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Tag: School Design

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Zellner, L. J., Morris, J., & Burch, A. L. (2012). 3 (1)

Over two decades of research has consistently confirmed that the physical environment impacts the learning environment and student achievement, but what is it that makes one learning environment more engaging than another? This paper will provide additional insight on the impact incorporation of a Brain Compatible Learning (BCL) philosophy in 3 elementary schools with similar demographics affected student engagement in learning, school climate, teacher retention, and community satisfaction.

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Wilson, A. D., Ortiz, H., Dorris, D., Whetstine, L., Royal, M., & Atkinson, H. (2012).

In this case study, Woodrow Wilson High School is highlighted for its commitment to transform the facilities’ learning environment using sustainable design practices in a historic school. Sustainable design features of Woodrow Wilson High School include: an atrium dish skylight with purposeful piping design to capture rainwater for use within the facility, a storm water management system (one 15,000-gallon cistern and one 30,000-gallon storm water filtration system), an innovative roof space with native landscaping, and adaptive reuse areas within the modernized facility.

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Greeney, B., & Slate, J. R. (2012). 2 (2)

In this investigation, the authors examined the attendance rates, dropout rates, and completion rates of Hispanic students in Texas high schools for the 2003-2004 through the 2008-2009 school years as a function of school size.

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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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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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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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