community factors. It includes a bibliography=
of=20
research since 2002 and discusses the need for future school facilit=
y=20
research. 3p.
Realistic Contributions for Improving the Physica=
l School=20
Environment.
Albert, Lauren Identifies improvements to sc=
hools'=20
culture, through various projects enhancing the physical aesthetics =
of the=20
school. The premise of the project is based on findings from a surve=
y,=20
which was directed at the aspects of the schools' physical environme=
nt=20
that caused increases in students' learning. This project provides a=
=20
handbook of realistic resources for improving a school's physical=20
environment. The handbook outlines four project ideas to be complete=
d by=20
the school community for minimal costs. The four project ideas are 1=
)=20
School Murals, 2) School Garden, 3) Paint with School Colors Benches=
,=20
Doors, etc., and 4) Plant Trees with Identification Tags. The projec=
ts are=20
organized with step-by-step instructions for ease of completion.=20
Additionally, the handbook provides resource ideas for funding. Crea=
ting=20
an enriching physical school environment has been shown to improve=20
students' attitudes toward learning, thus positively influencing tes=
t=20
scores. This handbook is intended to improve the grounds and facilit=
ies of=20
a school with the end result being a more motivated school community=
.=20
[author's abstract] 144p.
Im=
proving=20
Student Achievement and School Facilities in a Time of Limited=20
Funding.
Cash, Carol; Twiford,=20 Travis (The Connexions Proj= ect ,=20 2010) This paper will provide a ple=
thora of=20
data that research has provided regarding how the learning environme=
nt can=20
improve student performance. Over a decade of research has consisten=
tly=20
confirmed that the physical environment impacts the learning environ=
ment=20
and student achievement. In an era of data-driven decision making, o=
ne=20
cannot ignore evidence that is quantified and specific. Some factors=
=20
require minimum investment, but provide significant return. The auth=
ors'=20
experiences and the research shared in this paper will arm the reade=
r with=20
the data to make changes in the built environment that can produce=20
significant improvement in teacher morale, school climate, parent an=
d=20
community confidence, and student outcomes. [Authors' abstract] 9p. =
Filardo, Mary; Vincent;=20 Jeff (21st Century School F= und with=20 funding from the Charitable Trust of the Council on Educational Faci= lity=20 Planners International., 2010) Recent research continues to =
point to a=20
small but steadily positive relationship between the quality of a pu=
blic=20
school facility and a range of academic and community outcomes. This=
study=20
reviews the literature on: (1) Facilities & academic outcomes; (=
2)=20
School building systems; and (3) School facility condition and commu=
nity=20
factors. The review is designed as an update to the 2002 review =E2=
=80=9CDo School=20
Facilities Affect Academic Outcomes?=E2=80=9D by Mark Schneider, ori=
ginally=20
commissioned by the 21st Century School Fund=E2=80=99s Building Educ=
ational=20
Success Together collaborative and then expanded by Dr. Schneider an=
d=20
published by the National Clearinghouse for Educational Facilities. =
This=20
new review, available in October 2009 includes an extensive bibliogr=
aphy=20
of research since 2002 and discusses the need for future school faci=
lity=20
research. 3p.
Impact of a New School Facility on One District's=
=20
Experience.
= Shearer, Adriel Analyzes improvement in acade=
mic=20
performance in Ohio's new Laurel High, a building that replaced an=20
historic, but decrepit facility. Despite the extreme contrast of fac=
ility=20
conditions between the old and the new, the overwhelming majority of=
=20
teachers who participated in this study did not observe a change in=
=20
academic performance since moving into the new facility. The most dr=
amatic=20
and observable impact of the new school facility was the shift in at=
titude=20
and behavior of teachers within the building. The teachers at Laurel=
High=20
School went from a severely out-dated and substandard facility to a=
=20
building that provided a clean bright and safe environment for learn=
ing.=20
The transition was also accompanied by equipment that enabled teache=
rs to=20
incorporate a wide range of new learning activities. The opportunity=
that=20
these two factors presented instilled a new enthusiasm for teaching =
in=20
virtually all teachers surveyed. This enthusiasm also accompanied an=
=20
eagerness to incorporate new technologies into the classroom. Includ=
es 33=20
references. 56p.
Fickes, Michael School=20 Planning and Management; , p38-46 ; May 2012 A group of design professiona=
ls show=20
how a school's interior design can inspire teaching and learning.
Spector, Marc School Planning= =20 and Management; , p50-53 ; May 2012 Clean, quiet, safe, comfortab=
le and=20
healthy environments are an important component of successful teachi=
ng and=20
learning.
Harris, Stephen Connected=20 Principals; Apr 2012 Based on case study for educa=
tion=20
redesign for Northern Beaches Christian School, a co-educational K-1=
2=20
school of 1300 students in the northern region of Sydney, Australia.=
NBCS=20
created some new spaces for learning: flowing nooks and crannies; de=
sign=20
and production suites; multimodal agile spaces. NBCS renovated exist=
ing=20
spaces: The Zone (an open learning environment for 180 students and =
6=20
teachers) and Rhythm & Blues (a shared space for music learning)=
and=20
the Hub.
=20
School Design and Students=E2=80=99 Relationships with the Natura=
l World=20
Indira Dutt Chil= dren,=20 Youth and Environments; v22 n1 , p198-226 ; Spring 2012 This qualitative study is an=
=20
exploration of intermediate students=E2=80=99 experience of the natu=
ral world as=20
mediated by indoor/outdoor elements. The fieldwork for this project =
was=20
conducted in the spring of 2009 at Bowen Island Community School in=
=20
British Columbia. The research includes data collected from two focu=
s=20
groups, semi- structured interviews, photographs and fieldnotes. Usi=
ng=20
thematic analysis, the research found that indoor/outdoor interfaces=
and=20
the presence of both gardens and forest as play environments provide=
d=20
students with a sense of freedom, joy, social cohesiveness and aesth=
etic=20
pleasure in relation to their physical learning environment. Results=
are=20
discussed in terms of future school design and other relevant studen=
t=20
impacts. [Author's abstract] TO ORDER: The=20
Role of Objective and Perceived School Building Quality in Student=20
Academic Outcomes and Self-Perception Children, Youth and Environments; v22 n1 , p23-51 ; Spri= ng=20 2012 This study examines the role =
of school=20
building quality, both perceived and objective, in the development o=
f=20
self-efficacy and academic success in young adolescents (mean age =
=3D14,=20
range 11-17 years old). Previous research related to school building=
=20
quality used only adult assessment of building quality. The study=20
interviewed public school students in two high schools and three mid=
dle=20
schools about their school and their self-perception. Objective scho=
ol=20
building quality was assessed by a trained researcher. Academic=20
performance was measured by classroom grades (GPA =E2=80=93 grade po=
int average)=20
and state-wide standardized test scores. A series of regression equa=
tions=20
indicates that objective and perceived school building quality and=20
self-efficacy are significantly related to GPA scores. Neither measu=
re of=20
building quality, however, predicted standardized test scores. Stude=
nt=20
self-perception of behavioral conduct as measured by the self-percep=
tion=20
profile for adolescents (Harter 1988) was marginally related to=20
standardized test scores. Students=E2=80=99 perception of building s=
afety=20
(compared to degree of crowding, noise, privacy and clutter/mess) wa=
s the=20
best predictor of perceived school building quality as well as predi=
cting=20
perceived scholastic competence, behavioral conduct and self-worth.=
=20
[Authors' abstract] TO ORDER: http://www.colorado.edu/journals/cye/index_issues.ht=
m =20
Changing Spaces: Preparing Students and Teachers for a New Learni=
ng=20
Environment Pamela Woo= lner,=20 Jill Clark, Karen Laing, Ulrike Thomas and Lucy=20 Tiplady Children, Youth, and Environments; v22 n1 , p52-74= ;=20 Spring 2012 Physical settings in schools =
have a=20
complex relationship to teaching and learning practices. Uncomfortab=
le=20
tensions can result when the intentions of learners and teachers con=
flict=20
with each other or with the affordances of the environment. Yet, cha=
nge=20
may be difficult to achieve and stressful for those involved. This p=
aper=20
considers a case where there has been minimal involvement of staff o=
r=20
students in the design of a new school, but there is a desire to pre=
pare=20
them for the changed environment. Changes will include an integrated=
=20
curriculum and an =E2=80=9Cenquiry approach,=E2=80=9D which it is ho=
ped will be=20
facilitated by large, shared spaces in the new premises. We discuss =
an=20
=E2=80=9Cexperimental week=E2=80=9D of enquiry learning that took pl=
ace in the middle of=20
the 2010-11 school year with half of the Year 8 group (12-13 years o=
ld) in=20
an existing large space (a school hall). The alteration to the learn=
ing=20
environment included changes to both the use of space and the organi=
zation=20
of learning time. We concentrate here on the student experience of=20
learning in this new way, rather than the views of the teachers. An=
=20
enquiry-based approach was enabled by the more fluid, flexible use o=
f=20
school space and time. Overall, students enjoyed the experimental we=
ek,=20
but they understood it to be a limited experience. If these changed=
=20
practices are to be successful they will need to be accepted as more=
=20
permanent. The challenge for those managing the change process is to=
=20
remain mindful of the differing needs of students, and continue to d=
evelop=20
a shared understanding among staff and students of what learning is =
or=20
could be. [Authors' abstract] TO ORDER: Quirk, Vanessa Arch Daily; Ma= r=20 05, 2012 According to this article, th=
e design=20
of a school cannot just incorporate the necessary physical condition=
s for=20
students; it must be designed with its cultural value to the communi=
ty in=20
mind, cognizant of the fact that a young mind=E2=80=99s commitment t=
o learning is=20
affected greatly by his/her family, society and culture=E2=80=99s va=
lue of=20
education.
School Planning and Management; , p31-51 ; Mar 2012 Descriptions and photos of re=
al-life=20
examples of how leading educational institutions solved their toughe=
st=20
problems =E2=80=94 meeting sustainability goals, handling maintenanc=
e issues,=20
selecting the proper furniture and equipment, ensuring student safet=
y,=20
integrating technology, and more. Includes St. Elizabeth Ann Seton S=
chool=20
in Keller, Texas; Farrington Field, Fort Worth, Texas; Douglas Count=
y=20
School District, Nevada; Fridley High School, Fridley, Minnesota;=20
Dartmouth College; Lady Bird Johnson Middle School, Irving, Texas;=20
Roadrunner Elementary School, Phoenix, Arizona; Nettlehorst School,=
=20
Chicago; Revere Local School District, Bath, Ohio; and Dublin High S=
chool,=20
Dublin, California.
=20
Citizens Fit for the 21st Century? The Role of School Design in=20
Facilitating Citizenship and Self-Governance in Young People Education,=20 Citizenship and Social Justice; n1 , p19-31 ; Mar 2012 This article explores the rel=
evance of=20
school design in providing an important social-spatial context for=20
promoting citizenship in young people. Drawing on a small-scale stud=
y that=20
investigated the perspectives of pupils and teachers, it contrasts t=
he=20
ways in which the social control and monitoring of pupils differed i=
n two=20
secondary schools. Comparing features of everyday life in one new an=
d one=20
old-build school, this study found that school design could either=20
heighten or lessen the need for teacher control of pupils. As a=20
consequence the layout of the schools could enable or restrict young=
=20
people's opportunities for self-determination, as well as encourage =
the=20
normalization of the acceptance of control by others. The implicatio=
ns of=20
this for the production of autonomous and self-governing citizens wi=
ll be=20
addressed. [Author's abstract]
Arndt, Petra A. Mind, Brain,= =20 and Education; v6 n1 , p41-48 ; Feb 2012 The design of learning spaces=
is=20
rightly gaining more and more pedagogical attention, as they influen=
ce the=20
learning climate and learning results in multiple ways. General stru=
ctural=20
characteristics influence the willingness to learn through emotional=
=20
well-being and a sense of security. Specific structural characterist=
ics=20
influence cognitive processes, from visual and acoustic perceptions,=
via=20
attention to the model, to processes of comprehension and reflection=
.=20
Aspects of the design of the learning space also modify the interact=
ion=20
among students and between students and their teacher. Furthermore, =
the=20
different requirements that have emerged through the development tow=
ard a=20
learning society and the explosive increase of available information=
in=20
our society require changes in the design of learning processes and =
thus=20
of learning environments. Taking biological needs and neurobiologica=
l=20
processes into account when designing learning spaces can provide a=
=20
beneficial learning environment with regard to mental resources. Thi=
s=20
article will highlight relevant (neuro)biological fundamentals and t=
ry to=20
describe resulting conclusions for the design of learning spaces.
Cuyvers, Katrien; De Weerd, Gio; Dupont= ,=20 Sanne; Mols, Sophie; Nuytten, Chantal CELE Exchange; , 7p = ; Dec=20 2011 Study investigates the impact=
of=20
educational spaces on their users and identifies empirical evidence=
=20
supporting the importance of school infrastructure on the well-being=
of=20
Flemish secondary students
Kuuskorpi, Marko; Gonzalez, Nuria=20 Cabellos CELE Exchange; , 8p ; Dec 2011 This paper presents the concl=
usions of=20
a study, carried out in collaboration with schools in six European=20
countries, which focused on tomorrow's physical learning environment=
s. It=20
resulted in the creation of a learning space model that is flexible,=
=20
modifiable, and sustainable while supporting the teaching and learni=
ng=20
processes.
Monberg, Greg; Kacan, George and=20 Bannourah, Riyad Educational Facility Planner; v45 n4 , p1= 2-15 ;=20 Dec 2011 Amidst the debate over fundin=
g cuts, an=20
increased focus on teacher effectiveness, and the move toward e-lear=
ning,=20
many question the importance of quality educational facilities. But =
an=20
examination of developmental and psychological theory suggests that=
=20
exceptional schools have an exciting and crucial role to play in 21s=
t=20
century education. Describes a transcendent school as creating=20
connectivity among students and their surroundings.
Yurko, Amy and Mason,=20 Craig Educational Facility Planner; v45 n4 , p5-8 ; Dec 20= 11=20 Extensive case study of award=
winning=20
high school outside Seattle, Washington that redefines high school=20
education. Discusses communities of learners, taking chances, starti=
ng=20
with the learner, being brave, scenario planning, environments for=20
teaching and learning, and a shell-and-core approach.
American School and University; Nov 2011 Twenty-five architects commen=
t on the=20
latest innovations in designing for future learning, as well as how =
design=20
can support these trends. Questions answered include: What are the l=
atest=20
ideas/innovations in designing to support 21st-century learning?; Ho=
w can=20
the built environment support emerging trends in education?' What ar=
e some=20
design trends in specialized classrooms or programs to support futur=
e=20
learning styles/methods? and How is technology for today=E2=80=99s l=
earning=20
affecting school design?
When=20
Money Matters: School Infrastructure Funding and School Achievement.=
=20
Crampton, Faith and Thomps= on,=20 David School Business Affairs; , p14-18 ; Nov 2011 Discusses a new paradigm for =
analyzing=20
the effect of investment in physical capital on student achievement.=
=20
Includes a comprehensive definition of school infrastructure as incl=
uding=20
deferred maintenance, new construction, renovation, retrofitting,=20
additions to existing facilities, and major improvements to grounds.=
=20
Pointing to the limitations of previous research, describes a new pa=
radigm=20
that reinforces the importance of investing not only in human and so=
cial=20
capital but also physical capital to insure student success.
Classroom Acoustics Affect Student Achievement.=20
Ronsse, Lauren M. and Wang, Lily M.;=20 Consulting-Specifying Engineer; Sep 19, 2011 Findings from a study compari=
ng=20
unoccupied classroom noise levels and reverberation times to the age=
of=20
the school buildings and the elementary student achievement scores=20
attained by students using those classrooms. Recommends that classro=
om=20
mechanical systems should be designed with lower noise levels to opt=
imize=20
student reading comprehension.
Does High School Facility Quality Affect Student=
=20
Achievement? A 2-Level Hierarchical Linear Model.
Bowers, Alex J., Urick,=20 Angela Journal of Education Finance; v37 n1 , p72-94 ; Sum= mer=20 2011 The purpose of this study is =
to isolate=20
the independent effects of high school facility quality on student=20
achievement using a large, nationally representative U.S. database o=
f=20
student achievement and school facility quality. Prior research on l=
inking=20
school facility quality to student achievement has been mixed. Studi=
es=20
that relate overall independently rated structural and engineering a=
spects=20
of schools have been shown to not be related to achievement. However=
, more=20
recent research has suggested that facility maintenance and disrepai=
r,=20
rather than structural issues, may be more directly related to stude=
nt=20
achievement. If there is a relationship, addressing facility disrepa=
ir=20
from the school, district, or state level could provide a potential =
avenue=20
for policymakers for school improvement. We analyzed the public scho=
ol=20
component and the facilities checklist of the ELS:2002 survey (8,110=
=20
students in 520 schools) using a two-level hierarchical linear model=
to=20
estimate the independent effect of facility disrepair on student gro=
wth in=20
mathematics during the final two years of high school controlling fo=
r=20
multiple covariates at the student and school level. We found no evi=
dence=20
of a direct effect of facility disrepair on student mathematics=20
achievement and instead propose a mediated effects model. [Authors'=
=20
abstract]
Impacting Learning.
Harris, Bill; Lambert,=20 Chip School Planning and Management; v50 n5 , p44-46 ; May= 2011=20 Discusses the negative effect=
of=20
classroom noise on teaching and learning, standards for classroom=20
acoustics, and HVAC design that minimizes noise while using less=20
energy.
The Future of Evidence-Based Design.
= Whitemyer, David College=20 Planning and Management; v14 n5 , p48-50 ; May 2011 Discusses how the pairing of =
data on=20
building performance and on occupant behavior has gained traction in=
the=20
school building industry.
Engineering Sustainable Schools. Linking Design Q=
uality=20
and Education
Leiringer, Roiner; Cardellino, Paula;=20 Clements-Croome, Derek CIBSE Magazine; , 5p ; Apr 10, 201= 1 Reports on how design quality=
can be=20
fostered to achieve educational transformation. The majority of the=
=20
reports target the architectural aspects of the building design and=
=20
prescribe an architectural approach towards the assessment of design=
=20
quality.
Classroom Learning Environments and the Mental He=
alth of=20
First Grade Children. Milkie, Melissa A.; Warner, Catherine H= .=20 Journal of Health and Social Behavior ; v52 n1 , p14-22 ;= Feb=20 28, 2011 Study finds that between inad=
equate=20
supplies, rundown school buildings, and disrespected teachers buried=
in=20
paperwork, school can be stressful for 1st graders, who are in a fra=
gile=20
place in their educational lives. The study is based on interviews w=
ith=20
more than 10,700 1st-grade parents and teachers in spring 2000.
Public School Desegregation and Education=20
Facilities.
Hunter,=20 Richard School Business Affairs; v77 n2 , p24-26 ; Feb 201= 1 Reviews 1968-1995 school dese=
gregation=20
court cases that have impacted school facilities, noting how the per=
ceived=20
impact of school facility condition on education has carried weight =
in the=20
courts. 12 references are included.
Effect of Education Buildings' Spatial Quali=
ty on=20
Child's Academic Achievement.
American Journal of Scientific Research; , p10= 0-109 ;=20 2011 Education buildings are the m=
ost=20
important factor after the home in development of children. Teaching=
=20
resources, teachers' skill and curriculum play a vital role in a chi=
ld's=20
education. In addition, there is another important factor that the=20
physical condition and design of the actual school facility have an=
=20
important effect on the child=E2=80=99s academic achievement. There =
are numerous=20
studies positive or negative effects of spatial quality of building =
groups=20
on people. However, there is no comprehensive study about how spatia=
l=20
quality of education buildings effects child=E2=80=99s educational p=
erformance,=20
whether it is enough for child=E2=80=99s social, psychological and b=
iological=20
needs, how much it supplies child=E2=80=99s demands. This investigat=
es the effect=20
of spatial quality of schools in Trabzon and their physical conditio=
ns on=20
a child=E2=80=99s academic achievement.
Can the Physical Environment Have an Impact on th=
e=20
Learning Environment?
Lippman, Peter CELE Exchange;= =20 2010/13 ; Nov 2010 Advocates for the reform of l=
earning=20
environment design, so that technology is integrated into a collabor=
ative=20
classroom arrangement, rather than as simply an overlay of an existi=
ng=20
teacher-centered arrangement. Incorporation of sustainability, and=20
attention to the =E2=80=9Csocial design=E2=80=9D are encouraged. Ten=
references are=20
included.
The Impact of School Building Conditions on Stude=
nt=20
Absenteeism in Upstate New York.
Simons, Elinor; Syni-An Hwang;=20 Fitzgerald, Edward F.;Kielb, Chrstine; Lin, Shao American= =20 Journal of Public Health ; v100 n9 , p1679-1686 ; Sep 2010 Authors investigated Upstate =
New York=20
school building conditions and examined the associations between sch=
ool=20
absenteeism and building condition problems. They merged data from t=
he=20
2005 Building Condition Survey of Upstate New York schools with 2005=
New=20
York State Education Department student absenteeism data at the indi=
vidual=20
school level and evaluated associations between building conditions =
and=20
absenteeism at or above the 90th percentile. The results shows that=
=20
schools in lower socioeconomic districts and schools attended by you=
nger=20
students showed the strongest associations between poor building=20
conditions and absenteeism. They found that there are associations b=
etween=20
student absenteeism and adverse school building conditions. Future s=
tudies=20
should confirm these findings and prioritize strategies for school=20
condition improvements.
Improving the Physical and Social Environmen=
t of=20
School: A Question of Equity.
Journal of School=20 Leadership; v20 n5 , p597-632 ; Sep 2010 This study explored the inter=
play=20
between quality facilities and school climate, charting the effects =
of=20
facility conditions on student and teacher attitudes, behaviors, and=
=20
performance within schools slated for renovations in a large metropo=
litan=20
school district. The research applied a school leadership-building d=
esign=20
model to explore how six characteristics of facility quality--moveme=
nt,=20
aesthetics, play of light, flexible and responsive classrooms, elbow=
room,=20
and security--interact with four aspects of school climate: academic=
=20
press, community engagement, teacher professionalism, and collegial=
=20
leadership. Because the schools were older and participants in the=20
research perceived them as being in great need of maintenance and re=
pair,=20
the school building characteristics were often described as absent=20
qualities. The survey data revealed moderate to strong relationships=
=20
between the quality of school facilities and school climate. The=20
interviews further explicated these relationships. Two additional=20
themes--counterbalance and equity--emerged as being significant to=20
occupants' interactions with their current facilities. This study us=
ed a=20
mixed-methods triangulation design-data transformation model.=20
Specifically, school climate surveys, photo interviews with students=
,=20
walking tours of the school facility, and formal interviews were=20
triangulated to obtain complementary data and a more complete=20
understanding of the educational facility to be renovated and its im=
pact=20
on occupants. [Authors' abstract]
Space to Develop: How Architecture Can Play a Vit=
al Role=20
in Young Children's Lives.
Cohen, Bronwen CELE Exchange;= =20 2010/6 , p1-5 ; Jul 2010 Describes the background to S=
cotland's=20
"Making Space 2010" program, which aims to focus international visio=
n on=20
the importance of school space. Awards that will be given and upcomi=
ng=20
conferences are featured.
A=20
Gender Perspective on Educational Facilities.
Lang, Sara CELE Exchange;=20 n2010/10 ; Jul 2010 Explores the planning and des=
ign of=20
educational facilities from a gender perspective, with a view to gui=
ding=20
future research and policy analysis. The article argues that social=
=20
relations are influenced by the physical environment, and that socia=
l and=20
physical aspects are often interlinked. The article reflects on how =
men=20
and women use educational spaces, drawing on examples of completed s=
chool=20
projects. It then explores gender-related issues and related researc=
h, and=20
considers how to incorporate a gender perspective on educational=20
facilities. 54 references are included.
Investment in Education Pays Off.
http= ://www.peterli.com/spm/resources/articles/archive.php?article_id=3D2621 -->Moore, Deborah School Plannin= g=20 and Management; v49 n6 , p6 ; Jun 2010 Describes how investment in e=
ducation=20
paid large dividends for students in the Kalamazoo, Michigan, School=
=20
District.
The Impact of School Design on Academic Achieveme=
nt in=20
the Palestinian Territories: An Empirical Study.
Matar, Mohammed; Brighith,=20 Imad CELE Exchange; n2010/05 , p1-4 ; Mar 2010 Outlines a research project t=
hat aimed=20
to gather first-hand data from school users (pupils, teachers, schoo=
l=20
principals), as well as academic performance data from pupils. The p=
roject=20
compared data obtained from users of "new and site-specific" and=20
"standard" schools in order to show whether more attractive and=20
site-specific designs have a positive effect on learning. Factors th=
at may=20
contribute to inconclusive results are discussed.
The Value of School Facility Investments: Ev=
idence=20
from a Dynamic Regression Discontinuity.
Quarterly Journal of Economics; v125 n1 , 215-261 ; = Feb=20 2010 Estimates the value of school=
facility=20
investments using housing markets: standard models of local public g=
oods=20
imply that school districts should spend up to the point where margi=
nal=20
increases would have zero effect on local housing prices. Our resear=
ch=20
design isolates exogenous variation in investments by comparing scho=
ol=20
districts where referenda on bond issues targeted to fund capital=20
expenditures passed and failed by narrow margins. The results indica=
te=20
that California school districts underinvest in school facilities: p=
assing=20
a referendum causes immediate, sizable increases in home prices, imp=
lying=20
a willingness to pay on the part of marginal homebuyers of $1.50 or =
more=20
for each $1 of capital spending. These effects do not appear to be d=
riven=20
by changes in the income or racial composition of homeowners, and th=
e=20
impact on test scores appears to explain only a small portion of the=
total=20
housing price effect. TO ORDER: Kids=20
Know Their School Best.
= Carlson, Michael Educational= =20 Facility Planner; v44 n4 , p13-16 ; 2010 References the many reasons t=
hat=20
students might drop out of high school, especially poor learning lea=
rning=20
environments. The article offers suggestions from students about sch=
ool=20
design that foster interest in education and offer ideas for forums =
to=20
gather student input.
Relationship Between School Facility Conditi=
ons and=20
the Delivery of Instruction: Evidence From a National Survey of Scho=
ol=20
Principals.
Duyar,=20 Ibrahim Journal of Facilities Management; v8 n1 , 8-25 ; 2= 010=20 Investigates the effects of s=
chool=20
facility conditions on the delivery of instruction from the perspect=
ive of=20
school principals in the USA. The paper empirically investigated whe=
ther=20
the quality of ten facility conditions affects the delivery of instr=
uction=20
after controlling three school and three student characteristics tha=
t also=20
may affect the delivery of instruction. The conceptual framework of =
this=20
paper envisions the physical capital, along with the human and socia=
l=20
capitals, as one of the three main core elements for effective teach=
ing=20
and learning. The findings of the study indicated that six of the te=
n=20
facility conditions are statiscally and positively associated with t=
he=20
delivery of instruction. These six facility conditions significantly=
=20
predicted the delivery of instruction after controlling other extran=
eous=20
or plausible variables. TO ORDER: Architectural Design and the Learning Enviro=
nment: A=20
Framework for School Design Research.
Learning Environme= nts=20 Research; v13 n2 , 127-145 ; 2010 Develops a theoretical framew=
ork for=20
studying how instructional space, teaching, and learning are related=
in=20
practice. It is argued that a school's physical design can contribut=
e to=20
the quality of the learning environment, but several non-architectur=
al=20
factors also determine how well a given facility serves as a setting=
for=20
teaching and learning. Supporting evidence for this argument is draw=
n from=20
research on school climate and organization, as well as from the aut=
hor's=20
study of three open-plan high schools. Facilities design, educationa=
l=20
practice, school culture, and student learning are found to be=20
interrelated aspects of a school's total learning environment. [auth=
or's=20
abstract] TO ORDER: https://springerlink3.metapress.com/content/3tn372p3=
37737866/resource-secured/?target=3Dfulltext.pdf&sid=3Dtisgdnq0vqyewe5=
5oms1vg45&sh=3Dwww.springerlink.com Acoustics in Physical Education Settings: The Lea=
rning=20
Roadblocks.
= Ryan, Stu; Mendel,=20 Lisa Educational Facility Planner; v44 n4 , p38-43 ; 2010 = Reports results of study meas=
uring=20
noise levels in elementary, middle, and high school physical educati=
on=20
settings, and compare them to the American Speech-Language-Hearing=20
Association (ASHA) guidelines and the American National Standards=20
Institute (ANSI) standards for acoustics in educational settings. Th=
e=20
findings show that all of the settings were significantly higher tha=
n the=20
established standards. Strategies for reducing high noise levels in=
=20
physical education settings are discussed.
|
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