Suchergebnisse

In all modern societies almost everyone of their citizens have spent many years in school buildings, and the largest professional group in modern societies, teachers, is working every day during the working year in school buildings. In spite of this, we know surprisingly little about the influence of school buildings on the people who use them and their activities. What do school buildings do with their users and what do users do with the buildings? In this book seven scholars from the Scandinavian countries discuss and use different theoretical perspectives to illuminate the relationship betw

The Guardian tells us that:The amount being spent building new free schools, then, was vastly more, per school, than the average amount allocated per school to rebuild England's existing classrooms. A pet political idea was put ahead of a much broader, if less eye-catching, objective: maintaining school buildings so that children are kept safe.Well, yes, we'd rather expect that to be true. We don't rebuild classrooms every year. So the spending on a school being built (or even one being rebuilt if it's their year) will be higher than the average of all schools some to many of which are not being rebuilt.Between 2011 and 2018, £1.7bn was spent on site acquisition and construction for 221 free schools. On average over this period, that is £959,000 per free school, per year. By comparison, a National Audit Office (NAO) report published in June revealed that, from 2016 to 2023, annual spending across the remainder of England's 21,600 state-funded schools on "major rebuilding and refurbishment" equated to just £26,070 per school, per year.Much the same point applies. When actually building a school the expense is rather higher than the maintenance of another school. This isn't to say that the school maintenance programme was well managed - or even managed at all. We're insistent that government's inability to manage maintenance is one of the major reasons to not have government building and operating things. But just to clarify the maths being used here. The cost this year of building a school is higher than the annual buildings maintenance costs of a school we've already built. Umm, Yes? The real surprise here is that this calculation was thought worthy of publication in The Guardian. But, you know, journalists and numbers….

Hand-colored postcard. "Colegio Modelo High School, H. Matamoros, Tamps." ; https://scholarworks.utrgv.edu/renetorres/1007/thumbnail.jpg

Building operations and construction are responsible for a large part of global energy use and carbon dioxide emissions. In this paper, we present an analysis of the efficiency and productivity of the provision of school buildings by Dutch municipalities. A cost function is estimated for the years 2005–2016 using stochastic frontier methods based on data of Dutch municipalities. The results indicate that inefficiency and unproductiveness are substantial. The provision of school buildings on a more appropriate scale, detailed performance benchmarking and including more incentives for innovative behaviour may result in a more sustainable provision of school buildings and less energy use and emission of carbon dioxide.

This study evaluates seismic performance of the school buildings with the selected template designs in Turkey considering nonlinear behavior of reinforced concrete components. Six school buildings with template designs were selected to represent major percentage of school buildings in medium-size cities located in high seismic region of Turkey. Selection of template designed buildings and material properties were based on field investigation on government owned school buildings in several cities in western part of Turkey. Capacity curves of investigated buildings were determined by pushover analyses conducted in two principal directions. The inelastic dynamic characteristics were represented by equivalent single-degree-of-freedom (SDOF) systems and their seismic displacement demands were calculated under selected ground motions. Seismic performance evaluation was carried out in accordance with recently published Turkish Earthquake Code that has similarities with FEMA-356 guidelines. Reasons of building damages in past earthquakes are examined using the results of performance assessment of investigated buildings. The effects of material quality on seismic performance of school buildings were investigated. The detailed examination of capacity curves and performance evaluation identified deficiencies and possible solutions for template designs.

This study evaluates seismic performance of the school buildings with the selected template designs in Turkey considering nonlinear behavior of reinforced concrete components. Six school buildings with template designs were selected to represent major percentage of school buildings in medium-size cities located in high seismic region of Turkey. Selection of template designed buildings and material properties were based on field investigation on government owned school buildings in several cities in western part of Turkey. Capacity curves of investigated buildings were determined by pushover analyses conducted in two principal directions. The inelastic dynamic characteristics were represented by equivalent single-degree-of-freedom (SDOF) systems and their seismic displacement demands were calculated under selected ground motions. Seismic performance evaluation was carried out in accordance with recently published Turkish Earthquake Code that has similarities with FEMA-356 guidelines. Reasons of building damages in past earthquakes are examined using the results of performance assessment of investigated buildings. The effects of material quality on seismic performance of school buildings were investigated. The detailed examination of capacity curves and performance evaluation identified deficiencies and possible solutions for template designs.

Amid increasing interests in social metrics within green buildings, this work focuses on buildings designed to enhance environmental education, here called "Teaching Green Buildings" (TGBs). This study examines one school building at three points in time before and after the move into a new construction TGB. Middle school students here and at a local, comparison Non-Green School ( N = 264) took a survey measuring outcomes of green building knowledge (GBK) and environmentally responsible behaviors (ERBs). Regression results showed that GBK is significantly higher for students in the Green School compared with the Non-Green School, but is not increasing over time for students at the Green School. No differences were detected in ERBs across schools or time, and it was found that school practices, more than the green building itself, were pivotal in student choices to conduct ERBs at school.

Over the years, significant amount of money has been invested in public-sector school building construction projects by Ghanaian government, however, several of these buildings' projects have suffered several set-backs such as total abandonment but rarely do researchers focus on these abandonments. This study, therefore, explored the factors that account for abandonment within the Ghanaian public education sector by focusing on Community Day Senior High School Buildings. Using questionnaire survey to solicit the information from contractors, project management practitioners and clients of the selected projects, we identified forty-two factors of abandonment. Employing factor analysis and structural equation modelling, the factors were categorised into five – political leadership, culture, external forces resources/funding and administrative/institutional. All these sets of factors were statistically significant in causing Ghanaian public-sector education building construction infrastructure projects abandonment. However, the most significant sets of factors are political leadership, followed by poor administrative/institutional practices, poor resource/funding, cultural factors and external forces.

In Italy, currently most schools require improvements to energy performance and indoor air quality. On the other hand, school buildings require structural assessment and strong renovation interventions to maintain their service functionality. Moreover, the use of spaces should be reviewed and redesigned to be more compatible with modern educational models, making the schools unique integrated spaces. Each space should have the same dignity and flexibility, meeting anticipated future needs and expectations and offering a positive environment that should support learning, teaching and recreational activities. The national government has recently launched policies and plans to face up to this situation, imposing some guidelines to incentivise the actions of local municipalities. The challenge as well as the aim of this research is to verify the possibility of combining energy retrofits with functional renovations as a unique approach to taking action, exploring the conditions and measures to create synergy. As a case study, school buildings in a medium-sized city, Castelfranco Veneto, in the north-eastern part of Italy were analyzed with the aim of defining a method of intervention on different functional layouts. In a first phase of the work, all 21 schools present in the area were analyzed. Subsequently, three groups of buildings with homogeneous characteristics in terms of age, construction technologies, and shape factors were identified. Finally, a case study for each group was analyzed in detail and a proposal for improvements to the energy efficiency and functionality was presented. In this chapter, one of the case studies is presented.

The construction of educational buildings has been given special attention by the general conference of U.N.E.S.C.O. at several sessions. Resolution 1. 221, passed at the 13th session, reads as follows: 'Member States are invited to develop educational building programmes to meet their needs as part of their overall economic and social development, and in particular to establish, where appropriate, national educational building centres, and to ensure close co-operation between national and appropriate regional centres in matters relating to the development of techniques and procedures concerning educational buildings.'

Educational leaders, families, and politicians debate the methods for teaching, the materials taught, and the content learned (Benninga, Berkowitz, Kuehn, and Smith, 2006; Kohn, 1997). These stakeholders all agree, however, that a major goal for education is to produce learned, productive members of society (DeRoche and Williams, 2001). The goal of this research is to develop a framework that provides schools and division-level leaders with essential elements to resolve character education issues and to provide the means for implementing and evaluating those programs. I used the Delphi research method to collect information from notable researchers and practitioners in the educational world (Keeney, McKenna, and Hasson, 2010). Many of the panelists were selected because their previous research on character education formed a large part of my literature review in Chapter 2. The practitioners are current superintendents, principals, or program directors in representative school systems. The study itself consisted of three rounds of questionnaires; the first round consisted of three open-ended questions that then elicited responses on which the other two rounds were based. The panelists indicated that clearly defined goals and values, stakeholder buy-in, and inclusion of social/emotional issues were the essential elements needed for an effective character education program. Shared responsibilities by stakeholders and student-driven debates were seen as the keys to implementing said program. Finally, the panelists concurred that attendance and discipline data and surveys were the best tools/methods for evaluating character education programs. ; Ed. D.