PRIORITIZATION OF 31 CRITERIA FOR SCHOOL BUILDING ADEQUACY

By Glen I. Earthman. 2004

216 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5935d71ba9806a21f9a40b9f5eb417f38daf0247

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Citations in the corpus

Designing Classrooms to Maximize Student Achievement (2014, background): “The optimal temperature range for learning appears to be between 68° and 74° (Earthman, 2004; see also Huffman et al., 2003; McGuffey, 1982).”
The walls speak: the interplay of quality facilities, school climate, and student achievement (2008, methodology): “The two most important individual building elements found to affect student achievement were temperature control and air quality (Earthman, 2004).”
A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future (2007, background): “More generally, Earthman (2004) concluded that while inadequate school buildings cause health problems, lower student morale and contribute to poor student performance, he was not convinced that schools need necessarily be any more than adequate.”
Architectural design and the learning environment: A framework for school design research (2010, background): “There have been some studies of the impact of heating, lighting and other physical factors on academic performance, but these focus on basic building attributes and do not address wider issues such as the relationship between classroom layout and educational practice ( Earthman 2004; Picus et al. 2”
Student performance and high school landscapes: Examining the links (2010, result): “This is comparable to the reported –6% of the variance in test scores explained by school buildng features in prior research (Earthman, 2004; National Research ouncil, 2006).”
Teacher attitudes about classroom conditions (2009, background): “The relative importance of various components/conditions was further examined in light of an extensive review of literature conducted for the purpose of prioritizing the importance of these various building components (Earthman, 2004).”
Research into the connection between built learning spaces and student outcomes (2011, background): “The environmental conditions described are factors such as noise, temperature, air quality, ventilation and lighting (Keep, 2002; Higgins et al., 2005; Lackney & Jacobs, 2004; Earthman, 2004; Sundstrom, 1987; McNamara & Waugh, 1993; Weinstein, 1979).”
The Impact of School Environments : A literature review Produced for the Design Council (2005, background): “Earthman (2004) rates temperature, heating and air quality as the most important individual elements for student achievement.”
Effects of Classroom Physical Environment on the Academic Achievement Scores of Secondary School Students in Kohat Division, Pakistan (2014, background): “Earthman (2004) established that temperature, heating and air quality are the fundamental elements for the educational attainment of students.”