# Introduction here is evidence that situational (environmental) positions and attitude of students and teachers' towards school affect students' performance (Gump, 1987;Weinstein, 1985;Totusek & Staton-Spicer, 1982;Koneya, 1976;Brooks & Rebeta, 1991). Further, interactions between environmental factors and personal characteristics of students do exhibit significant effects on the academic performance of students (Lewin, 1943). No systematic attempts have been made to link the performance of schools to student results, to put in place effective monitoring mechanisms, or to make information about school performance available to parents and students (Galal, 2008). Educational environment is the setting where interaction between students and teachers takes place. Basic physical requirements of the school facility like minimum standards for classroom size, acoustics, lighting, heating and air conditioning, in addition to pedagogical, psychological and social variables act together as a whole in shaping the context within which learning takes place (Lackney, 1999). Statistics of 2004 show lack of specialized teachers in various majors in Mafraq Governerate of Jordan. In addition, applied science majors are not established in schools at the dispersed human settlements from Mafraq City. Mafraq Governorate area is about 26435 Square kilometers, which represents about 29.6% out of Jordan's total area, and the second largest governorate after Ma'an. Mafraq Governorate population reached 239,000 and represents about 4.6% of Jordan's total population of 2001, of which 47.6% are females and 52.4% of which are males; 42% are less than 15 years old compared to Jordan's rate, which is 39%; and 33.1% urbanite and 66.9% town residents. Population density is about 9-11 per one square kilometers compared to the rest of Jordan, which is 58 per square kilometer. The governorate has four regions that include (Department of Statistics, 2001): (1) Mafraq center with 104,000 with 3 districts and 72 settlements of which 25 increases over 1000 people; (2) Northwest Badia and its center is al Al Al-Bayt University and have three districts with 71,000 population and 42 settlements eight of which increases over 1000 people; (3) Northeast Badia have four districts with 51,000 population and 67 settlements with 10 settlements that have more than 1000 population; and (4) Ruwaished with population of 17,000 and twelve settlements, four of which is populated with more than 1000 (Department of Statistics, 2002). Being the first of its kind, this study emphasizes the role of physical environment of educational facility in providing qualitative and competitive graduates, which impacts socio-economics of the local community. This research is significant by being a model that focuses on development of education facility within economic constraints to sustain resources independently from central governmental support. The researchers are expected to gain more expertise in the managment and development of physical educational facility. Goals of the study are to diagnosing the relevance of the physical facility to education output that will make Mafraq Governorate dependent on its own human resources. The study outcomes will provide a set of guidelines towards making educational facility (physically) more efficient. # II. # Literature Review and Theory a) Teaching Environment Effect on Learning Efficacy A study by Tam and Cheng (1995; conceptualized quality of school teaching environment based upon a multi-perspective approach. It measured the internal social environment of the school organization and its relations to the performance of teachers and students. School environment and performance of students had theoretical and practical implications. There were six integrated school environment factors that emerged to reflect the learning/teaching environment: strength of leadership, staff frustration, positive classroom climate, caring and support to students (a combination of three environment variables: esprit, intimacy, and student-centeredness), formalization, and pupil control (pupil control ideology minus organizational ideology) (Cheng, 1993;Ming, 1994;Ming & Cheong, 1995). Leadership behavior of the principal measured by the integration of the five aspects: instructional (educational), structural (hierarchy of authority, hindrance (difficulty and obstruction) as signs of bureaucratization of a school, and participative decision), human resource, political, and cultural (symbolic) (Sergiovanni;1984;Bush, 1986;Bolman & Deal, 1991;Cheng, 1993). Further factors included: school context, which is measured by age and size of the school; personal characteristics of students measured by age and gender; personal characteristics of teachers measured by average teacher teaching experience (teaching age), age of teacher, and gender of teacher. Additionally, teacher performance was measured by efficacy and time-use at the individual level. Students' performance was measured by learning efficacy (efficiency). Students' competition was as a function of affiliation and involvement, better social relationship among students increase the students' engagement in study (Ming, 1994;Ming and Cheong, 1995). b) Facility Quality and Learning Efficacy School facility are of critical importance to teaching and learning environment (Lackney, 1999). Johnson (1990a) indicated that quality of the learning environment affects teacher behavior and teacher attitudes towards teaching continuity. The physical facility is an undeniably integral part of the ecological context for learning, and has a positive influence on the bottom-line indicators of quality in education (Lackney, 1999). Physical conditions of the facility include classroom environments and school environment. # i. Classroom Environment Types of education facility include classrooms, laboratories, lecture halls, and other services. Usually classroom environments have 20-35 students under the control of a single teacher. Classroom environments include class arrangement, size, natural lighting, optimal thermal conditions, and indoor air quality as follows: a. Class Arrangement Several studies indicated that classroom arrangements affect student performance, especially in relation to their distance from the teacher (Griffith, 1921;Snow, 2002); it affects their grades (Becker, Sommer, Bee, and Oxley, 1973;Holliman & Anderson, 1986;Levine, O'Neal, Garwood, & McDonald, 1980), absences (Stires, 1980), participation (Sommer, 1967), and attention (Schwebel & Cherlin, 1972). Further, seating arrangements affect visual and verbal contacts with teacher and, therefore, affect participation but not necessarily overall performance (Adams & Biddle, 1970). # b. Class Size Class size points directly to a social and physical link to achievement (Achilles, 1992;Finn & Achilles, 1990). Children in smaller classes (13-17 per room) outperform those in regular-sized classes (22-25 per room). An increased density can induce stress in children thereby increasing aggressive behavior and distraction in younger children (Loo, 1976). Students take more of the responsibility for their own learning when classes are smaller; learning activities become more frequently individualized (Duke & Perry, 1978). # c. Lighting Natural lighting and windows affect students' performance (Brooks & Rebeta, 1991). Students had better achievement and behaviors in classrooms with more light (Rovner, 1982;Kleiber, 1973;Mayron et al., 1974;Dunn, Dunn & Price, 1985;Ott, 1976). # d. Thermal Conditions Thermal comfort, influence task performance, attention spans and levels of discomfort (McGuffy, 1982). Reading speed and comprehension and mathematical skills operations such as multiplication, addition and factoring were adversely affected by temperatures above 74 F degrees (Harner, 1974). e. Indoor Air Quality Thermal tightening of buildings for energy conservation causes a variety of pathogenic factors in children in so called 'sick' school buildings. These factors may be affecting not only performance but the overall physical health of children, as they exhibit clear signs of sensory irritation, skin rashes, and mental fatigue that potentially decrease the ability of students to perform (Evans, Kliewer, & Martin, 1991). ii. School Environment a. Noise and Location of Schools Noise may decrease teaching time by forcing teachers to continuously pause or by making it difficult for the student and teacher to hear one another (Crook and Langdon, 1974). Noise negatively influence children's information processing, personal control, and A study by educational building conditions were hampering student performance, and estimated that improved facilities could lead to a 5.5% to 11% improvement on standardized tests (Edwards, 1991;Lackney, 1996). c. Schools Size Small schools benefit students socially and academically, while smaller school buildings consume less energy. The use of school facilities can be shared with a variety of community organizations fostering meaningful partnerships and engagement, as well as, opportunities for children to walk and bike as added health benefit (Lackney, 1999). On average, research indicates that an effective size for an elementary school is in the range of 300-400 students and that 400-800 students is appropriate for a secondary school (7-8) (Cotton, 1996). School size shows effect on the following: ? Quality of the Curriculum and Cost-Effectiveness (Howley 1994(Howley , 1996;;Raze, 1985;Robertson, 1995;Rogers 1987;Rutter, 1988;Walberg, 1992). ? Academic Achievement (Bates, 1993;Burke, 1987 (Burke, 1987;Fowler, 1992;Jewell, 1989;Swanson, 1988). III. # Research Methods The hypotheses of the study were investigated based on field research using interviews and surveys. One leader for two teams of eight assistants conducted the field research. Surveys were conducted by interviewing a sample of schools administers from the four directorates in Mafraq Governerate (Mafraq center, Northwest Badia, and Northeast Badia) representing the eighteen municipalities that included a target population of all elementary and secondary schools. Interviews took place inside the school building in the municipal office for the whole sample. A secondary, 8 vocational and academic, and two vocational. The proportion is suggested to be about 60%-70% of the schools distributed over the three directorates and covering all the municipalities. So from each municipality only two-thirds of the total available schools were suggested to be interviewed from both female and male elementary and secondary schools. Randomization used the list of schools in each municipality which is alphabetically ordered. Selection was assigned randomly as every other school in the list until the proportion of 60-70% of the schools is achieved from each of the female and male elementary and secondary schools list. Final iii. Teaching-Organizational, Personality of the Teacher and the Student, and other Variables a. Teaching-organizational entity includes: (1) In terms of classroom area, it ranged from 4-48 square meters. However, most of the sample (73.7%) has classroom area of 10-29 square meters. In regards to classroom size in terms of students' numbers, the numbers of students ranged from 2 to 50 students, with an average size of about 21 students, see Table 2 and Figure 1. About half of the sampled schools (52.8%) have classroom size of less than 20 students. In regards to proper classroom size in terms of students number, most of the sample agreed on its appropriateness (71.2%). Classroom shapes were square, rectangular, and irregular. However, the most occurring shape is rectangular (58.5%) and the least is irregular (2.6%). In terms of classroom seats arrangement, most of the sample (85.6%) agreed on its appropriateness. Also, about 54.2% of the sample agreed on flexibility of classroom furniture arrangement. Further, most of the sample (72.5%) considered the attention to furniture and equipment that makes teachers store their tools appropriate. In terms of natural lighting sources, most of the sample agreed on its availability (90.8%). Number of windows in classrooms ranged from 1-8, the most frequent occurrence of number of windows is two (48.5%). In terms of services, about 77.7% of the schools have computer labs, and only 42.4% have science labs, and 13.5% have art studios. On the other side, about half the sample have libraries (50.2%) school library. Further, only 11.8% of the schools have indoor sports facilities, and 27.9% have outdoor sports facilities. In addition, about two-thirds (69%) have food facility, and only 24% have praying facility. About two-thirds (65.5%) have school fencing, and about two-thirds (63.8%) have school gates, see Table 3. Most of the schools (91.7) have rest rooms, see Table 3. School size measured by students' numbers ranged from schools that have less than 50 students (6.2%) to schools that have 500-757 students (3.2% of the sample). However, 61.1% of the schools have less than 150 students, and the most occurring school size is 150-200 students (40.7%). School area ranged from 54-10000 square meters, with the most occurring area of 200-500 square meters (39.9%). About half the sample (48%) has area of less than 500 square meters, see Table 4. Further, 79% of the sample agreed on the schools being located in a quite zone and away from noise. About half of the sample (54.6%) agreed that their schools are well maintained. Instructional capacity was assessed with an average of 4 and a tendency of strong agreement; structural agreement was also with an average of 4.1 and a tendency of strong agreement; staff frustration has a tendency of disproval with an average of 2.6; positive classroom environment has a slight tendency of approval with an average of 3.7; caring and support for students has a slight tendency of approval with an average of 4; formalization has a tendency of strong agreement with an average of 4.2; and students control has a strong agreement with an average of 4.2, see Table 5. # Global Journal of Management and Business Research # 2) Quality of Education at the School Level Perception of existing pedagogy has a slight tendency of approval with an average of 3.8; directing students to choose the right stream also received slight approval with an average of 3.5; and obstacles by the Ministry of Education concentration has a tendency of agreement with an average of 4.0, see Table 5. # 3) Other Variables Included students attitude with a tendency of slight agreement (M=3.8); teachers attitude with a tendency of agreement (M=3.98); available school services has a slight agreement with M=3.4; and perceived students' performance has a tendency of slight agreement M=3.1, see Table 5. Learning efficacy averaged 3.1 with agreement. Meanwhile, perceived students' performance in all subjects were as follows, see Table 6: ? Science ranged from 1-5 with M= 3.2. # Global Journal of ? Math ranged from 1-5 with M= 2.9. ? Physics ranged from 1-5 with M= 2.7. ? Chemistry ranged from 1-5 with M= 2.9. ? Biology ranged from 1-5 with M= 3.1. ? Geology ranged from 1-5 with M= 3.2. ? Computer Science ranged from 1-5 with M= 3.4. ? Arabic ranged from 1-5 with M= 3.7. ? English ranged from 1-5 with M= 2.9. Learning efficacy was associated with the following entities of the physical capacity of classroom and school facility and in the order of their strong effect: natural ventilation, rest rooms, science labs, computer labs, school area, indoor sports facility, number of classroom windows, and art studios, which supports Lackney (1999), Snow (2002), Brooks and Rebeta (1991), Griffith (1921) Further, the following entities of the capacity of physical classroom and school facility were positively correlated to directorates of Mafraq Governerate: additional lighting sources, natural ventilation, presence of rest rooms, and school size; and negative correlated with indoor sports facility, which supports Cotton (1996) ii. Weaknesses Lack of computers; weak physical infrastructure like crowdness in some classrooms, rented buildings, and bad quality buildings; dispersed school from residential settings; lack of instruments, tools, and computers in remote schools; insufficient financial and technical capacities of school; two teaching shifts iii. Opportunities Improvement of physical environment, infrastructures, facilities, labs, equipment, buildings, and classrooms; separation of gender and of educational levels. iv. Threats lack of thermal control in extreme weather conditions; and lack of safe playground, school fencing, and other infrastructures. c) Recommendations Some schools suffer from lack of infrastructure and feel upgrading is not made possible, especially for schools who have rented buildings. It is suggested to increasing and enhancing infrastructure and services for students, teachers, and management; distributing services equally among schools; implementing safety measures at the main street in front of the schools. Major issues that should be considered by education policy makers include: ? Emphasis of joining schools together, as it seems number of students as well as section are vital for output and more so than number of teachers. Many schools are suffering, especially in the Northeast Badia Region of Mafraq Governerate, from small number of students in geographically dispersed villages. It is healthier to increase numbers of students to a range of 20-30 per section for completion among students. ? Physical infrastructure that supports students' activity seems vital and affects student's performance positively. Therefore, it is worth to invest in sports and arts facilities, and the like. ![Condition, Building Life-Cycle, and Facility Management](image-2.png "") ![a) Hypotheses of the Study Based on the above reviewed background, it is hypothesized that: i. Schools located in the three different directorates offer quality and quantity in the educational facility physically differently, which impacts learning efficacy. ii. The further schools are located from the central city (Mafraq), the less they offer quality and quantity in the educational facility physically, which impacts learning efficacy at the governorate level. iii. Students lack competitiveness because they lack preparedness at the school level. a. Lack of preparedness is affected by lack of capacity of the physical entity of the school environment. b. Lack of preparedness is affected by lack of capacity of the physical entity of the classroom environment. b) Sampling Technique A stratified proportional random sample was used. Stratification was for the eighteen municipalities. The 18 municipalities (covering about 100 villages) included: (1) Greater Mafraq, (2) New Bal'ama, (3) Zaa'tri and Mansheyya, (4) Hausha; (5) Baseleyyah; (6) AsSarhan; (7) Sabha and Dafyanah; (8) Safawi; (9) Umm Alquttayn and Makeyftah; (10) Bani hashem; (11) New Rhab; (12) Mansheyyat Bani Hasan; (13) New Deyr Alkahf; (14) New Rweyshid: (15) AsSalhiyyah and Nayfah; (16) Alhusseyn bin Abdullah; (17) Khaldeyyah; (18) New Umm Aljmal. The total number of sample frame is 337 schools of which 231 for elementary education, and 96](image-3.png "") 1Stre- 22013earYVariables Classroom Size (Number of Students) Classroom Area Classroom Shape Classroom Number of Windows Classroom Additional Lighting Source 229 N Range Minimum Maximum Mean Classroom Environment 229 48 2 50 21.20 229 44 4 48 22.95 229 2 1 3 1.64 229 8 0 8 2.69 1 1 2 1.21 Classroom Heat Control 229 1 1 2 1.53Std. Deviation 8.012 7.246 .534 1.292 .405 .500Variance 64.185 52.506 .285 1.669 .164 .250Volume XIII Issue V Version IClassroom Cooling Control Classroom Natural Ventilation Computer Labs Science Labs Art Studios Library Indoor Sports Facility Outdoor Sports Facility Food Facility Praying Facility School Fencing School Gate Rest Rooms School Size (Students Numbers) School Area In terms of additional lighting sources, about 229 2 229 1 School Environment 1 1 229 1 1 229 1 1 229 1 1 229 1 1 229 1 1 229 1 1 229 1 1 229 1 1 229 1 1 229 1 1 229 1 1 229 565 10 229 9443 543 2 2 2 2 2 2 2 2 2 2 2 2 575 94971.74 1.13 1.22 1.58 1.86 1.50 1.88 1.72 1.31 1.76 1.34 1.36 1.08 179.53 116.026 .448 .333 .417 .495 .343 .501 .323 .450 .464 .428 .476 .482 .276 1637.44 2044.001 4177938.695 .201 .174 .245 .118 .251 .104 .202 .215 .183 .227 .232 .076 13462.049 .111Global Journal of Management and Business Research ( )two-thirds of the sample (79.5%) agreed on itspresence. Thermal conditions: only about half thesample agreed on heat availability (47.2%), and aboutone-quarter (26.2%) agreed on cooling control avai-lability. In regards to air quality and natural ventilation,A most of the sample (87.3%) agreed on its availability in classrooms, see Table3. 3Rest RoomsYes21091.791.7Frequency Valid Percent Cumulative PercentNo Total19 2298.3 100.0100.0 100.0Classroom EnvironmentClassroom Additional Lighting SourceYes18279.579.5No4720.5100.0Classroom Heat ControlYes10847.247.2No12152.8100.0Classroom Cooling ControlYes6026.226.2No16973.899.6Classroom Natural VentilationYes20087.387.3No2912.7100.0School EnvironmentComputer LabsYes17877.777.7No5122.3100.0Science LabsYes9742.442.4No13257.6100.0Art StudiosYes3113.513.5No19886.5100.0LibraryYes11550.250.2No11449.8100.0Indoor Sports FacilityYes2711.811.8No20288.2100.0Outdoor Sports FacilityYes6427.927.9No16572.1100.0Food FacilityYes15869.069.0No7131.0100.0Praying FacilityYes5524.024.0No17476.0100.0School FencingYes15065.565.5No7934.5100.0School GateYes14663.863.8No8336.2100.0 4b. Human Resources Capacity -distribution acrossEducational Facility's Physical Entitiesgender, levels of education, number of sectionsVariables Frequency Percent Classroom EnvironmentCumulative Percentand students, and pass and fail: The distribution of gender across the sampled schools was 41.05% males, 19.65% females, and 39.30% mixed genders. Education level across theClassroom Areasampled schools included 57.64% elementary,Less than 1083.43.510.48% secondary, and 31.88% both levels.More than 10 & less than 30 30 and more / less than 48169 5273.7 22.577.3 100c. Teaching-Organizational Entity, Quality of Educa-tion at the School Level & Other Variables 1) Teaching-Organizational EntityClassroom Size (Students Numbers)Less than 10229.59.611 to 209943.252.821 to 308537.29031 to 40219.199.14510.499.65010.4100School EnvironmentSchool Size (Students Numbers)Less than 50156.26.650 to less than 1003112.920.1100 to less than 1509440.761.1150 to less than 200208.369.9200 to less than 250208.578.6250 to less than 300156.385.2300 to less than 400177.192.6400 to less than 50093.796.5500-57583.2100School Area54 to less than 10031.21.3100 to less than 200156.57.9200 to less than 5009239.948500 to less than 1000229.657.61000 to less than 2000301370.72000 to less than 3000114.775.53000 to less than 4000135.681.24000 to less than 5000156.587.85000 to less than 6000177.395.26000 to less than 10000114.7100Total229100100 6Overall Performance2293.1009.67052High Performance in Science2294153.231.0231.047High Performance in Math2294152.851.0661.136High Performance in Physics2294152.71.896.803High Performance in Chemistry2294152.87.918.842High Performance in Biology2294153.13.923.851High Performance in Geology2294153.18.907.823High Performance in Computer Science2294153.39.854.730High Performance in Arabic2294153.67.835.696High Performance in English2294152.881.0771.160b) Relationship Between Physical Entity of the Facilityover Learning Efficacy & other Variables 5Education & Other Variables 7 7Capacity of Physical FacilityVariablePearson Correlation North Badia RegionsAdditional Lighting Source.172 **Heat Control.047Cooling Control.005Natural Ventilation.134 *Computer Labs.101Science Labs-.069Art Studios-.060Library.076Indoor Sports Facility-.164 *Outdoor Sports Facility-.015Praying Facility-.035Food Facility.083School Fencing.019School Gate.047Rest Rooms.131 *Proper Classroom Size-.127Classroom Size-.024Number of Students in.118ClassroomClassroom Shape-.004Natural Classroom Lighting.011Number of Classroom.070WindowsSeats Arrangement.030Classroom Arrangement-.093FlexibilityAttention to Furniture &-.003EquipmentSchool Size (Students.288 **Numbers)School Area.210 **School Quite Location.102School Maintenance-.010*. Correlation is significant at the 0.05 level (2-tailed).**. Correlation is significant at the 0.01 level (2-tailed).b. Village Distance 8 8VariablePearson Correlation North Badia RegionsAdditional Lighting Source.172 **Heat Control.047Cooling Control.005Natural Ventilation Computer Labs.134 * .1012013Science Labs Art Studios-.060 -.069Y earLibrary.076Indoor Sports Facility Outdoor Sports Facility Praying Facility Food Facility School Fencing School Gate Rest Rooms Proper Classroom Size Classroom Size Number of Students in Classroom Classroom Shape-.164 * -.015 -.035 .083 .019 .047 .131 * -.127 -.024 .118 -.004Volume XIII Issue V Version I ( )Natural Classroom Lighting Number of Classroom Windows Seats Arrangement Classroom Arrangement Flexibility Attention to Furniture & Equipment School Size (Students Numbers) School Area School Quite Location School Maintenance *. Correlation is significant at the 0.05 level (2-tailed). .011 .070 .030 -.093 -.003 .288 ** .210 ** .102 -.010 **. Correlation is significant at the 0.01 level (2-tailed). ii. ANOVA Test -Learning Efficacy over Physical Entity of Classroom and School Environments Further analysis was carried out to investigate the effect of the physical entity of the classroom andGlobal Journal of Management and Business Researchschool facility on learning efficacy using ANOVA Test ofVariance. The test indicated significant effect on naturalventilation, existence of computer labs, science labs, artA studios, indoor 10 11Number of Students in Classroom2632.487 h2990.7751.505.055Number of Classroom Windows74.168 i292.5581.661.024School Area1.988E829 6854857.856 1.810.010Heat Control183.1921183.192774.146.000Natural Ventilation110.5621110.562 1163.979 .000Computer Labs121.2981121.298789.252.000Science Labs177.6981177.698819.995.000InterceptArt Studios263.9771263.977 2411.320 .000Indoor Sports Facility269.1821269.182 2811.274 .000Rest Rooms98.761198.7611462.587 .000Number of Students in Classroom39429.2361 39429.236 653.777.000Number of Classroom Windows599.3611599.361389.227.000School Area3.125E813.125E882.493.000Heat Control592.000229Natural Ventilation316.000229Computer Labs382.000229Science Labs625.000229Art Studios823.000229TotalIndoor Sports Facility835.000229Rest Rooms286.000229Number of Students in Classroom117522.000 229Number of Classroom Windows2043.000229School Area1.567E9229V.Conclusionsa) Capacity of Physical Facility over Learning Efficacy& Geographical Location & Village Distance © 2013 Global Journals Inc. (US) arousal level (Cohen & Weinstein, 1981; Evans, Kliewer, & Martin, 1991; Berglund & Lindvall, 1986; Cohen, Evans, Stokols, & Krantz, 1986). © 2013 Global Journals Inc. (US) ## Acknowledgement Funding for this work was provided by Deanship of Scientific Research, German-Jordanian University, Amman, Jordan, in 2008. * Realities of Teaching: Explorations with Video Tape RSAdams BJBiddle 1970 New York; Holt, Rinehart & Winston * The Effect of School Size on Student Achievement and the Interaction of Small Classes and School Size on Student Achievement. Unpublished manuscript, Department of Educational Administration CMAchilles 1992 Greensboro, North Carolina University of North Carolina-Greensboro * Mexican-American High School Students' Perception of School LAptekar Adolescence 18 70 1983 * Big School, Small School: High School Size and Student Behavior RBarker PGump 1964 Stanford University Press Stanford, CA * Portrait of a Successful Rural Alternative School JTBates Rural Educator 14 3 1993 * College classroom ecology FDBecker RSommer JBee BOxley Sociometry 36 1973 * Size: The Ultimate Educational Issue? BMBerlin RCCienkus Education and Urban Society 21 2 1989 * Making a Big School Smaller: The School-Within-a-School Arrangement for Middle Level Schools AMBurke Orting Middle School 890 1987 * Sensory reactions to sick buildings BBerglund TLindvall Environment International 12 1986 * Leadership and Management Effectiveness: a Multi-Frame, Multi-Sector Analysis. Human Resource Management LGBolman TEDeal 1991 30 * College Classroom Ecology: the Relation of Sex of Student to Classroom Performance and Seating Preference CIBrooks JLRebeta Environment and Behavior 23 3 1991 * Theories of Educational Management TBush 1986 Harper and Row London * Effects of School Size upon Some Aspects of Personality WJCampbell JLCotterell NMRobinson DRSadler The Journal of Educational Administration 19 2 1981 * Restructuring Large High Schools to Personalize Learning for All GCawelti ERS Spectrum 11 3 1993 * Profiles of Organizational Culture and Effective Schools YCCheng School Effectiveness and School Improvement 4 2 1993 * Nonauditory Effects of Noise on Behavior and Health SCohen NWeinstein Journal of Social Issues 37 1 1981 * Behavior, Health, and Environmental Stress SCohen GWEvans DStokols D SKrantz 1986 Plenum New York * School Size, School Climate, and Student Performance. Close-Up #20 KCotton 1996 * The Effects of Aircraft Noise in Schools around London Airport. Sound and Vibration MACrook FJLangdon 1974 34 * The Effect of School Size on Student Outcomes. Final Report RWEberts EKehoe JAStone 1982 245 382 Eugene, OR Center for Educational Policy and Management, University of Oregon * Building Conditions, Parental Involvement, and Student Achievement in the D.C. Public School System MMEdwards 1991 Georgetown University, Washington, D.C Unpublished master's thesis * Project Achieve, Part I: Qualitative Findings 1993-94 REichenstein 1994 Office of Educational Research 379 388 Brooklyn, NY; New York City Board of Education * The Role of the Physical Environment in the Health and Well-being of Children GWEvans WKliewer JMartin New Directions in Health Psychology Assessment HESchroeder New York Hemisphere 1991 * School Dropout Rates, Academic Performance, Size, and Poverty: Correlates of Educational Reform MFetler Educational Evaluation and Policy Analysis 11 2 1989 * Available from the Office of Educational Research and Improvement WJFowlerJr Paper presented to the American Educational Research Association Annual Meeting San Francisco, CA 1992 National Center for Educational Statistics, U.S. Department of Education What do We Know about School Size? What should we know?. Washington, D.C * School Size and Student Outcomes WJFowlerJr Advances in Educational Productivity 5 1995 * School Size, Characteristics, and Outcomes. Educational Evaluation and WJFowlerJr HJWalberg Policy Analysis 13 2 1991 * The Road Not Traveled: Education Reform in the Middle East and North Africa AGalal 2008. January 2008 by World Bank Published * Some Thoughts on School Size and its Effects on Adolescent Development JGarbarino Journal of Youth and Adolescence 9 1980 * School Size and School Disorder DCGottfredson 1985 Center for Social Organization of Schools Baltimore, MD Johns Hopkins University * School Size and the Importance of School Activities MGrabe Adolescence 16 61 1981 * Small Is Too Big: Achieving a Critical Anti-Mass in the High School TGregory In Source Book on School and District Size, Cost, and Quality. Minneapolis 361 159 1992 Hubert H. Hum-phrey Institute of Public Affairs MN: Minnesota University ; North Central Regional Educational Laboratory * The Case for Small High Schools TBGregory GRSmith High Schools as Communities: The Small School Reconsidered. Bloomington Phi Delta Kappa 1987 278 518 * A Comment upon the Psychology of the Audience. Psychological Monographs CRGriffith 1921 30 * Handbook of Environmental Psychology (pp698-701) PGump D. Stokols and I. Altman 1987 Wiley New York School and Classroom Environments * Small Schools and Higher-Order Thinking Skills EJHaller DHMonk LTTien Journal of Research in Rural Education 9 2 1993 * Effects of Thermal Environment on Learning Skills DPHarner CEFP Journal 12 1974 * The Academic Effectiveness of Small-Scale Schooling (An Update). ERIC Digest CHowley Clearinghouse on Rural Education and Small Schools Charleston, WV 1994 372 897 * Literature Review. In Sizing up Schooling: A West Virginia Analysis and Critique. Unpublished Doctoral Dissertation CHowley 1996 Morgan-town, WV West Virginia University * Teachers, power, and school change SMJohnson 1990a Harvard University Press Cambridge, MA * Teachers at Work: Achieving Success in Our Schools SMJohnson 1990b Basic Books New York * Environmental Illumination and Human Behavior: The effects of spectrum light Sources on Human Performance in a University Setting DKleiber 1973 Cornell University Press Ithaca, N.Y * Location and Interaction in the Row and Column Seating Arrangements. Environment and Behavior MKoneya 1976 8 * Quality in School Environments: A Multiple Case Study of Environmental Quality Assessment in Five Elementary Schools in the Baltimore City Public Schools from an Action Research Perspective. School of Architecture and Urban Planning JALackney 1996 University of Wisconsin-Milwaukee UMI Dissertation Services No. 9717142 * The Relationship between Environmental Quality of School Facilities and Student Performance. Congressional Briefing to the U.S. House of Representatives Committee on JLackney Science Sponsored by the Environmental Energy Study Institute 1999 * Classroom Ecology: the Effects of Seating Position on Grades and Participation DWLevine ECNeal SGGarwood PJMcdonald Personality and Social Psychology Bulletin 6 1980 * Forces Behind Food Habits and Methods of Change KLewin Bulletin 108 1943 National Research Council * The Effects of Spatial Density on Behavior Types of Children CLoo ERIC 1976 National Institute of Mental Health * Light, radiation and academic behavior LWMayron JOtt RNations EMayron Academic Therapy 40 1974 * MLMcganney DMMei JRosenblum Ninth Grade Houses: The Program and Its Impact in New York City Public High Schools. Paper presented at the Annual Meeting of the American Educational Research Association San Francisco, CA 1989 306 284 * School Environment and Student Performance: A Multi-level Analysis TWMing CYCheong Educational Research Journal 10 1 1995 * School Environment as Related to Performance of Teachers and Students TWMing 1994 The Chinese University of Hong Kong Graduate School -Division Of Education Master of Philosophy in Education Thesis * Influence of Fluorescent Lights on Hyperactivity and Learning Disabilities JNOtt Journal of Learning Disabilities 9 7 1976 * Influence of High School Size on Dropout Rate RBPittman PHaughwout Educational Evaluation and Policy Analysis 9 4 1987 * Instructional Implications for Small Schools: A Review of the Literature NRaze SMERC Information Center 347 1985 San Mateo County Office of Education * Reinventing the High School: The Coalition Campus School Project PRobertson Paper presented at the Annual Meeting of the American Educational Research Association New York City; San Francisco, CA 1995 * Is Bigger Better? Fact or Fad Concerning School District Organization RGRogers ERS Spectrum 5 4 1987 * Healthtalk: New Light on Depression SRovner The Washington Post 85 1982. May 21 * Effects of School as a Community RARutter National Center on Effective Secondary Schools 313 470 1988 * Student Voluntary Participation and High School Size PSchoggen MSchoggen Journal of Educational Research 81 5 1988 * Physical and Social Distancing in Teacher-Pupil Relationships AISchwebel DLCherlin Journal of Educational Psychology 63 1972 * Leadership and Excellence in Schooling TSergiovanni Educational Leadership 1984. February * Big School vs. Small School: Conceptual, Empirical, and Political Perspectives on the Re-emerging Debate DTSmith AJDeyoung Journal of Rural and Small 1988 * A doctor dissertation thesis on: Teachers' Perception and Use of Classroom Space SESnow 2002 Athens, Georgia The University of Georgia * Classroom Ecology RSommer Journal of Applied Behavioral Science 3 1967 * Classroom Seating Location, Student Grades, and Attitudes: Environment or Self-Selection LStires Environment and Behavior 12 1980 * Chapter 3 in Effective Educational Environments JStockard MMayberry 1992 Corwin Press, Inc Newbury Park, CA Resources and School and Classroom Size * Every School a Community: The Academic Value of Strong Social Bonds Among Staff and Students SStolp OSSC Bulletin 39 1 1995 entire issue * Do Schools Make a Difference? AASummers BLWolfe American Economic Review 67 1977 * Dropout Rates in Texas School Districts: Influences of School Size and Ethnic Group LAToenjes Texas Center for Educational Research 324 783 1989 * Classroom Seating Preferences as a Function of Student personality PTotusek AStaton-Spicer Journal of Experimental Education 505 1982 * On Local Control: Is Bigger Better? HJWalberg Source Book on School and District Size, Cost, and Quality. Minneapolis 361 164 1992 Hubert H. Humphrey Institute of Public Affairs MN: Minnesota University ; North Central Regional Educational Laboratory * Seating Arrangements in the Classroom. International Encyclopedia of Education CSWeinstein 1985 Pergamon New York