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While ACEF provides a cursory review of every article on the website, ACEF and the ACEF staff cannot guarantee the accuracy of the information contained in the articles. The ideas presented in the articles are not endorsed by ACEF, the Texas Center for Educational Facilities, Tarleton State University, or the US Department of Education. All articles are posted as presented in the original format.
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"No Cost" School Renovation
Zorn, R. L. (2006). 193 (5)

Ohio’s Poland Local School District recently completed $5.5 million in additions and upgrades at no cost to the taxpayers. How did they do it? The district entered into a multiyear energy performance contract that allows them to pay off their loan through the savings realized by the renovation itself.

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‘This place could help you learn’: student participation in creating better school environments
Flutter, J. (2006).

This paper examines the role of student consultation and participation in the process of improving the physical environment in schools. Although quantitative studies suggest that there are some links between the learning environment and school performance, direct causal relationships between these factors remain unclear. However, as Clark points out: ‘… qualitative research on the indirect influences of school buildings on student learning and behavior is of use in enhancing our understanding of the factors involved’ (Clark, 2002, p. 11). Evidence from qualitative studies of students' perspectives on the school environment is presented to illustrate the important insights that can be gained through listening to the student voice. The argument for student voice is taken further through a discussion of recent projects and initiatives in which students are given an active role in designing and improving school buildings and facilities. The paper concludes with a discussion of the problems and benefits in involving students in the process of improving their learning environments.

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2001 College Construction Report
Abramson, P. (2001).

In 1997, colleges and universities in the United States put just less than $5.8b worth on construction in place. This report identifies new construction to be completed, starts, retrofits, additions, etc. in the college and university setting across the U.S. for 2001.

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30 Strategies to Education Reform
Nair, P. (2003).

The 30 strategies for education reform discussed in this guidebook, taken together, represent a new, alternative, education model. The guidebook is written to close some big gaps in education -- the gap between research and action, between stated goals and policy, and between perception and reality.

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A biosecurity checklist for school foodservice programs: Developing a biosecurity management plan
United States Department of Agriculture, Food and Nutrition Service (2003). (FNS-364)

The U.S. Department of Agriculture, Food and Nutrition Service (FNS), has prepared A Biosecurity Checklist for School Foodservice Programs: Developing a Biosecurity Management Plan. This booklet presents a wide array of guidelines and suggestions on how to: 1) form a school foodservice biosecurity management team; 2) use the checklist to prioritize measures to strengthen biosecurity inside and outside the primary foodservice area; and 3) create a school foodservice biosecurity management plan.

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A Gender Perspective on Educational Facilities
Lang, S. (2010).

This article explores the planning and design of educational facilities from a gender perspective, with a view to guiding future research and policy analysis.

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A guide to school vulnerability assessments
U.S. Department of Education, Office of Safe and Drug Free Schools (2008). (ED-04-CO-0091)

This guide is intended to be a companion piece to Practical Information on Crisis Planning: A Guide for Schools and Communities, originally published by the U.S. Department of Education in 2003 as a guide for schools and districts to prepare for a variety of crises. This new guide, published by the U.S. Department of Education in 2008, emphasizes a valuable part of emergency management planning-ongoing vulnerability assessment-and is intended to assist schools with the implementation of an effective vulnerability assessment process, to include choosing an appropriate vulnerability assessment tool. This guide is not intended to be prescriptive or to give step-by-step instructions for conducting assessments, rather it is intended to describe the key elements to be considered when selecting an assessment tool appropriate for school environments and provide guidance for conducting an assessment that will inform school emergency management activities.

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A Statewide Multiagency Intervention Model for Empowering Schools to Improve Indoor Environmental Quality
Foscue, K, & Harvey, M. (2011). 74 (2)

A multiagency consortium created and led by the Connecticut Department of Public Health has successfully implemented and continues to sustain the U.S. EPA's Tools for Schools program in the majority of Connecticut public schools. The authors present and analyze the consortium model and their efforts at evaluating the impact of Tools for Schools in Connecticut.

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A Summary of Scientific Findings on Adverse Effects of Indoor Environments on Students' Health, Academic Performance and Attendance
United States Department of Education, Office of the Under Secretary (2004). ((Doc No. 2004-06))

This paper summarizes the current state of scientific knowledge about the adverse impacts of indoor environments in schools on health and performance. Key gaps in knowledge and critical outstanding research questions are also summarized.

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A Synthesis of Studies Pertaining to Building Conditions, Student Achievement, Student Behavior, and Student Attitude
Bailey, J.A. (2009).

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.

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