Browsing by Subject "Portable classrooms"
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Item Evaluation of lighting conditions in portable classrooms and analysis for alternative daylighting systems(2016-12) Zhang, Yan, M.S. in Engineering; Novoselac, AtilaLighting conditions in multiple classrooms in central Texas were assessed, and the feasibility of improving portable classroom daylighting via alternative daylighting systems was also evaluated. Results indicate that surveyed portable classrooms generally provide sufficient levels of light with artificial lighting systems, but have less uniform lighting distribution than permanent classrooms. To evaluate the daylight availability in portable classrooms, a model was developed and verified using field data. Climate-based daylighting simulation was performed using DIVA for Rhino, which uses Radiance and DAYSIM as simulation engines. Results from the annual daylighting analysis suggest that limited amounts of daylight were available in portable classrooms over the course of a year. In order to assess the feasibility of improving portable classroom daylighting conditions, parametric studies were completed to investigate how different factors affect the levels of light in classrooms. Simulation results suggest that increasing window area and higher window placement allow more light into the classroom. Different external shading systems also affect the indoor daylight level. However, the impact of other factors, including building orientation, ceiling-to-floor height, and classroom length-to-width ratio is minimal. While changing the window systems for an existing portable building can require a large construction effort and financial commitment, retrofitting with tubular skylights is a more approachable option. Daylighting analysis shows eight 356-mm (14-inch) diameter tubular skylights can provide the portable classroom with a sufficient light level for more than 60% of occupied hours. When daylighting alone cannot provide sufficient light, lighting control will successfully combine a daylighting system and an artificial lighting system to provide an adequate lighting environment.Item The relationship between the condition of school facilities and certain educational outcomes, particularly in rural public high schools in texas(Texas Tech University, 2009-05) Sheets, Martin Eugene; Carpenter, Clint; Hartmeister, Fred; Lan, WilliamIf the condition of facilities in some schools is such that the schools cannot provide a quality education for its students equal to that of other schools, then equal educational opportunity may not be available for all children. The purpose of this study was to examine the relationship between the condition of rural public high school facilities in Texas and student achievement, student attendance, and teacher turnover, while controlling for the effects of student wealth level, school district wealth level, and percent minority students. The measures for the condition of facilities variables used in this study were obtained from the 2006 Texas Comptroller's Facility Survey of the 1,037 public school districts in Texas. The participants for this study were the 72 rural public high schools out of the 309 total responses to the survey from all district types. Multiple regression analyses were utilized to examine which selected condition of facilities variables and demographic variables best predicted certain educational outcomes. This study found that the student wealth level contributed most to the variance in student achievement. However, the condition of school facilities has a measurable effect over and above socioeconomic conditions on student achievement and teacher turnover, particularly when found in rural schools made up of primarily low-income students. Significant findings with regard to condition of school facilities included: 1. Rural public high schools with a large percentage of portable classrooms have lower student achievement and higher teacher turnover. 2. Rural public high schools with a large percentage of deferred maintenance in their facilities have lower student achievement. School leaders are not able to control the socioeconomic conditions of the students they serve. The do, however, have some control over the quality of their school facilities. Excellent facilities for children who need them the least and inadequate facilities for the ones who need them the most violates the principal of equal educational opportunity for all children.