The purpose of the study was to describe how educational specifications are utilized by architects in the design process for conventional, systems, and design-build methods of construction for educational facilities. Both a review of the related literature and interviews with architects experienced in utilizing educational specifications for designing educational facilities served as data for the study.

Thesis (Ed. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

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).

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 161-170). Also available on the Internet.

Thesis (M. Arch.)--University of Tennessee, Knoxville, 2008. / Title from title page screen (viewed on Sept. 17, 2009). Thesis advisor: L. David Fox. Vita. Includes bibliographical references.

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

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.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 161-170). Also available on the Internet.

To give an accurate picture of today's schools in Grady County it is necessary to look at the history of Grady County schools. Much of this history parallels contemporaneous developments over the nation and the South, but attention is to be focused on this part of South Georgia which is now Grady County. It began a little over a hundred years ago. / Typescript. / "May, 1954." / "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 (leaf 70).

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.