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The influence of school architecture on academic achievement

C. Kenneth Tanner (Department of Educational Leadership, School Design and Planning Laboratory, The University of Georgia, Athens, Georgia, USA)

Journal of Educational Administration

ISSN: 0957-8234

Article publication date: 1 October 2000

8039

Abstract

Limited, dated information is available to school administrators concerning the influence that the built learning environment has on academic achievement. Given the population increases, volatile standardized test scores, demand for new schools, and deplorable conditions of school facilities in the United States, it is timely to investigate this neglected aspect of educational research. In the face of radical technological changes and curriculum innovations, much of the new public school architectural design is tied firmly to past and outdated practices. Currently reform advocates push for program change to occur, while voicing minimal concern for the often obsolete and shabby physical environments of the schools where the program improvement is to evolve. With these problems representing the educational need, the specific purpose of this study was to determine how school architectural design factors might influence student achievement scores in elementary schools. A total of seven design factors were found to correlate with student learning outcomes.

Keywords

Citation

Tanner, C.K. (2000), "The influence of school architecture on academic achievement", Journal of Educational Administration, Vol. 38 No. 4, pp. 309-330. https://doi.org/10.1108/09578230010373598

Publisher

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MCB UP Ltd

Copyright © 2000, MCB UP Limited

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