"The ultimate goal involved in the construction of this paper is to create a desirable plan of activities for an extended school program in the Richmond Hill Community. To reach this goal it is necessary to gain a clear understanding of all elements pertinent to the success of such a program. The problem with which this paper deals, then, will unfold thus: the development of extended school services in Georgia will be traced, with attention to the results of the 1952 program. Then a geographic, social and economic picture of the Richmond Hill School Community will be presented, the existing needs of the community will be cited and a suggested program of activities that might meet those needs outlined"--Introduction. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Eugene S. Lawler, Professor Directing Paper. / Includes bibliographical references (leaves 82-84).

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The relationships between building condition and student achievement, student behavior, and student attitude were investigated by reviewing research. A synthesis of research studies from 1998 through 2008 was completed. A matrix was replicated from Lemasters’ 1997 study that identified the researchers used in each study. The matrix presented each author and the areas each author researched. The first task was to determine if a substantial amount of research was available from the time period between 1998 through 2008. Current research through journals, research reports, briefs, and theses and dissertations supported this. The main research question examined if current relationships existed between building conditions and student achievement, student behavior, and student attitude by synthesizing several studies from 1998 through 2008. The results of the studies within this time period presented many new phenomena and also either substantiated or refuted findings in the previous syntheses conducted by Weinstein (1979), McGuffey (1982), and Lemasters (1997). Over one hundred pieces of literature were reviewed that supported a preponderance of evidence, which broadened the field of focus to include certain variables that affect student achievement, student behavior, and student attitude. There were 54 studies to be synthesized and included some independent variables presented in Lemasters’ study, as well as the variables of lighting, acoustics, school age, density, climate conditions, design features, teachers, attendance, attitudes, miscellaneous studies, and building conditions. There were 35 dissertations reviewed that involved the dependent and independent variables mentioned above. Student academics, student perceptions and attitudes, and behavioral statistics were analyzed within each study. Each analysis of studies included the author of the study, the title of the document, the purpose of the study, the sample population used in the study, the statistical methodology used, the independent and dependent variables identified, and the findings and conclusions. The studies were formatted in a matrix and identified the number of studies in which the dependent variables of student achievement, student attitude, and student behavior. The majority of all 54 studies involving building conditions and independent variables, from 1998 through 2008, had a direct influence on student achievement, student behavior, and student attitude. Newer, well maintained, schools had a positive influence on the dependent variables, while older, less cared for, and non-modernized schools had an adverse relationship to student achievement, student behavior, and student attitude. The results of the previous three syntheses in 1979, 1982, and 1997, along with the results of the findings in this study supported and indicated that building condition was directly related to student achievement, student behavior, and student attitude. / Ph. D.

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.

This thesis has four objectives: First, to investigate the need for a new elementary school in Blacksburg, Virginia. Second, to show how present trends in education have affected the design of elementary schools in Virginia and in the United States. Third, to analyze the requirements of the various school departments and areas. Fourth, to prepare detailed drawings of a school incorporating the required elements as revealed by the investigation. The school is to be designated as the "Blacksburg Elementary School.” / Master of Science

This meta-analytic synthesis of research studies is assembled upon the findings of research conducted within the last 40 years. With the understanding that students spend a considerable amount of time within school buildings, one can hypothesize that the condition of the school building influences student academic achievement. A community of researchers have worked to give credibility to this assumption by providing concrete data in support of this belief, however, some researchers have provided contrary results, thus stalling the progress towards a definitive statement. This study analyzed and compared 81 studies against a criteria for inclusion. Out of the 81 studies analyzed, 30 studies met the criteria and were included in this meta-analytic synthesis in order to answer two research questions. The two research questions investigated in this study are: 1) What are the characteristics of studies that investigated the relationship between school building condition and student achievement? 2) What does research inform educators about the relationship between the school building condition and student academic achievement? The studies included in this meta-analytic syntheses are unique in the methods they used to assess school buildings, how they chose to measure student academic achievement, to what level of education was the focus, how large or how small was the student/school population, what statistical measures were used, and what confounding variables were controlled. These specific characteristics were then separated into categories where the findings were reported quantitatively using percentages to draw conclusions. This study found patterns and trends that are noteworthy to future researchers and educational stakeholders. To a major degree, the assessment instrument used to measure school facilities and the people responsible for completing the assessments are important factors concerning the outcomes of studies. Additionally, the same can be said concerning the size of the student/school population used among studies. The purpose of this meta-analytic synthesis was to synthesize existing research in order to make a definitive statement on behalf of the research community. Following the completion of this analytic synthesis of studies and data gathering process, this study ultimately found that school facility condition positively influences student academic achievement. / EDD / This dissertation is a collection of findings from 30 studies which were conducted on the topic of school facility condition and student academic achievement. In all, 81 studies were located and were compared against a specific criteria. The 30 studies that met the criteria were: written in English, appeared in published or unpublished form after December 31, 1977, focused on public schools in the United States, and used an assessment instrument or survey to measure the overall condition of school facilities. The study was driven by two research questions. The first question asked about similarities and differences among the 30 studies that met the criteria. The characteristics which were investigated involved methodologies of studies, the school facility assessment instruments or surveys used, who administered the assessment instruments or surveys used, sizes of study populations, and the confounding variables used by researchers. The second question focused on the relationship between the condition of school facilities and student academic achievement and presents that information to educators. Findings extracted from all 30 studies were displayed in chart form along with percentages. The patterns and trends reported provides helpful information concerning the relationship between the condition of school facilities and student academic achievement. This study may be helpful to school administrators, school board members, parents, or community members interested in the topic of school facilities.

The need for a model capable of providing educators and legislators with objective data concerning the quality of public schools in West Virginia became critical after the Pauley v. Bailey decision was handed down. County school districts across the state had interpreted evaluation instruments in various ways resulting in information that was a product of the evaluators’ backgrounds and experiences and lacked objectivity. The purpose of this study was to develop and field test an evaluation model capable of assessing secondary school facilities in West Virginia to determine compliance with standards established in the Master Plan for Public Education for secondary school facilities. The model for Secondary School Facilities in West Virginia was criteria referenced using standards established in the Master Plan for Public Education. The model was field tested in three county school districts. During the field testing process each facility was evaluated two times. One evaluation was completed by the school principal while the second evaluation was conducted by the researcher. An inservice model was designed to standardize the application process evaluators would follow when using the Evaluation Model for Secondary School Facilities in West Virginia and all local evaluators were required to participate in the inservice program. Data obtained in the field testing process was checked for consistency and objectivity. Follow-up interviews were conducted with local evaluators to gather information that would permit the refinement of both the inservice model and the Evaluation Model. The use of the Evaluation Model for Secondary School Facilities in West Virginia will provide educators with information that will assist in the development of statewide priorities for public school facilities. Recommendations were made in accordance with the findings of the study. / Ed. D.

Lo Chun Wai. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2004-2005, design report." / Includes bibliographical references (leaves [33]). / Introduction --- p.1 / Problem of existing Estate's Kindergarten --- p.5 / Selection of Site --- p.7 / Site Context --- p.11 / Site Tactic --- p.14 / Flexibility Study --- p.18 / Adventure Pathway --- p.20 / Colour and Materials --- p.22 / Hidden Place --- p.24 / Drawing Wall --- p.25 / Rendered Perspective --- p.26 / Model Photo --- p.28 / Appendix --- p.31

published_or_final_version / Architecture / Master / Master of Architecture