Effects of school design on student outcomes

Tanner, C. Kenneth

doi:10.1108/09578230910955809

Cited by 163 publications

(154 citation statements)

References 4 publications

(5 reference statements)

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“…To this end, design characteristics were grouped in terms of three sets of patterns such as movement and circulation, day lighting, and views (Tanner, 2009). And the interview was carried out and recorded.…”

Section: Data Collection Proceduresmentioning

confidence: 99%

The Effect of School Design on Student Performance

Ariani¹,

Mirdad²

2015

IES

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The present study aims at exploring the influence of school design on student performance. The participants consisted of 150 students who studied at two Iranian public school and private school in Mashhad City. School Design and Planning Laboratory (SDPL) model of Georgia University (and Tanner (2009)) was used as an appraisal indicator of school design and some of its design characteristics such as unrestricted and functional views, indoor and outdoor spaces, and natural life were explained to students. In addition, student performance, defined by the average of their final achievement scores, was compared to measures of school environmental characteristics. To this end, design characteristics of these schools and students' performances have been studied. Quantitative data, subjected to a set of descriptive statistics, showed that school design was a strong factor for students of private school. In fact, the finding indicated that characteristics of physical learning space and deign of private school had fundamental effects on student performance. That is, learning space as a strong component can motivate students to study and progress.

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Section: Data Collection Proceduresmentioning

confidence: 99%

The Effect of School Design on Student Performance

Ariani¹,

Mirdad²

2015

IES

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“…The study of 3rd graders included measures for instructional neighborhoods and large group meeting places. Statistically significant relationships between the design measures and scores on the ITBS were found for all composite measures [47,48].…”

Section: Building Feature Categorymentioning

confidence: 88%

“…Research conducted by Tanner [47,48] and Barrett et al [43,45], using composite measures of different building features identified several interior design elements that have significant effects on student performance. Measures of design elements used in Tanner studies were from a larger instrument designed for assessing physical learning environments by researchers at the SDPL (University of Georgia's School Design and Planning Laboratory's).…”

Section: Building Feature Categorymentioning

confidence: 99%

“…Finally, outside views were identified as features that directly impact student performance. In this case, it is important to provide an environment with unobstructed views or views of nature as they should relieve stress for students and teachers and have been found to be positively associated with standardized tests scores, graduation rates, and plans to attend four year-college [66,67].…”

Section: Aesthetics Features Ratingmentioning

confidence: 99%

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Building Features in Schools That Influence Academic Performance

Salary¹,

Holliday²,

Keesee³

et al. 2018

JCEA

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School decision makers are faced with a great many decisions when considering a school renovation or new school building. All stakeholders want a building that is safe and provides an optimal learning environment. However, it is often difficult to know which building features will have the greatest effect on student learning. Because of a limited understanding of the relationship between individual building features and student learning, researchers at the University of Oklahoma hope to explore how building components influence student and teacher performance. This paper explores the importance of school building features that can be designed and changed during a renovation project. The hope is to one day determine which features have the greatest impact on student test scores. The research team believes that although it is difficult to find the exact relationship between each building features and student outcomes with one study, if multiple users repeat the same or similar studies, hopefully we will one day know the effect of these building features. In order to develop feature building users survey and physical assessment tools, it was necessary for investigators to develop a list of important building features and their associated definitions in layman terms. This was accomplished through utilization and conducting of a CAB (community advisory board) and subject matter expert materials. In addition, previous research relating to different school building features and their associations with student performance were reviewed. To define and narrow the list the researchers, community educational, and building professionals rated based on their professional experience, how directly related each feature is to student performance. The building feature list serves as a starting point to determine which features should be analyzed in a later phase of the project. It is hoped that resulting tools based on the work of this project can be used by school decision-makers and researchers to access building features that have been identified through research as being important for student and teacher performance.

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“…School is the building that used for the teaching purposes, and classrooms are physical spaces that designed to support in person teaching and learning activities. There is a significant impact of the school building conditions on student achievement [4,5,6,7,8,9,10] because the built environment can influence users' behavior [11]. The relationship between schools building condition with student achievement was explained by Uline and Tschannen-Moran [9] who asserts that student from school with the better environment showed higher achievement.…”

Section: Literature Reviewmentioning

confidence: 99%

School Building Defect Pattern

Mahli

Che‐Ani

Yahaya

et al. 2014

MATEC Web of Conferences

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Abstract. In providing a conducive learning environment for the student, the school building must be in good condition. This paper is evaluating the existing condition of primary school building in Sarawak, Malaysia. It focuses on building defects pattern for school building. The primary data collection is from the school building condition survey with involvement of 24 primary schools. The schools have been selected using simple random sampling and stratified sampling (of school age as the variable of selection). The reporting method is based on Condition Survey Protocol (CSP) 1 Matrix. Data analysis covers descriptive and inferential statistics. The analysis carried out found that the overall 4,725 defects have been identified. The building defect pattern is mainly on Ground Level of 3,176 defects, the highest number of defects components found on walls (798). 16.2% defects are cracks from 11 common defects and most of all the highest score of defects based on age of the building were the building in the range of 11 to 20 years.

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Effects of school design on student outcomes

Cited by 163 publications

References 4 publications

The Effect of School Design on Student Performance

The Effect of School Design on Student Performance

Building Features in Schools That Influence Academic Performance

School Building Defect Pattern

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