an assessment of the quality and educational adequacy of educational facilities and their ...

329 Pages·2006·2.95 MB·English

AN ASSESSMENT OF THE QUALITY AND EDUCATIONAL ADEQUACY OF
EDUCATIONAL FACILITIES AND THEIR PERCEIVED IMPACT ON THE
LEARNING ENVIRONMENT AS REPORTED BY MIDDLE SCHOOL
ADMINISTRATORS AND TEACHERS IN THE HUMBLE INDEPENDENT
SCHOOL DISTRICT, HUMBLE, TEXAS

A Record of Study

by

DOUGLAS MATTHEW MONK

Submitted to the Office of Graduate Studies of
Texas A&M University
in partial fulfillment of the requirements for the degree of

DOCTOR OF EDUCATION

December 2006

Major Subject: Educational Administration
AN ASSESSMENT OF THE QUALITY AND EDUCATIONAL ADEQUACY OF
EDUCATIONAL FACILITIES AND THEIR PERCEIVED IMPACT ON THE
LEARNING ENVIRONMENT AS REPORTED BY MIDDLE SCHOOL
ADMINISTRATORS AND TEACHERS IN THE HUMBLE INDEPENDENT
SCHOOL DISTRICT, HUMBLE, TEXAS

A Record of Study

by

DOUGLAS MATTHEW MONK

Submitted to the Office of Graduate Studies of
Texas A&M University
in partial fulfillment of the requirements for the degree of

DOCTOR OF EDUCATION

Approved by:

Chair of Committee, Bryan R. Cole
Committee Members, Toby M. Egan
Elizabeth S. Foster
Robert O. Slater
Head of Department, Jim Scheurich

December 2006

Major Subject: Educational Administration
iii
ABSTRACT

An Assessment of the Quality and Educational Adequacy of Educational Facilities and
Their Perceived Impact on the Learning Environment as Reported by Middle School
Administrators and Teachers in the
Humble Independent School District, Humble Texas. (December 2006)
Douglas Matthew Monk, B.S., Stephen F. Austin State University; M.Ed., The
University of Texas at Brownsville and Texas Southmost College
Chair of Advisory Committee: Dr. Bryan R. Cole

This quantitative study investigates the adequacy and quality of middle school
facilities in Humble ISD middle schools as reported by the primary users of these
facilities, the teachers and administrators. These middle school educators also provide
an assessment of the impact that these facilities have on the learning environment. This
study also assesses the quality and adequacy of these middle school facilities through a
purely quantitative evaluation conducted by an unbiased assessment team. Humble ISD
is undergoing unprecedented growth at all levels and has addressed the burgeoning
elementary and high school aged growth occurring in the district by constructing and
renovating these facilities. At the middle level, however, new facility construction is
occurring at a slower pace. The purpose of this research is to ascertain which factors in
each of these six facilities have the greatest quality and adequacy and the impact that
they have on the learning environment. Furthermore, it is the purpose of this research to
provide valuable and practical data, to which Humble ISD and others can refer in
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developing future building plans, renovating existing facilities, allocating funds, and
creating student centered learning environments. This study also investigates the
relationship between what educators perceive as adequate and quality facility factors and
their perception of the impact that these factors have on the learning environment.
Finally, this study reviews any congruency or agreement between educator’s perception
of adequacy and quality and architect assessment of adequacy and quality. Middle level
students are the most influential group of adolescents and it is important that we provide
facilities that meet their very specific needs. This research will ultimately and positively
impact the learning environment for these children.
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TABLE OF CONTENTS

Page

ABSTRACT……………………………………………………………… iii

TABLE OF CONTENTS………………………………………………… v

LIST OF TABLES……………………………………………………….. vii

LIST OF FIGURES………………………………………………………. ix

CHAPTER

I INTRODUCTION……………………………………………… 1

Statement of the Problem………………………………… 4
Purpose of the Study……………………………………... 5
Research Questions………………………………………. 6
Operational Definitions…………………………………... 7
Assumptions……………………………………………… 9
Limitations……………………………………………….. 10
Significance of the Study………………………………… 10
Dissertation Overview…………………………………… 11

II REVIEW OF THE LITERATURE……………………............ 12

Historical Perspectives of School Building Design
and the Learning Environment…………………………… 13
Middle Level Customers…………………………………. 29
What Is a Middle Schooler?................................................ 29
Characteristics of Young Adolescents…………………… 31
What the Young Adolescent Requires from
the Learning Environment………………………………... 36
The Learning Environment Impacted by
Educational Facilities……………………………………... 40
Current Educational Building Trends…………………….. 41
The Learning Environment Defined……………………… 42
Ambient Factors…………………………………………... 44
Aesthetic Qualities………………………………………... 55
The Classroom……………………………………………. 58
Summary………………………………………………….. 62
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CHAPTER Page

III METHODOLOGY……………………………………………. 65

Data Collection Process…………………………………... 65
Population………………………………………………… 66
Instrumentation…………………………………………… 69
Design of the Study………………………………………. 73
Data Collection and Recording…………………………… 75
Data Analysis……………………………………………... 77
Methodology for Research Question One………………... 78
Methodology for Research Question Two……………….. 80
Methodology for Research Question Three……………… 81
Methodology for Research Question Four……………….. 83
Assumptions and Limitations of Methodology…………... 84

IV ANALYSIS AND COMPARISON OF DATA………………. 88

Research Question One…………………………………... 88
Research Question Two…………………………………... 191
Research Question Three…………………………………. 224
Research Question Four…………………………………... 229

V SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS………………………………… 234

Research Question One…………………………………… 235
Research Question Two…………………………………... 242
Research Question Three…………………………………. 247
Research Question Four…………………………………... 251
Closing……………………………………………………. 255

REFERENCES…………………………………………………………… 258

APPENDIX A ………………………………………………………….... 267

APPENDIX B ………………………………………………………….... 294

APPENDIX C ………………………………………................................ 308

VITA……………………………………………………………………… 314
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LIST OF TABLES

TABLES Page

1 Population description: Professional breakdown by
campus, number, and percentage…………………………………. 66

2 Population description: Gender by campus, number,
and percentage……………………………………………………. 67

3 Population description: Ethnicity by campus, number,
and percentage……………………………………………………. 67

4 Population description: Teaching experience by
campus, years experience, and percentage……………………….. 68

5 HISD middle school descriptions: Year constructed,
age, square footage, and acreage…………………………………. 69

6 Middle school educator return rates of the TLEA survey………... 76
7 CEFPI appraisal scores for middle school campuses in
Humble ISD………………………………………………………. 77

8 Congruent questions on the TLEA and CEFPI instruments……... 84

9 Adequacy means and standard deviations in descending
order of adequacy means with corresponding question
numbers, impact means and standard deviations………………… 181

10 Impact means and standard deviations in descending
order of impact means with corresponding question numbers,
adequacy means and standard deviations………………………… 184

11 Fifteen facility factors with the highest impact means
and corresponding high standard deviations……………………... 187

12 CEFPI campus cumulative scores and district average…………... 223
13 TLEA questions with corresponding Phi coefficient and
relationship type………………………………………………….. 227
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TABLE Page

14 Fifty identical questions on the TLEA and CEFPI instruments
and congruency…………………………………………………... 230
ix

LIST OF FIGURES

FIGURE Page

1 Size of academic learning (classroom) space meets state
standards (700 sq. ft.)…………………………………………….. 90

2 Classroom space permits arrangements for small group activity… 91
3 Location of academic learning areas is near related educational
activities and away from disruptive noises………………………. 92

4 Personal space in the classroom away from group instruction
allows privacy time for individual students……………………… 94

5 Storage for student materials is adequate………………………… 95
6 Storage for teacher materials is adequate………………………… 96
7 Classrooms can be arranged to enhance the teaching/learning
objectives…………………………………………………………. 97

8 The school facility is adaptable to users’ needs………………….. 99
9 The school facility accommodates a variety of learning styles of
students…………………………………………………………… 100

10 Large flexible space and/or work stations are available to
accommodate student projects……………………………………. 101

11 Computers in classrooms and computer labs have functional
furniture designed for their use…………………………………… 103

12 Classrooms have telephones for communicating both within and
outside the facility………………………………………………… 104

13 Classrooms have logical, well designed, integrated technology
systems……………………………………………………………. 105

14 School has technology plan that includes development
of environment for interdisciplinary teaming…………………….. 106
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FIGURE Page

15 Classrooms have computers that are networked for both
intranet and internet utilization…………………………………… 107

16 There are sufficient and well located electrical outlets available
in the instructional areas of the building…………………………. 108

17 Size of specialized learning areas meet state standards
(e.g. computer classrooms are a minimum of 900 sq. ft.)………... 109

18 Design of specialized learning areas is compatible with
instructional needs of students…………………………………… 110

19 Library/Resource/Media Center provides appropriate space,
occupies a space of a minimum of 2,100 sq. ft., and acts as an
instructional lab…………………………………………………... 111

20 Gymnasium facilities adequately serve physical education
instruction………………………………………………………… 112

21 Outdoor facilities adequately serve physical education
instruction………………………………………………………… 113

22 Music programs are provided adequate sound-treated space…….. 114
23 Space for art is appropriate for instruction and
supplies/equipment are adequate………………………………..... 115

24 Science program is provided sufficient space and equipment
with science lecture-lab rooms a minimum of 1,000 sq. ft………. 116

25 Science lab equipment has been updated less than five years
ago to meet current standards…………………………………….. 117

26 Utilities such as gas, water, and electricity are available and are
in usable condition in science labs……………………………….. 118

27 Room design for technology education maximizes the use
of state of the art equipment……………………………………… 119

28 Space for small groups and remedial instruction is
provided adjacent to the classrooms……………………………… 120