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Article
Publication date: 8 May 2009

C. Kenneth Tanner

The purpose of this study is to compare student achievement with three school design classifications: movement and circulation, day lighting, and views.

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Abstract

Purpose

The purpose of this study is to compare student achievement with three school design classifications: movement and circulation, day lighting, and views.

Design/methodology/approach

From a sample of 71 schools, measures of these three school designs, taken with a ten‐point Likert scale, are compared to students' outcomes defined by six parts of the Iowa Test of Basic Skills (ITBS): Reading comprehension, Reading vocabulary, Language arts, Mathematics, Social studies, and Science. Data are tested through reduced regression analysis, where the difference between R2 of the reduced regression is compared to the R2 of the full regression. This result, in each case, is defined as the effect of the school's physical environment on students' outcomes represented by achievement scores on the ITBS.

Findings

Significant effects are found for Reading vocabulary, Reading comprehension, Language arts, Mathematics, and Science.

Practical implications

The study's findings regarding movement and circulation patterns, natural light, and classrooms with views have implications for designing new schools or modifying existing structures. They are especially important to school leaders, educational planners, and architects who engage in programming for educational facilities.

Originality/value

This study is part of original research efforts at the University of Georgia, USA. Since 1997, the focus of research in the University of Georgia's School Design and Planning Laboratory (SDPL) has been the measurement of the impact of the school's physical environment on aspects of affective, behavioral, and cognitive learning. All SDPL research has been quantitative in nature, where measures of the physical environment were compared to measures of student outcomes. There are two immediate values to these studies: educational leaders may use the findings to assess their existing school facilities and determine where improvements will have the greatest impact, or planners may use the findings to guide architects in the design and construction of new educational facilities.

Details

Journal of Educational Administration, vol. 47 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 8 May 2009

Sheila Walbe Ornstein, Nanci Saraiva Moreira, Rosaria Ono, Ana J.G. Limongi França and Roselene A.M.F. Nogueira

The paper describes the purpose of and strategies for conducting post‐occupancy evaluations (POEs) as a method for assessing school building performance. Set within the larger…

2500

Abstract

Purpose

The paper describes the purpose of and strategies for conducting post‐occupancy evaluations (POEs) as a method for assessing school building performance. Set within the larger context of global efforts to develop and apply common indicators of school building quality, the authors describe research conducted within the newest generation of São Paulo's schools.

Design/methodology/approach

The various methods of POE, including expert walkthroughs, physical measurements, observations, behavioral mapping, user interviews, focus groups, and survey questionnaires were applied within a purposefully selected case study school.

Findings

The POE carried out at Fernando Gasparian High School revealed limitations in the building's design, particularly in light of the neighborhood context, thus raising significant concerns about safety and security. Users gave the construction quality of the building, a generally positive evaluation, however, there were some important aspects of the building design judged as deficient. In particular, researchers observed a significant mismatch between the building design and the realities of the surrounding community. This sort of incongruity introduced important challenges to principals, teachers, and staff, as they worked to ensure the safety of students who attend the school.

Originality/value

The research explores the effectiveness of POE methods in capturing user and expert assessments of overall building quality, as well as the degree to which building designs assist educators and community members in realizing Brazil's larger educational reform goals.

Details

Journal of Educational Administration, vol. 47 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 February 2008

Cynthia Uline and Megan Tschannen‐Moran

A growing body of research connecting the quality of school facilities to student performance accompanies recent efforts to improve the state of the educational infrastructure in…

10264

Abstract

Purpose

A growing body of research connecting the quality of school facilities to student performance accompanies recent efforts to improve the state of the educational infrastructure in the USA. Less is known about the mechanisms of these relationships. This paper seeks to examine the proposition that part of the explanation may be the mediating influence of school climate.

Design/methodology/approach

Teachers from 80 Virginia middle schools were surveyed employing measures including the School Climate Index, a seven‐item quality of school facilities scale, as well as three resource support items. Data on student SES and achievement were also gathered. Bivariate correlational analysis was used to explore the relationships between the quality of facilities, resource support, school climate, student SES, and student achievement. In addition, multiple regression was used to test school climate as a mediating variable between the quality of facilities and student achievement.

Findings

Results confirmed a link between the quality of school facilities and student achievement in English and mathematics. As well, quality facilities were significantly positively related to three school climate variables. Finally, results confirmed the hypothesis that school climate plays a mediating role in the relationship between facility quality and student achievement.

Originality/value

As we face fundamental issues of equity across schools and districts, leaders struggle to convince taxpayers of the need to invest in replacing and/or renovating inadequate facilities. Deeper understandings of the complicated interplay between the physical and social environments of school, and how these dynamics influence student outcomes, may help educators build a compelling case.

Details

Journal of Educational Administration, vol. 46 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Abstract

Details

Journal of Educational Administration, vol. 61 no. 1
Type: Research Article
ISSN: 0957-8234

Article
Publication date: 1 August 2000

Megan Tschannen‐Moran, Cynthia Uline, Anita Woolfolk Hoy and Timm Mackley

Principles of cognitive psychology are considered, not primarily as they inform classroom practice, but as they inform school organization and administrative practice in schools…

2039

Abstract

Principles of cognitive psychology are considered, not primarily as they inform classroom practice, but as they inform school organization and administrative practice in schools. Theories of knowledge as distributed, social, situated, and based on prior beliefs and knowledge are applied to organizational learning within schools. Collaborative problem solving is explored as a means that schools might employ to become smarter. The study is situated within a Midwestern high school that is striving to improve itself. This school employs collaborative strategies to learn and adapt to changed expectations and circumstances. In the school examined, this collaboration is orchestrated through the creation of discourse communities among teachers and cognitive apprenticeships among teachers and administrators.

Details

Journal of Educational Administration, vol. 38 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 27 January 2012

A. Ross Thomas

The purpose of this paper is to identify the key individuals, associations and significant events contributing to the establishment and first 50 years of successful publication of…

1371

Abstract

Purpose

The purpose of this paper is to identify the key individuals, associations and significant events contributing to the establishment and first 50 years of successful publication of the Journal of Educational Administration.

Design/methodology/approach

This paper is historical in design. Information relevant to its 50 years of publication has been obtained from the JEA's 172 Editorials and from minutes of Editorial Advisory Board and Management Committee meetings, supplemented by personal editorial memoranda.

Findings

Recognised as one of the leading generalist international journals in its field, the Journal of Educational Administration has until recently been edited in Australia. The most eminent international scholars in the field have published in the JEA throughout its lifetime. Esteemed scholars have also occupied positions on its Editorial Board. The JEA has enjoyed close and supportive associations with several prominent professional organisations including UCEA and CCEA.

Research limitations/implications

This paper does not include detailed information about the content of the almost 1,000 articles published throughout its history. This is the subject of other specific research undertakings.

Originality/value

The JEA was the first generalist international journal in the field of educational administration. Its first volume appeared in 1963. It has reached the age of 50 years and hence this paper's report of such may provide a basis for similar studies of other journals as they achieve significant milestones.

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