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No description available.

No description available.

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.

Thesis (M. Arch.)--University of Hong Kong, 1997. / Includes special report study entitled: Architectural impact on children : an ideal place for pre-schooler. Includes bibliographical references.

Thesis (M.Arch.)--University of Hong Kong, 1997. / Includes special report study entitled : Architectural impact on children : an ideal place for pre-schooler. Includes bibliographical references. Also available in print.

A research report submitted to the Department of Psychology, Faculty of Humanities, University of the Witwatersrand, in partial fulfillment of the requirements for the degree of Master of Education (Educational Psychology) Johannesburg, South Africa February 2014 / South African youth face a variety of challenges and barriers to learning. The prevalence of learners with emotional and behavioural barriers to learning (EBD) in South African schools is significantly increased due to the disadvantaged circumstances that many of the learners live in. Education White Paper 6 states that educational structures of support should be established to provide support to these learners. These structures of support include; the school based support team (SBST), educators, the principal, the school management team (SMT), educational psychologists, the school governing body (SGB), families, communities, professionals such as health care workers, social workers and non-profit organisations (NGOs). This research is a qualitative inquiry that provides a case study of one government high school in Gauteng with the primary aim of examining the structure of support available to address the socio-emotional needs of high school learners. There is limited information on the role of Life Orientation educators within this structure of support. Thus the research examines what role Life Orientation educators could play when working collaboratively to provide socio-emotional support to high school learners. The following data collection methods were used; semi-structured interviews, focus group interviews, observation and document review. Through the process of content analysis and through an acquisition of an interpretivist lens, the research gained a deep understanding of the lived experiences of the participants, relying on their perceptions and interpretations thereof. It was found through the examination of the research findings that there is a need for more educational psychologists positioned at the school level and district education levels.

The purpose of this study was to explore the possible relationship between school facility conditions and school outcomes such as student academic achievement, attendance, discipline, completion rate and teacher turnover rate. School facility condition for the participating schools was determined by the Total Learning Environment Assessment (TLEA) as completed by the principal or principal’s designee on high school campuses in Texas with enrollments between 1,000 and 2000 and economically disadvantaged enrollments less than 40%. Each school in the study population was organized by grades nine through twelve. Data for achievement, attendance, discipline, completion rate and teacher turnover rate were collected through the Public Education Information Management System (PEIMS) managed by the Texas Education Agency. Student achievement, attendance, discipline, completion rate and teacher turnover rate and their relation to school facilities were investigated using multiple regression models to compare sections and subsections of the TLEA with each of the five dependent variables. Major research findings of this study included the following: first, student achievement, attendance and completion rate measures were not found to be statistically significant in relation to school facility conditions as measured by the TLEA at the 0.05 level; second, discipline, or behavior, was found to be significantly related to the TLEA. This indicates that the subsections of the TLEA could be used to predict discipline factors for schools in the study population; third, teacher turnover rate was found to be related to the TLEA subsections of Specialized Learning Space and Support Space, with the correlation to Support Space being indirect. Literature from prior studies infers that relationships do exist between all five of the study’s dependent variables. However, this study only yielded significant findings in the areas of student discipline and teacher turnover. The researchers recommendations based upon this study include the following: administrators and designers should take into account factors such as interior environment and academic learning space when planning schools to positively impact student discipline; school design and construction should focus on specialized learning spaces and other academic areas more than administrative support spaces when striving to increase teacher satisfaction with physical working conditions.

The purpose of this study was to explore the possible relationship between school facility conditions and school outcomes such as student academic achievement, attendance, discipline, completion rate and teacher turnover rate. School facility condition for the participating schools was determined by the Total Learning Environment Assessment (TLEA) as completed by the principal or principal's designee on high school campuses in Texas with enrollments between 1,000 and 2000 and economically disadvantaged enrollments less than 40%. Each school in the study population was organized by grades nine through twelve. Data for achievement, attendance, discipline, completion rate and teacher turnover rate were collected through the Public Education Information Management System (PEIMS) managed by the Texas Education Agency. Student achievement, attendance, discipline, completion rate and teacher turnover rate and their relation to school facilities were investigated using multiple regression models to compare sections and subsections of the TLEA with each of the five dependent variables. Major research findings of this study included the following: first, student achievement, attendance and completion rate measures were not found to be statistically significant in relation to school facility conditions as measured by the TLEA at the 0.05 level; second, discipline, or behavior, was found to be significantly related to the TLEA. This indicates that the subsections of the TLEA could be used to predict discipline factors for schools in the study population; third, teacher turnover rate was found to be related to the TLEA subsections of Specialized Learning Space and Support Space, with the correlation to Support Space being indirect. Literature from prior studies infers that relationships do exist between all five of the study's dependent variables. However, this study only yielded significant findings in the areas of student discipline and teacher turnover. The researchers recommendations based upon this study include the following: administrators and designers should take into account factors such as interior environment and academic learning space when planning schools to positively impact student discipline; school design and construction should focus on specialized learning spaces and other academic areas more than administrative support spaces when striving to increase teacher satisfaction with physical working conditions.

Thesis (M. Arch.)--University of Hong Kong, 2001. / Includes special study report entitled: Environmental psychology. Includes bibliographical references.