Effects of School Design on Student Outcomes

Autor/in	Tanner, C. Kenneth
Titel	Effects of School Design on Student Outcomes
Quelle	In: Journal of Educational Administration, 47 (2009) 3, S.381-399 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/09578230910955809
Schlagwörter	Reading Comprehension; Educational Facilities Design; Language Arts; Likert Scales; Program Effectiveness; Physical Environment; Lighting; Academic Achievement; Correlation; Educational Environment; Environmental Influences; Mathematics Achievement; Reading Achievement; Social Studies; Science Achievement; Regression (Statistics); Elementary Schools; Rural Schools; Grade 5; Suburban Schools; Interior Design; Georgia + Suchen Sie Ihr Suchwort? Leseverstehen; Sprachkultur; Likert-Skala; Natürliche Umwelt; Beleuchtung; Schulleistung; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Environmental influence; Umwelteinfluss; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Gemeinschaftskunde; Regression; Regressionsanalyse; Elementary school; Grundschule; Volksschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School year 05; 5. Schuljahr; Schuljahr 05; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Raumgestaltung
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. (Contains 13 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10