The ACEF Journal, Volume 2, Issue 1, December 2011 Page: 2
102 p. : col. ill.View a full description of this periodical.
Extracted Text
The following text was automatically extracted from the image on this page using optical character recognition software:
ACEF
INFORM TRAIN ASSIST
www.acefacilities.orgh ' p f y1
liftso
I All' EThe contents of this journal were developed under a
grant from the Department of Education. However,
such contents do not necessarily represent the policy of
the Department of Education, and you should not
assume endorsement by the Federal Government.EDITOR'S MESSAGE:
Dear Journal Reader:
Since the publication of our first issue, I have received
several positive comments on the attractive design and ease-
of-use of THEACEFJOURNAL. Those comments are
particularly appreciated because I have observed the
meticulous work by staff members to ensure a high quality
product. In addition to ensuring the manuscripts are readable
and the design is logical, the ACEF staff must also consider
the minutia of appropriate table placement, sentence breaks,
heading consistency, and various other editing processes.
Publications of this nature require a great deal of work and
attention to detail.
In addition, I have also been the recipient of numerous
positive comments on the quality of the articles that were
selected to be published. In lieu of publishing a large number
of manuscripts, the ACEF staff and I decided to focus on
manuscripts that exemplify quality research and well-
constructed theory. This issue is no different. C. Kenneth
Tanner and David West, present their research on school size
and student achievement in Georgia public schools. Their
study is then complemented by Pamela Zoda, Julie Combs,
and John Slate who present their research on school size and
black student performance. John McArthur provides an
eloquent discussion of User-Experience Design, a discussion
that centers on facility design which favors spaces designed
for learning over spaces designed for teaching.
This issue's Featured Scholar, Glen Earthman, provides a
very useful discussion on Decision and Decision-Makers in
Planning Educational Facilities. In this manuscript,
Earthman notes that many facility-related decisions are made
which are not in the best interest of the user; whereby he
presents several decisions that should be left to educators.
One means of obtaining educator input in support of
Earthman's argument, Denae Dorris reports on the validation
of a facility assessment tool, the Effective Learning
Environments Assessment (ELEA). The ELEA is a tool that
can be utilized to obtain educator, student, and parent input
into the facility planning and design processes.
Once again, I want to express my deep appreciation for the
work of the review panel -- the group who ensures quality
manuscripts make their way into this journal. I hope you find
this issue useful and informative, and that its content spurs
further research on educational facilities.Sincerely,
--
Mark Littleton, Director
Texas Center on Educational Facilities
Upcoming Pages
Here’s what’s next.
Search Inside
This issue can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Periodical.
American Clearinghouse on Educational Facilities. The ACEF Journal, Volume 2, Issue 1, December 2011, periodical, December 2011; Stephenville, Texas. (https://texashistory.unt.edu/ark:/67531/metapth309023/m1/2/: accessed June 3, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Tarleton State University.