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Dissertations / Theses on the topic 'School facilities'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Law, Wai-ming Vivian. "Specialist Music School in Diamond Hill School Village." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25954817.

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2

Coffey, Andrea B. "Revitalization of School Facilities." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2661.

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The purpose of this study was to analyze current practices in the revitalization of school buildings and assimilate data that can be used by school administrators to make informed decisions about the revitalization of school facilities. Through a review of literature, elements for planning the revitalization of school facilities were identified and analyzed. These elements were included in an interview guide used during on-site visits to selected revitalized schools. Nine schools renovated since 1985 in Virginia, Tennessee, and North Carolina were chosen to participate in the study. The treatment of data was reported around the use of identified elements of planning for renovating school buildings. Data from the schools were divided by states to make comparisons. The study indicated that structural soundness, program support, site, and cost are four areas of concern when planning for the revitalization of a school. The specific planning elements included the development of educational specifications; attention to site condition; consideration of playground areas; importance of the exterior appearance of school buildings; space utilization; condition of mechanical and electrical systems; importance of energy efficiency, development of barrier free environments, treatment of thermal environments; consideration of acoustics; management of visual environments; selection of furniture and equipment; and attention to aesthetics. As a result of the findings of this study, the following conclusions were drawn: (1) Planning for the revitalization of school buildings differs from one school to another even when the schools are in the same system. (2) States do not employ facility planners to help school systems revitalize their school buildings. (3) Many school administrators do not know how to assess the condition of the schools in their districts. (4) Administrators and other individuals involved in revitalizing school facilities want more information on how to systematically plan for the modernization of school buildings.
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3

Law, Kwai-sun Jeffrey. "School community in new town housing estate : integrating the public school into the community /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948970.

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4

Dierkz, René Johny. "Cool schools for hot suburbs : models for affordable and environmentally responsive schools in Nairobi, Kenya /." Eindhoven, The Netherlands : Bouwstenen, 2002. http://bibpurl.oclc.org/web/24377.

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5

Tse, Shuk-yee Bonita. "Education park." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949172.

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6

Chow, Tse-yan. "An ideal place for pre-schooler." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25954581.

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7

Tse, Ching-kan Curry. "School of Chinese Art." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25950964.

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8

Eshelman, David. "Planning for Technology in School Facilities." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26259.

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The purpose of this study is to examine the issue of planning for technology in existing, new, or renovated school facilities. The focus is to provide educators a technology profile to help with planning issues regarding school design and the integration of technology in school facilities. Very few counties in the Commonwealth of Virginia have a facility planner on staff. It is the intent of this author to provide support for those involved with planning for technology in school facilities. Principals can use this tool to help align school technology goals with the division long-term plan as well as the technology standards. Reviewing the components of the Virginia Educational Technology Alignment Report, the CEO Forum STAR indicators, the Florida Technology Resource Survey, as well as the TAGLIT survey tool provided insight to the technology profile. This tool was used throughout the Commonwealth of Virginia to assess current conditions and the perceptions of principals, teachers and division support staff in an attempt to assess current and long-range planning for technology in school facilities. The literature reviewed clearly identifies that a continued commitment to long-range planning and effective statewide integration of educational technology into teaching and learning is essential. A close examination of the results of this study will assist those planning for and assessing schools readiness for technology and its impact on school design to ensure the accommodation of future technological needs of school facilities. As a result of the data collected a user technology profile can be created for each participating school. This tool can help in a variety of ways. Possibilities include setting benchmarks and goals, applying for technology grants, determining funding priorities, and creating individualized assessment tools. The intent here is to provide a technology user profile for each school by participant. This would enable the principal to review the data separately or by comparison of principal and teacher.
Ed. D.
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9

Chung, Lai-shun Nelson. "Communal school village in Telegraph Bay." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25947370.

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10

Chan, Ho-kei Kevin. "School for the gifted." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2595345x.

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11

Law, Wai-ming Vivian, and 羅慧明. "Specialist Music School in Diamond Hill School Village." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31986584.

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12

Williams, Cynthia Crissman. "Perspectives of School Superintendents in School Crises." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/51837.

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According to the PK-12 Public School Facility Infrastructure Fact Sheet compiled by the 21st Century School Fund in February 2011, there are over 98,706 PK-12 grade public schools and nearly 90% of the entire 55.5 million school age children in the United States attend public schools (p. 1). These school facilities and school spaces are sites of unexpected, critical incidents. Even though schools are generally a safe place for students to learn, a crisis may occur at any given time in any given location. School superintendents live through these crisis situations and must make critical decisions under extreme stress with limited time, resources, and information involving crisis situations. Leaders must share and learn from their lived experiences relating to crisis situations in order to prepare for future situations. The success and failures of leaders' past experiences provides valuable research as a future reference to help other school superintendents. In this study, a phenomenological approach was used to document the lived experiences of school superintendents that suffered a loss or damage to a school facility. The loss or damage of each school facility was the result of four separate crisis situations that occurred within a five- month time frame in the Commonwealth of Virginia. School superintendents and facility directors from these four school divisions were interviewed in order to document their perspectives of leadership in crisis. These school superintendents experienced the loss or damage of a school facility as a result of a tornado, an earthquake, or a fire. Four main themes emerged from their experiences: (a) communication, (b) leadership, (c) recovery, and (d) support. Triangulation of data sources included interviews with superintendents, interviews with facility directors, and archival data. A horizonalization code mapping procedure was used for data analysis. Two key implications for practice were identified: (a) communication and (b) relationships. Each superintendent emphasized the need for quick, accurate dissemination of information through various modes of communication. Interconnected with communication, the superintendents recognized the importance of key relationships built before, during, and after a crisis. Supportive relationships made a difference in the recovery journey for each school superintendent.
Ed. D.
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13

Luke, Charles A. Camp William E. "Equity in Texas public education facilities funding." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3647.

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14

Ling, Wai-yan Anthea. "Re-habilitation for the physical impaired in childhood." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25952456.

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15

Forrer, Dustin R. "School ground naturalization : augmenting the school, community, and environmental connection : community-responsive design principles for master planning and site design of contemporary school grounds." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259753.

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The deficiency of environmental understanding in conjunction with community and educational connections, isolates a problem. Few connections exist between the school, community, and the environment. Because of this, existing connections need to be enhanced and other connections need to be created. These linkages are essential to instilling ownership and stewardship of the land for the entire community. In addition, these linkages also provide vast opportunities for learning, observing, participating, and enjoying the environment.This creative project identifies and discusses the various issues that relate to the lack of connections between the school, the community, and the environment. From this analysis, three research questions evolved. To answer these questions, four case studies were reviewed and analyzed. The summary of these findings included the best features from each case study. These findings led to the formation of a model of design characteristics. The model was then applied to a site in central Indiana and led to the establishment of several design guidelines.These community-responsive guidelines are applicable to any site where connections between the school, community, and the environment are desired.
Department of Landscape Architecture
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Lau, Pui-chuen Lisa. "A place for art : dissolution of boundaries /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25950137.

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Tao, Nai-lun Leo. "A cross border institution between Hong Kong and Shenzhen." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2594891x.

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18

Walton, Roy Hugh. "Physical Designs for Safe schools." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/40397.

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The purpose of this study was to investigate and report the perceptions of principals of high schools built prior to 1999 and high school principals of high schools built in the past five years as well as the perceptions of architects who build and design schools on the physical design elements that support a safe school environment. Qualitative methods of survey research were utilized to collect, analyze and interpret the data regarding the perceptions of principals and architects on the design elements that influence safety in select old and new high schools in the Commonwealth of Virginia. Data collection consisted of recorded and transcribed interviews from a select group of questions tailored for each group of participants. The data were analyzed and emergent themes were generated from the results of the transcribed interviews. The analyzed data found consistency in all three groups in their response to the interview questions. Common themes from all three groups focused on wide open spaces that increase visibility and hallways wide enough to support the smooth flow of students. All three groups mentioned controlling access to the building by the use of security vestibules and the use of cameras to record and provide surveillance as design elements that support a safe school environment. The location of the school office was cited by all three groups as paramount to school safety. The ability of staff to see who enters the school building and the ability to funnel visitors to the main office and not allow access to other parts of the school building was cited as crucial to a safe environment. All three groups spoke of doors and windows and the ability to secure the large number of doors as problematic. This study also determined the need for doctoral and principal preparation programs to include specific coursework or training that involves principals in the design phase of constructing schools. Principals need to be involved in the planning and design process to insure new and renovated school buildings have the needed safety features they believe will help them in their work of educating students and providing for the safety of faculty and students. The principal should know and understand the workings of a school building and how a school organization operates. The result of such training would allow the principal to anticipate the effectiveness and consequences of certain designs in regards to the movement of students, program demands and requirements.
Ed. D.
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19

Lamoreaux, Daniel James, and Daniel James Lamoreaux. "Student Preferences for Safe and Psychologically Comfortable School Facilities." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/626658.

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In the current atmosphere of intense concern over school violence, steps are often hastily taken to “fortify” schools without forethought for how such actions may adversely impact the school environment and students’ psychological wellbeing. Given the paucity of evidence that unequivocally demonstrates the effectiveness of metal detectors, security cameras, and other security features (NASP, 2013; Addington, 2009), this study investigates a potentially more sound approach toward enhancing school safety initiatives. Crime Prevention through Environmental Design (CPTED) is one philosophy that is commonly used in the design of safe schools, and—consistent with this philosophy—the present study investigates whether schools designed around CPTED principles are perceived as being safer and/or more psychologically comfortable when they are compared to schools that do not adhere to CPTED design elements. In the current study, the researcher visited three middle schools and four high schools across southern Arizona where students used their school laptops or computer labs to complete an online survey via Qualtrics survey software. Nine hundred students in grades 7 through 12 completed the survey, which included preexisting measures of risk behavior, previous exposure to violence, and school climate, as well as a novel instrument entitled the Preferable School Design Measure (PSDM). The PSDM presented pairs of photographs featuring a CPTED school design and a non-CPTED school design, then asked respondents in which school they would feel safer and more psychologically comfortable, respectively. Results indicate that students had a significantly greater preference for CPTED versus non-CPTED school designs (p <.001), both in terms of perceived psychological comfort (d = .70) and physical safety (d = .84). No significant differences were found in preferences for CPTED schools based on age, race/ethnicity, self-reported academic achievement, levels of previous exposure to violence, or socio-economic status, which suggests that identified preferences are generally robust to many common between-group demographic differences. Overall, study results suggest that implementing CPTED designs may be an effective approach to engender feelings of both safety and comfort among students. Moreover, it is conceivable that by changing the current landscape of mediocre school facilities, the academic and psychosocial outcomes of students inhabiting these facilities might be greatly enhanced.
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20

Thompson, Phillip Joel. "The Relationship Between School Facility Renovation and Student Achievement In Virginia High Schools." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/71286.

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This dissertation examined the possible influence a complete renovation of a school facility had on student achievement as measured by performance on the Standards of Learning (SOL) in the areas of End-of-Course (EOC) Algebra I and EOC Reading in high schools within the Commonwealth of Virginia. This study replicated a prior study that researched the possible influence the complete renovation process had on student achievement as measured by performance on the SOL in the areas of mathematics and reading at the eighth grade level in the Commonwealth of Virginia. For this study, a quantitative descriptive research methodology was used to determine the possible influences the renovation process would have on student achievement. To conduct such research, SOL scores in the areas of EOC Algebra I and EOC Reading, from high schools in Virginia were used one year prior to the renovation, during the renovation, and one year after the renovation. The Virginia Department of Education recorded 514 school construction projects during the period beginning with the 2004-2005 school year through the 2010-2011 school year. From these 514 projects, only 20 projects met the criteria of being high school construction projects having conducted a complete renovation. In order to determine stability of the student population and the quality of teachers across the renovation period, an analysis of demographic variables was conducted. These variables included the percentage of minority students, socioeconomic status, and percentage of highly qualified teachers. No statistical significance between the variables over the course of the renovation was found establishing sameness of these variables. ANOVAs and t-tests were conducted to analyze student achievement across the renovation periods. The findings of the 20 high schools identified as having conducted a complete renovation were not statistically significant when comparing the EOC Algebra I and EOC Reading student performance to each stage of the renovation process. However, a positive trend was indicated when findings revealed an increase in the mean scaled score of mathematics when comparing the pre-renovation stage to the post-renovation stage.
Ed. D.
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21

Jarvis, Michael Christopher. "Facilities Infrastructure Needs and Practices to Support Technology Implementation in Two Rural School Divisions in Virginia." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/93595.

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The purpose of this study was to determine the planning, installation, and maintenance necessary for school buildings to support technology initiatives in two rural school divisions in Virginia. The research questions guiding this study were: (1) What short-term and/or long-term plans are put in place for building and maintaining facilities infrastructure to support technology initiatives? (2) What physical components, equipment, and personnel are necessary for adequate facilities infrastructure to support technology initiatives? (3) What are the perceived infrastructure barriers to effective integration of technology in a school building? This qualitative study used purposeful sampling. The interview participants selected for this study were division-level technology leaders and their technology staff. The participants taking part in this study were at various stages of their profession, and at differing years of service, within their respective school divisions. The findings of this study may help division superintendents and division-wide technology leaders make more informed decisions regarding school building needs to support technology initiatives. The findings from this study indicate there is no agreement for how to build and maintain school buildings to support technology initiatives. However, there are several barriers to successful implementation of technology initiatives. Findings also uncovered common themes for best practice in how to plan and implement for school buildings to support technology initiatives.
Ed. D.
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22

Barbra, Zheadric E. "Georgia school principals' perceptions of the impact of school facilities on student achievement." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/spring2006/zheadric%5Fe%5Fbarbra/barbra%5Fzheadric%5Fe%5F200601%5Fedd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2006.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 129-133) and appendices.
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23

Luke, Charles A. "Equity in Texas Public Education Facilities Funding." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3647/.

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The need to establish appropriate, adequate, and decent educational facilities for school children across the nation has been well-established. The ability of school districts in each state to build these facilities has varied widely in the past. Historically, most facilities funding ability for school districts has come from the local community and has been tied to property wealth and the ability of the community to raise significant tax dollars to pay for school buildings. Responding to an expanding need for increased facilities funding and school funding litigation, the state of Texas added facilities funding mechanisms for public school facilities construction in the late 1990s. The purpose of this study was to determine whether or not the methods of facilities funding were equitable in the state of Texas. In this study, equity values were framed around three equity concepts established in school funding equity literature. These three concepts were (1) horizontal equity defined as the equal treatment of equals, (2) vertical equity defined as the unequal treatment of unequals, and (3) wealth neutrality defined as the absence of a relationship between school district wealth and the equal opportunity of students. The sample comprised 1,039 school districts in the state of Texas. Well-established equity measures were administered to data including capital outlays, weighted per pupil capital outlays, instructional facilities allotments, and school district wealth. Horizontal equity measures included the McLoone index, the Verstegen index, the federal range ratio, and the coefficient of variation tests. The Odden-Picus Adequacy index (OPAI) was administered to determine levels of vertical equity. Finally, wealth neutrality was determined utilizing the Pearson product-moment correlation test. Findings indicated that there were poor horizontal equity levels both in the top half and bottom half of the distribution of capital outlay spenders. A coefficient of variation test was administered to determine overall horizontal equity. While it did not indicate poor overall horizontal equity, the existence of extreme outliers in both halves of the distribution indicated that the dispersion of spending at the top and bottom of the distribution were inequitable. In fact, over the three year period of the study, fifteen percent of the top spending districts spent between forty and fifty percent of all capital outlay expenditures. Vertical equity was tested by implementing a court mandated equalization standard of eighty-five percent. When the OPAI was administered at this equity level, vertical equity was poorer than horizontal equity. Finally, while some state implemented facilities funding mechanisms were wealth-neutral, the overall funding system, with its heavy reliance on bonded indebtedness, was not.
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24

Leung, Yiu-kuen Derek. "School, community improvement programme in Sai Ying Pun." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953497.

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Wong, Chi-pong Samson. "A new school : challenge from 2000+ /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948076.

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26

Service, Michael Gordon. "Designing for growth - the Little Red Schoolhouse revisted." Thesis, Georgia Institute of Technology, 1995. http://hdl.handle.net/1853/21409.

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Davis, Corrie L. "The revolution begins at 3pm a qualitative study of a statewide 21st century community learning centers program /." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04282008-124604/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. Jennifer Esposito, committee chair; Sheryl Gowen, Carolyn Furlow, Carlos McCray, Susan Ogletree, committee members. Electronic text (226 p. : col. ill.) : digital, PDF file. Description based on contents viewed August 22, 2008. Includes bibliographical references (p. 185-213).
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Mahoney, Michelle A. "Educational Facilities: Designing for Everyday Stress in Public, Primary School Environments." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1428048435.

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Tse, Ching-kan Curry, and 謝正勤. "School of Chinese Art." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984836.

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Crossman, Matthew Wayne. "The Quality of Public High School Facilities Among Selected School Divisions, Commonwealth of Virginia." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/95909.

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The purpose of the study was to determine whether or not a variance in the quality of the public high school facilities existed among the Commonwealth of Virginia school divisions, since the 1982 Peccia study, An Analysis Of The Financing Of Public High School Capital Facilities In Virginia. Reasons for the variance in the quality of the public high school facilities, if any, were determined from an examination of a capital facilities survey instrument and various economic and financial characteristics. Methods and procedures used in the study included the capital facilities survey instrument, Crossman CAFIS. The Crossman CAFIS accurately reflected not just the number of facilities that existed in the school divisions but the quality of each facility. The researcher sent an electronic survey instrument to each high school principal within the sampled school divisions to rate their facilities using 75 indicators. The researcher visited all the high schools within the study in order to ensure the variance in how one perceives the differences in facilities would be limited. Any variance in the quality of the public high school facilities among the sampled school divisions were examined for economic factors that include; local composite index, fiscal effort and fiscal capacity. A significant finding of the study was that a large variance existed between the quality of high school facilities within the sampled school divisions, as measured by Crossman CAFIS. Reasons for that variance can be partially attributed to the fiscal effort of the sampled school divisions. School divisions that made a large fiscal effort and had a large fiscal capacity scored high on the Crossman CAFIS. School divisions that made a low fiscal effort and had low fiscal capacity, also scored low on the Crossman CAFIS. The lowest quality of high school facilities were found to be in the Western region of Virginia, despite isolated instances of high fiscal effort by some school divisions. Implications and recommendations were made in accordance with the findings of the study. A large variance existed in the Virginia school divisions between the quality of high school facilities as measured by CAFIS. The reason for the variance in high school facilities were due in part to the level of fiscal effort exerted by the school divisions.
EDD
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Miller, Cody. "Reconnecting schools and neighborhoods a proposal for school centered community revitalization in Baltimore Maryland /." View thesis online, 2008. http://docs.rwu.edu/archthese/17/.

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Nhlapo, Velaphi Aaron. "A whole-school approach to facilities maintenance / Velaphi Aaron Nhlapo." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4772.

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The area of school facilities maintenance as an integral component of schools' educational programmes is only beginning to receive attention in South Africa, through the publishing of Notice 1438 of 2008 of the National Education Policy, which is a call for comments on the National Policy for an Equitable Provision of an Enabling School Physical Teaching and Learning Environment. This implies that, while it is a critical aspect of teaching and learning, school facilities maintenance has not been accorded a priority status. Numerous studies have indicated a strong correlation between the quality of school facilities and learner achievement and educator morale and job satisfaction. This study aimed at determining how a whole-school approach to facilities maintenance can be developed at schools by investigating the nature of school facilities maintenance and what the current school facilities maintenance practices are. An exploratory qualitative empirical research involving the use of ethnographic observation, photography and interviews was conducted. The study found that the current facilities maintenance practices at schools mainly comprised routine, corrective and emergency maintenance, which implies that facilities maintenance is not an integral component of the educational programmes. It also implies that schools need to implement a comprehensive and systematic process of facilities maintenance, which has a strong strategic dimension. A Whole-School Facilities Maintenance Model is thus proposed as a solution to this need. The model addresses schools' immediate facilities maintenance needs and long-term needs as it is accommodative of changes, both minor and major, as can be the case with the enactment of policy regarding school infrastructure management. This study contributes to the practice of school organisational development and management by customising strategic planning into school development planning and improvement.
Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.
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Chong, Kock-yuen Raphael. "Redevelopment of Wah Yan College Hong Kong." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25946092.

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Riggs, Peggy R. "The creation of a responsive instructional edifice /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974678.

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35

McGowen, Robert Scott. "The impact of school facilities on student achievement, attendance, behavior, completion rate and teacher turnover rate in selected Texas high schools." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2054.

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Valvo, Russell J. "Facilities, Policy, and Funding of Rural Schools| A Case Study of School Board Decision Making." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3730927.

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School facilities issues in rural America and the resources to remedy them are made more complex by rural population trends, building deterioration and inadequacies, financial constraints, and education policy. The challenge for rural districts is to generate the revenues required to build or renovate school facilities. The resulting long-term underfunding of school facilities has left a pattern of crumbling school buildings across rural communities. Rural school districts, particularly those with older structures, need to improve energy efficiency of buildings and upgrade building infrastructure to support new technology

This case study was conducted to ascertain and gain an understanding of the decision-making process of a rural school board as it related to policy and funding for construction, renovation, and maintenance of school facilities. A review of the literature, to understand why rural schools are often in deteriorating condition, revealed a limited scope of research addressing rural education. Kingdon’s (1984) Agenda-Setting Theory provided the conceptual framework for the analysis of the board of education’s complex decisions made, both collectively and individually. Applied was Kingdon’s The Three Streams Model to understand what factors influenced board members when making financial and policy decisions for school facilities.

This single case study utilized field research methods to collect interview data and documents for archival analysis. Interviews were conducted with the school board members who made the decisions for the capital building project investigated in this study.

A key finding in this study was how changes in district leadership and the shifting mood of the school board precipitated the initiation of a policy and reinforced the chances for survival. This finding was particularly true in respect of financial feasibility, which did, in fact, result in enabling the policy to become a building project. This case study serves as a foundation for continued analysis. To connect the larger themes of rural school facility issues with decision making, policy development, and the effects of changing social-economic dynamics shaping the rural school agenda locally, statewide, and nationally.

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Kasalı, Altuğ Doğan Sami. "An evaluation of non-classroom spaces of private elementary schools in İzmir:ınvestigating facors affecting interactions among students/." [s.l.]: [s.n.], 2006. http://library.iyte.edu.tr/tezler/master/mimarlik/T000530.pdf.

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Thesis (Master)--İzmir Institute of Technology, İzmir, 2006
Keywords: Elementary schools, non-classroom spaces, post-occupancy evaluation, student interaction. Includes bibliographical references (leaves.117-121).
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Siu, Suet-mui Winnie. "Rehabilitation and education centre for maladjusted children." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2594969x.

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39

Bosch, Sheila Jones. "Identifying Relevant Variables for Understanding How School Facilities Affect Educational Outcomes." Diss., Georgia Institute of Technology, 2004. http://hdl.handle.net/1853/5125.

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Many school facilities in the United States are old, out-of-date, poorly maintained, and lack specific design elements that are likely to enhance teaching, learning, behavior, and other desirable outcomes. This study proposed that one reason why previous research regarding the effects of the physical school environment on educational outcomes has had little impact on the quality of schools is because there is a lack of knowledge about these relationships. A multi-method approach was used to solicit information from educators and researchers familiar with school facility effects literature to develop a set of research priorities to guide future research. In Phase I, a literature analysis provided important physical and outcome variables to seed brainstorming lists used in following phases of the research and provided the basis for a gap analysis to identify unavailable information. A concept mapping methodology was utilized in Phase II to solicit feedback from a group of seventeen experienced educators who were asked to brainstorm a list of measures of student, school, or school district success, sort their final list of more than 100 items into categories that made sense to them, and rate each item regarding how important it is to monitor or otherwise track. Using a Delphi method, a series of four questionnaires was given to a group of experienced researchers who developed a list of physical variables plausibly related to educational outcomes, rated the importance of those items, developed hypotheses that included top-rated physical variables and top-rated outcome variables (i.e., measures of success rated by educators), and then selected from those hypotheses several that became the basis of the recommended research priorities for the field. These research priorities propose investigations of the relationships between a set of physical variables (including the provision of team work stations and faculty collaborative spaces, well-designed circulation spaces, spaces for quiet reflection, adaptable seating, daylighting in classrooms, and overall maintenance and building quality) and a variety of educational outcomes (e.g., achievement, behavior, satisfaction, affective performance).
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40

Coffey, Harold E. "Guidelines for Planning Future Public School Facilities: A Trends-oriented Approach." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2895.

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The purpose of this descriptive qualitative study was to establish guidelines for planning future public school facilities based upon identified global, societal, and educational trends that would most likely highly impact upon the types of public school facilities that will be built in the future. Based upon an extensive literature review, interviews with educational practitioners and facility specialists, and on-site visits to 15 schools in four states, 66 guideline elements were developed. These elements were submitted in a questionnaire/rating sheet format to a researcher-selected jury of 13 national educational facility planning specialists (100% Response Rate) for their evaluations. The five sections for which the final set of guidelines were established were: (1) Planning, Design, and Site Selection; (2) Environmental Enhancement Factors; (3) Space Utilization; (4) Technology; and (5) School and Community Service Areas. The findings were that all 66 guidelines were rated as essential, highly desirable, or significant by the jurors. The major conclusions reached from the study were several: (1) Educational practitioners advocated systematic, proactive, long- and short-range facility planning. This planning should be broad-based and pluralistic with flexibility, mobility, and adaptability as the cornerstones of the school design process. All planning should be based on both "hard" and "soft" data. Planning should also be both bottom-up and top-down with maximum information shared with the stakeholders. (2) Aesthetic, psychological, and behavioral environmental enhancement factors were key areas in future school designs. Facilities should be student-centered and "user-friendly" with an external welcoming appearance. The selection of the school site was extremely important, also. (3) Schools should be designed to offer optimal comfort to all inhabitants with flexible spaces where teachers and students can learn, relate, and explore. Schools and communities should share resources if possible.
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41

Decman, John M. "Effects of state deregulation on the quantity and adequacy of school facilities." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191105.

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The general purpose of this study was to determine whether deregulation in Indiana via Public Law 25-1995 has had an adverse effect on either quantity or adequacy of new school construction. Data for projects approved during the three years preceding deregulation (1992-1994) were compared with data for projects approved during the three years following deregulation (1996-1998).Data for the projects were obtained from state agencies. They included the number of projects approved, the cost of each project, the size of each project, and school district enrollment, and the assessed valuation of each school district in each of the years studied. Major findings included: (a) The annual average number of approved projects prior to deregulation was 14 and the annual average following deregulation was 13. (b) The size of approved elementary level projects did not change following deregulation (it remained at 138 square feet per student). The size of approved middle level projects decreased from 196 square feet per student to 170 square feet per student after deregulation (a 14% decrease), and the size of middle schools became less uniform. The size of approved high school projects decreased from 230 square feet per student to 209 square feet per student after deregulation (a 9% decrease). (c) The average cost per square foot of approved elementary school projects declined from $113 to $109, and the average cost per square foot of approved high school projects declined from $119 to $107 after deregulation. The average cost per square foot of approved middle level projects increased from $105 to $110. (d) School district wealth did not have a significant effect on either the quantity of projects or the size of projects. (e) School district size did not have a significant effect on either the quantity of projects or the size of projects.Recommendations include additional long-term studies to address not only the effects of deregulation on school facilities, but also the effects of deregulation on educational programming.
Department of Educational Leadership
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42

Garcera, Felicisimo Capucao. "The rationale behind a small school district superintendent's decision to hire a facilities manager." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/651.

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This study investigated the rationale behind a district superintendent's decision to hire a facilities manager to perform the facilities management function. Two main research questions guided this study: (a) If hiring a facilities manager is not an option, how can smaller school district superintendents maximize utilization of resources in facilities management? (b) What is the rationale behind a school district superintendent's decision to hire a facilities manager? In order to achieve this purpose, a qualitative approach was utilized to collect opinions and data from smaller school district superintendents. A group of school administrators, ten school district superintendents and one director of facilities planning participated in the interviews. The interviews conducted were a combination of one-on-one and a focus group interview. Triangulation, both data and methodological, was employed to validate raw interview data. All interviews were video and audio taped to record both spoken and non-verbal responses. The findings of the study indicate that the facilities management function or the n----- facilities manager position was viable and was growing into an even more important 0-------~ ' ~ function. The need for educating the school board of trustees, the final decision maker in a school district, was clearly expressed by the majority of the superintendents interviewed. The need for more awareness of the facilities management function on the part of the superintendents was also clearly stated. The superintendents recognize the need and the importance of the facilities management function. They also understand the benefits associated with the establishment of a fully integrated facilities management department in the school district. The interview results revealed that for smaller school districts, the school superintendents always think of the facilities manager function to be directly connected only to construction activities, thus, a cyclical need rather than an integral part of a centralized school district operation performing the nine major functional areas of facilities management as outlined by the International Facilities Management Association (IFMA).
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Brannon, William Lee. "A Study of the Relationship Between School Leadership and the Condition of School Buildings." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/26925.

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The purpose of this study was to examine the relationship between school leadership and the quality, condition, maintenance, improvements, and renovations of public school buildings. The first question examined the relationship between building conditions and perceptions of school board members, superintendent and central office staff, board of supervisors, and principals. The second question examined the relationship between building conditions and the financial support of leadership positions. The third question examined the relationship between the behavioral effort of leadership and the condition of school buildings. This study had three major data components. These components are (a) perceptions of school board members, superintendent and central office staff, board of supervisors, and principals concerning the condition of school buildings; (b) findings of an independent contractor on condition of school buildings; and (c) the cyclical budgetary process of building maintenance and improvement requests from leadership within the school division over the past five years and subsequent budgetary approvals. Survey responses were used to compile descriptive statistics and correlations. Actual observation data by an independent contractor were analyzed by percentage of scaled scores in each category and compared to the perceptions of the leadership surveys on school building conditions and subsequently categorized into ratings of above standard, standard, or below standard. Descriptive comparisons of budget requests for building maintenance and improvements were used in determining the extent of responsiveness by school board members, superintendent and central office staff, board of supervisors, and principals to the future of the quality and condition of school buildings. The findings in this study indicate there is a positive relationship between building conditions and leadership and financial support. The perceptions of the corporate leadership of the school division that maintaining school facilities was a high priority were related to their subsequent requests and allocations of funds.
Ed. D.
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44

Monk, Douglas Matthew. "An assessment of the quality and educational adequacy of educational facilities and their perceived impact on the learning environment as reported by middle school administrators and teachers in Humble Independent School District, Humble, Texas." Texas A&M University, 2006. http://hdl.handle.net/1969.1/5013.

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This quantitative study investigates the adequacy and quality of middle school facilities in Humble ISD middle schools as reported by the primary users of these facilities, the teachers and administrators. These middle school educators also provide an assessment of the impact that these facilities have on the learning environment. This study also assesses the quality and adequacy of these middle school facilities through a purely quantitative evaluation conducted by an unbiased assessment team. Humble ISD is undergoing unprecedented growth at all levels and has addressed the burgeoning elementary and high school aged growth occurring in the district by constructing and renovating these facilities. At the middle level, however, new facility construction is occurring at a slower pace. The purpose of this research is to ascertain which factors in each of these six facilities have the greatest quality and adequacy and the impact that they have on the learning environment. Furthermore, it is the purpose of this research to provide valuable and practical data, to which Humble ISD and others can refer in developing future building plans, renovating existing facilities, allocating funds, and creating student centered learning environments. This study also investigates the relationship between what educators perceive as adequate and quality facility factors and their perception of the impact that these factors have on the learning environment. Finally, this study reviews any congruency or agreement between educator’s perception of adequacy and quality and architect assessment of adequacy and quality. Middle level students are the most influential group of adolescents and it is important that we provide facilities that meet their very specific needs. This research will ultimately and positively impact the learning environment for these children.
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45

Tao, Nai-lun Leo, and 陶乃麟. "A cross border institution between Hong Kong and Shenzhen." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31986778.

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46

Moulton, James C. Jr. "National Survey of the Perceptions of Selected School Board Members Regarding the Quality and Condition, Maintenance, and Improvement and Renovation of Existing Public School Facilities." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30724.

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The purpose of this study was to examine the perceptions of selected school board members across the country regarding the quality and condition, maintenance, and improvement and renovation of existing public school facilities within their district. There were three research questions in this study. The first question examined how selected school board members perceived the quality and condition of existing public school facilities. The second question examined how they perceived the maintenance of these facilities. The third question examined what actions had been taken by the school boards of these selected members to address the improvement and renovation of these facilities. A descriptive research methodology was employed in this study. A nationwide stratified random sample had been selected to receive a coded mailed questionnaire consisting of twenty-one survey items, seven for each of the three research questions. The questionnaire included demographic information designed to allow the researcher to disaggregate the data received according to each of nine geographic regions throughout the country. Two follow-up mailings were made to non-respondents to increase the data collection return rate. Incomplete returns were not included in the data analysis. Frequency tables and descriptive statistics were constructed to display results with respect to each of the three research questions. The researcher found that the results of this study did not support significant recommendations that affirm findings in previous studies. Those findings described a continual pattern in the failure of school districts across the country to properly maintain the quality and condition, maintenance, and improvement and renovation of existing public school facilities. This study surveyed selected school board members nationally for the first time regarding their perceptions on these issues.
Ed. D.
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47

Rambo, Jack (Jack Howard). "Alternative Funding Models for Financing Construction of Public School Facilities and Debt Retirement." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279337/.

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The main purpose of this study was to examine the various finance models that are presently being used to finance facilities and to provide information for the Texas legislature, the Texas Education Agency, and local school districts concerning facilities funding models that might be used in Texas. Based on the information gathered and analyzed, several conclusions are drawn and recommendations regarding state funding of capital projects in the State of Texas are made. The model recommended for Texas is one that provides for an equalized grant and includes formulas for the distribution of state money.
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48

Leonard, Nancy Hardie. "What School Factors Influence Teachers' Perceptions of Safety." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73677.

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The purpose of the study was to describe factors that make teachers feel safe in their classrooms and school buildings. An in-depth exploration of contributing factors to feelings of safety for teachers will assist the field of education when planning facilities and preparing current and future school administrators in leading schools with a healthy and safe climate for teachers. For this study, the researcher surveyed all teaching personnel in a school division which was a total of 133 full-time, fully licensed teachers employed by a rural school division in Southside Virginia. A survey instrument with both quantitative and open ended questions was developed to investigate perceptions of safety in participants' responses regarding the physical characteristics of school buildings and classrooms, the influence of colleague relationships, and administrative practices and school division policies that influence teachers' feelings of safety. The quantitative survey questions utilized a Likert-scale format for participants to indicate degrees of agreement with statements with responses that ranged from strongly agree to strongly disagree. The opened ended questions provided for qualitative investigation by allowing participants to provide answers in their own words regarding the four research sub-questions. Findings from the study indicated that teachers in the study generally felt safe in their schools. Teachers indicated perceiving that the greatest violence risk was posed by outside intruders and concern for safety was not generally caused by student behavior. Teachers' perceptions of safety were influenced by the presence of a resource officer in their school building, locked exterior doors, the use of surveillance cameras, the presence of a supportive and visible school principal, and the support of their teacher colleagues.
Ed. D.
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49

Stewart, Kevin Michael. "Evaluating end-of-life strategies for decommissioned semiconductor facilities." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/44602.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering; in conjunction with the Leaders for Manufacturing Program at MIT, 1997.
Includes bibliographical references (p. 117-118).
This thesis studies the life-cycle of semiconductor facilities and the potential roles that they may play once they reach the end of their life. Specifically, the author's findings are based on studies associated with the decommissioning of a semiconductor manufacturing facility ("fab") at the Intel Corporation's Aloha Campus in Portland, Oregon. With increasing demarids for its products, Intel is constructing newer and more modern facilities to support large-scale manufacturing efforts. As newer product lines and facilities come on line, older product lines are being eliminated and older semiconductor facilities that produced them are consequently being shut down largely without regard for what their use will be afterwards. As such, this study starts by first looking at the concept of facility life-cycle with respect to semiconductor manufacturing facilities. After discussing potential pre-shutdown planning requirements, the author presents an empirical framework for evaluating possible roles that these fabrication facilities could play after they are taken out of service. In brief, the framework consists of five general steps - (1) establish reference state; (2) develop list of alternatives; (3) establish decision factors; (4) generate measures for comparison; and (5) compare and contrast to draw conclusions -and is based upon a thorough consideration of all relevant technical, strategic, and financial issues. The paper then applies the framework to a current semiconductor manufacturing facility that was the focus of this research. The example developed for Intel's Fab 4 demonstrates that a combination of a short-term role (utilizing the building as a manufacturing support platform) and a long-term strategy (combining the resources of Fab 4 and Fab 5) appears to be the "most feasible" set of alternatives. In addition, the methodology is then applied to other examples of past and potential future wafer fabrication facility decommissioning projects. Conclusions from this research indicate that a process-oriented (rather than outcome-oriented) framework best captures the iterative and dynamic nature of the problem. As such, the major contribution of this methodology is that it presents a framework for how to think about the problem rather than how to immediately solve it. As such, the author believes that the research results presented herein are not intended to be a panacea for what remains to be a difficult problem. However, since companies will no longer be able to walk away from existing facilities, the author concludes that incremental investment and planning for adaptive re-use during the facility's lifetime would appear to offer numerous advantages over waiting until after it is shut down.
by Kevin Michael Stewart.
S.M.
M.B.A.
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50

Law, Kwai-sun Jeffrey, and 羅貴申. "School community in new town housing estate : integrating the public school into the community." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hdl.handle.net/10722/209583.

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