The purpose of this study was to examine how the eight items within the public school Facilities and Resources domain of the 2008 North Carolina Teacher Working Conditions survey predict teachers’ stated intentions to return to the same assignment in North Carolina. The survey items were divided into three clusters: technology, facilities, and instructional materials. A discriminant function analysis was conducted to predict teachers’ stated intentions to return to the same assignment or to change positions. This study found that teachers want to work in a school environment that is safe and has sufficient access to appropriate instructional materials and resources to teach effectively. The study also found that the survey respondents in the “stay” group, which are the teachers that did not plan to leave their current assignment, were classified with better accuracy (96.6%) and were more positive about their work environment. The results of this study confirm a relationship between teachers’ stated intentions to stay in their current assignment, the condition of school facilities, and the availability of resources in public schools in North Carolina. Implications for policy and practice are presented along with suggestions for further research. [Author's abstract] 108p.

Reports teacher perceptions during the renovation of two high schools in Virginia. The two high schools had the same renovation timeline, floor plan, architectural design team, and construction company. The first major finding found overall teacher satisfaction was minimally affected by the renovation project. Differences between satisfied and dissatisfied teachers involving cleanliness, considering relocating during the project, seeking a transfer to avoid another project, and room temperature were found to have significance and moderate effect sizes. While teachers at both schools felt safe during the renovation project and odor had an effect on satisfaction, satisfaction levels were different at each school. The study also concludes the need for doctoral and principal preparation programs to include information regarding the leadership role during a renovation project and how decisions may affect teacher satisfaction. [author's abstract] 133p.

Examines the link between how one learns and where one learns. Case studies, interviews, and written contributions are organized under 79 practical topics for how design can be used to transform teaching and learning. The book is a collaborative effort among school architects, school furniture suppliers, and designers. The Third Teacher encourages teachers to develop the knowledge, skills and dispositions of designers and understand that we all create the world in which we live. This book also shows how even the students can become designers of their learning environments. 257p.

Physical settings in schools have a complex relationship to teaching and learning practices. Uncomfortable tensions can result when the intentions of learners and teachers conflict with each other or with the affordances of the environment. Yet, change may be difficult to achieve and stressful for those involved. This paper considers a case where there has been minimal involvement of staff or students in the design of a new school, but there is a desire to prepare them for the changed environment. Changes will include an integrated curriculum and an “enquiry approach,” which it is hoped will be facilitated by large, shared spaces in the new premises. We discuss an “experimental week” of enquiry learning that took place in the middle of the 2010-11 school year with half of the Year 8 group (12-13 years old) in an existing large space (a school hall). The alteration to the learning environment included changes to both the use of space and the organization of learning time. We concentrate here on the student experience of learning in this new way, rather than the views of the teachers. An enquiry-based approach was enabled by the more fluid, flexible use of school space and time. Overall, students enjoyed the experimental week, but they understood it to be a limited experience. If these changed practices are to be successful they will need to be accepted as more permanent. The challenge for those managing the change process is to remain mindful of the differing needs of students, and continue to develop a shared understanding among staff and students of what learning is or could be. [Authors' abstract]

Examines how classroom acoustics interacts with the voices of 14 teachers without voice problems and 13 teachers with voice problems. The assessment of the voice problems was made with a questionnaire and a laryngological examination. Results suggest that teachers with voice problems are more aware of classroom acoustic conditions than their healthy colleagues and make use of the more supportive rooms to lower their voice levels. This behavior may result from an adaptation process of the teachers with voice problems to preserve their voices. [Authors' abstract]

Explores the relationship between school design and teaching. The American Architectural Foundation visited seven schools that have been recognized nationally for their innovative design, turning to the educators who work in them for insight. Describes two trends in particular revolutionizing the design of the learning environment: 1.the shift from the teacher as a “sole practitioner” to interactive team teaching and 2.the recognition that students have a variety of learning styles requiring varied and flexible learning situations.

Discusses amplification of teacher's voices, noting professional warnings against the practice, as well as documented improvement of student performance where teacher amplification has been installed. Correct design of sound systems are discussed, as is teacher enthusiasm over the practice.

Investigates the possible relationship between the attitudes, teachers have about the condition of their classrooms when the classrooms were independently assessed. Previous research reported teachers in unsatisfactory classrooms felt frustrated and neglected to such an extent that they sometimes reported they were willing to leave the teaching profession. Eleven high schools in which the principals state the buildings are in unsatisfactory condition are identified and matched with 11 schools assessed as being in satisfactory condition. The differences between the responses of teachers in satisfactory buildings were significantly different than those of teachers in unsatisfactory buildings. The findings indicate that the physical environment influences attitudes of teachers, which in turn affects their productivity. Such effects could cause morale problems in the teaching staff.