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Tag: School Design

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Gaines & Curry, 2011

Color impacts student behavior within the physical learning environment. Due to the move toward including students with disabilities in the general education classroom, functional color applications are critical. This article reviews and analyzes existing literature and empirical evidence related to use of color in the classroom for students of all abilities. The three major areas reviewed were (1) the inclusive classroom for students with disabilities, (2) color theory, and (3) the physiological and psychological aspects of color. The results show that color is important in designing functional learning spaces. The results of this analysis may benefit educators, parents, and design professionals in designing beneficial learning environments for all students.

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School Planning and Management, 2013

As schools are being built or remodeled, there are literally thousands of issues to be addressed. Unfortunately, color, especially the color of classroom walls, is often overlooked.

“For budget reasons, a lot of schools don’t seek out good information on color,” says Bonnie Krims, IACC, architectural color consultant with Bonnie Krims Color Studio in Concord, Mass. “In a lot of cases, color choices are left up to administrators, teachers or the maintenance departments. As a result, a lot of walls just end up white, which can lead to understimulation.” Another problem, according to Krims, is that, in the past, there was a belief that the more colorful the school was, the better it would be for the kids. However, recent research says that isn’t necessarily the case. In many cases, too much color, or colors that are too bright, can lead to overstimulation. “The goal is to find a balance,” she says.

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Wagner, S.

Blue sky, green grass, yellow sun. Nearly everything in our world has some kind of color associated with it. We even have sayings that use colors in them. We say that someone is “green with envy,” “white as a sheet,” or “a yellow-bellied coward.” For painters, artists, interior designers, and marketers, the correct use of color is critical to the success of their business. But did you know that color can play an important role in the world of education, too? 

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Stevenson, 2001

This research project sought to determine if a relationship exists between school academic outcomes and school facilities characteristics. To address this issue, data were gathered from a variety of sources including research literature, state data files, principal questionnaires, and focus groups.

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NCES, 2006

During the last decade, the U.S. Department of Education has released reports describing and evaluating the physical condition of schools (Lewis et al. 2000; U.S. General Accounting Office [GAO] 1995). According to a 1995 report from the General Accounting Office, this nation has invested hundreds of billions of dollars on school infrastructure so that children are properly educated and prepared for the future in school facilities that are well-maintained, clean, safe, and secure (U.S. GAO 1995).

Decent, safe, and secure facilities are essential to successful educational programs. Creating a safe school environment is necessary in order for teachers to teach effectively and for students to be receptive to learning. While typical thinking regarding “safe school” environments often involves a school that is free of weapons, illegal drugs, student intimidation, and theft, other factors regarding the physical condition and appearance of school facilities, such as noise levels and cleanliness are important to consider as well.

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O'Sullivan, 2006

This study investigated the relationship between school building conditions and student academic achievement in Pennsylvania’s high schools. Research questions analyzed by step-wise multiple regression were: (a) Is there a relationship between overall school building conditions and student academic achievement in Pennsylvania’s high schools when socio-economic status (SES) is held constant?; (b) Is there a relationship between the cosmetic conditions of school facilities and student academic achievement in Pennsylvania’s high schools when socio-economic status (SES) is held constant?; and (c) Is there a relationship between the structural conditions of school facilities and student academic achievement in Pennsylvania’s high schools when socio-economic status (SES) is held constant?

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Hines, 1996

This study, involving selected Virginia urban high schools, examines the relationship between school facility condition and student achievement and behavior. The study determined student achievement by using the Test of Academic Proficiency for grade eleven during the 1992-93 school year; student behavior was determined by the ratio of the number of expulsions, suspensions, and violence/substance abuse incidents to the numbers of students in each school. The study's findings show that student achievement scores and disciplinary incidents are higher in schools that have better building conditions. Science achievement scores also are higher in schools that have better science laboratory conditions. Finally, the varying of climate control, locker, and graffiti conditions are factors in improving student achievement scores. Appendices contain statistics on student population and demographics, a copy of the survey used to assess a facility's physical status, documents pertaining to the study sample, and research questionnaires.

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Edwards, N., 2006

This qualitative study examined the ways in which middle school and high school students in an urban school district responded to being educated in facilities in some state of disrepair. The purpose of this research study was to arrive at a level of understanding with respect to urban students’ attitudes, perceptions and beliefs regarding the physical environment(s) in which they had been educated. The core questions which guided this research were: 1.) To what extent do students perceive their academic achievement, motivation and/or personal conduct is positively or negatively affected by the condition of the facility in which they are educated? 2.) In what ways does the condition of an educational facility affect students’ perceptions of the overall quality of the teaching and administrative staffing within their building? 3.) In what ways does the condition of an educational facility affect students’ perceptions of the degree to which their school district values their education and personal safety?

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Virginia Department of Education, 2010

The Virginia Uniform Statewide Building Code regulates the general health, safety, and welfare of building occupants of public educational facilities in Virginia. Also, public school sites and buildings, new or renovated, as well as all educational programs, activities, or services offered at school facilities must meet the federal Americans with Disabilities Act (ADA). While the building code addresses life safety design issues, it does not offer any design guidance to school planners and educators as to how to meet their educational program needs. Various requirements contained in the Regulations Establishing Standards for Accrediting Public Schools in Virginia and in the Standards of Quality, such as required program offerings, pupil-teacher ratios/maximum class sizes, and administrative staffing, guide school facilities design in the context of minimum standards. The Virginia Public School Facilities Guidelines are intended to provide more detailed guidance for the planning and design of local public school facilities.

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