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Morris, J., & Slate, J. R. (2012). 3 (1)

Student participation and student performance on the Advanced Placement and International Baccalaureate exams for the 2008-2009 school year was examined to ascertain the extent to which differences were present as a function of high school size and student gender. Using Academic Excellence Indicator System data for traditionally configured high schools in Texas, statistically significant differences were yielded. In the 2008-2009 school year, girls had higher participation rates than did boys. Moreover, girls outperformed boys regardless of school size. The performance of boys and girls on these exams differed as a function of school size, with students in larger size high schools participating at a higher rate and outperforming students at smaller size high schools. Implications of the findings are discussed and suggestions for further research are made.

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Public Health Law & Policy (2012).

Joint use agreements allow school districts to share with local government the costs and responsibilities incurred by opening their facilities. This toolkit shared what PHLP [ChangeLab Solutions] has learned from successful joint use agreements, offering guidelines and templates for nationwide communities looking to expand their access to school recreational facilities.

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Earthman, G. (2011). 2 (1)

Originally, the purpose of the manuscript was to help members of a National Research Council Committee understand the process of planning school buildings in the public sector. It was intended to help members become familiar with the decisions that must be made and who was involved in that process. The content of the manuscript, however, is also suited to educators and non-educators. Too often educators believe once the architect is employed, their responsibility for decisions regarding the school building has been properly discharged. As a result many of the important decisions regarding the building are left to non-educators – not the users of the facility. In an effort to simplify the very complex processes involved in planning, designing, and constructing an educational facility, these processes are reduced to the essentials and explained in clear fashion so that educators, school authorities, and community members may have a better insight into the decisions that need to be made.

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Building Educational Success Together (B.E.S.T.) (2011).

There is no national database of information on public school facilities. Some states collect information and some do not. The 21st Century School Fund, along with its Building Educational Success Together (BEST) partners, has worked to answer questions about the condition and support of public school facilities in order to help build the public will and capacity of our nation to provide high quality buildings and grounds for all children and teachers in all communitites.

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Federal Emergency Management Administration (FEMA) (2011).

FEMA 74 explains the sources of earthquake damage that can occur in nonstructural components and provides information on effective methods for reducing risk associated with nonstructural earthquake damage. This fourth edition of the FEMA 74 document updates both the content and the format of the report. A considerable amount of new information now exists as a result of ongoing National Earthquake Hazard Reduction Program (NEHRP) activities, local and state government programs, private sector initiatives, and academic work focused on reducing the potential for nonstructural earthquake damage.

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Schindler, K., Dorris, D., Morgan, L., & Ortiz, H. (2011).

This article is intended to spark conversation between school officials concerning safety at school board meetings, in an earnest effort to prevent tragedies similar to the event on December 14, 2010 in Panama City, Florida. The article encourages school officials to 1) examine school board meeting facilities through a lens of the four phases of emergency management, 2) assess the current level of preventative elements present in the facilities through design, furnishings, and security technologies, and 3) prepare meeting facilities and school personnel through training.

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Kothari, H. (2011).

Kothari explores the causes of the nation’s $300 billion funding shortfall in K-12 facilities and offers concrete recommendations to address this troubling trend. Kothari posits that public-private partnerships are a promising avenue for tapping the resources needed to address capital needs, but that current financial conditions in K-12 scare off potential investors. By overhauling facilities financing and exploring innovative approaches, policymakers can create the space for private investors to support school facilities.

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McArthur, J. (2011). 2 (1)

In the International Journal for Academic Development, Peter Jamieson (2003) reported that colleges, universities, and educational centers around the world are engaged in the construction and renovation of built and digital spaces to meet the growing demands of a population in search of education. As these spaces are built, educators, administrators, and student development professionals need a common language to discuss the qualities necessary for these spaces. This study seeks to further Jamieson’s (2003) claim by investigating the means whereby user-experience design principles can influence the design of spaces of learning. This study begins with two unrelated texts – Cooley’s (2000) model of human-centered systems from information design and Oblinger’s (2006) compilation of current practices in built space from education – and organizes a conceptual framework to define a common design language for educators and creators of educational spaces.

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