Kennedy, M. (2011).
This article discusses the natural daylighting options school designs can incorporate. General daylighting recommendations are provided. Students in Kinard CARES demonstrate the natural daylighting features at Kinard Core Knowledge Middle School, Fort Collins, Colorado.
Dufresne, R. (2009). 75 (2)
In the wake of a major disaster, damage assessment can be particularly challenging for organizations with dozens or even hundreds of affected properties. Those with well-documented information about predisaster facility conditions can more readily pinpoint those facilities that are at the greatest risk of damage and to determine how to prioritize the assessment process. In the past, a comprehensive and well-organized plan room was considered a best-in-class approach to supporting the operations team in its disaster response. However, if such a plan room is damaged in the disaster, the organization's ability to respond effectively can be significantly impaired and the loss of data can be crippling. Today, best practices dictate that critical information be stored electronically in multiple locations to minimize the effect of a single event. For school systems, having accurate information along with an established centralized system can increase response time and truly affect the days, weeks, and even months following a disaster. From minimizing the interruption of classroom time to construction dollars saved, having a handle on the asset portfolio is the first major step in being prepared to respond.
Sprague, J. (2008).
The document is intended to put the issue of school wide violence prevention in content for educators and outline an approach for choosing and creating effective prevention programs. The following topics are covered: 1)Why school wide prevention strategies are critical 2)characteristics of a safe school 3)four sources of vulnerability to school violence 4)how to plan for strategies that meet school safety needs 5)five effective response strategies 6)useful web and print resources
Turner, C., & Frankel, M. (2008).
This study analyzes measured energy performance for 121 LEED New Construction (NC) buildings, providing a critical information link between intention and outcome for LEED projects. The results show that projects certified by the USGBC LEED program average substantial energy performance improvement over non-LEED building stock. This Executive Summary briefly summarizes key study findings.
O'Donnell, S. (2008).
Learning environments provide students with a 'stage' to perform. The article provides six recommendations to set the stage for learning. Different classroom environments have shown to positively affect activities in classrooms.
Baker, K (2007). 194 (3)
This articles details the efforts by a Middle School in Oregon to save energy using a unique strategy to include students in the monitoring of energy usage.
Save Our Land, Save Our Town Inc., The Pennsylvania Historic Schools Task Force (2007).
A task force of state agencies and non-profit partner organizations produced “Renovate or Replace?. The publication contains essays from Pennsylvania officers. The Pennsylvania Department of Education, the Pennsylvania School Boards Association, the PHMC, and the Pennsylvania chapter of the American Institute of Architects helped produce the publication. School districts are advised on the social, environmental, and economic advantages of retaining historic neighborhood schools.
Chaney, B. & Lewis, L. (2007).
This report is based on a survey of school principals conducted by the National Center for Education Statistics (NCES) in the Institute of Education Sciences, U.S. Department of Education. It presents current information on the extent of the match between the enrollment and the capacity of the school buildings, environmental factors that can affect the use of classrooms and school buildings, the extent and ways in which schools use portable buildings and the reasons for using them, the availability of dedicated rooms for particular subject areas (such as science labs or music rooms), and the cleanliness and maintenance of student restrooms.
Koh, B., & Nicklas, M. (2007).
This case study will introduce detailed information of each green strategy, for Northern Guilford Middle School, and how comprehensive strategies are well integrated into the project to stay within the budget.
A High Performance School Case Study -- Northern Guilford Middle School
Sussman, C., & Gillman, A. (2007).
Building Early Childhood Facilities: What States Can Do to Create Supply and Promote Quality, published by the National Institute for Early Education Research (NIEER) and LISC’s Community Investment Collaborative for Kids (CICK). To help state policymakers address the need for new facilities to house a growing number of preschool programs for 3- and 4-year-olds, LISC’s Community Investment Collaborative for Kids partnered with Rutgers University’s National Institute for Early Education and Research to produce this policy brief. The brief outlines strategies for successfully financing, designing and developing high quality preschool facilities.
