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Planning Educational Facilities: What Educators Need to Know is a book about planning and the responsibilities educators have in the process of planning for educational facilities. The book covers every aspect of planning that needs to be done to complete any capital improvement project from the assessment of need to the evaluation of the product and process. The text is the most comprehensive book on planning educational facilities on the market.
Each planning process is described in detail explaining the role of the superintendent and school personnel. Descriptions of the various means of contracting with a firm for the construction of a building of the completion of a capital improvement project is provided with a discussion of the benefits and problems involved.
The book also contains a chapter devoted to problem-based learning activities which were derived from practical situations. These activities provide a very practical experience of solving typical problems in the planning process. This text can be used by the practitioner as a guide to follow in planning educational facilities. It can also be used as a text in a school planning course.
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Glen I. Earthman is a Professor Emeritus at Virginia Tech and has taught in the field of School Planning for the past 40 years. His research interests include the relationship between the physical environment and student and teacher health and productivity.Review:
Glen Earthman speaks directly to educational administrators, explaining the educational facility planning process in clear and concise terms. His thorough and comprehensive description provides school leaders a valuable set of tools for meeting their obligations in ushering through school building projects. Readers benefit from Earthman’s future-focused view of school facility planning, including honest discussion of the economic, social, political, legal, and environmental challenges facing 21st century educational leaders. Earthman challenges educators to engage confidently and creatively, utilizing the events of school design and construction as a means for furthering student learning and advancing overall educational goals. (Cynthia Uline, Ph.D., professor and executive director, The National Center for the Twenty-first Century Schoolhouse, San Diego State University)
Dr. Glen Earthman’s book, Planning Educational Facilities, represents a classic example of excellence in school facility publications. With his distinguished scholarship and practical experiences, Dr. Earthman leads the readers in a step-by-step approach to educational facility planning. Dr. Earthman discusses educational facility issues based on the perspectives of school board members, school superintendents and school district and site administrators. Concerns of the designers, the contractors and the occupants are also significantly addressed. The book particularly stressed on the sustainability of school buildings in their life expectancies. School building maintenance, operation, and safety are the special concerns the author emphasized in the planning process. Planning Educational Facilities is a book school administrators involved in facility planning must read. (Tak C. Chan, professor of educational leadership, Kennesaw State University)
Glen I. Earthman’s Planning Educational Facilities has been a fundamental text in our superintendency program of study for over a decade at the University of Arkansas, and this new 2013 version will certainly be utilized. A new chapter titled ‘Problem-Based Learning’ provides students with thought-provoking considerations on realistic concerns that will be faced by an educational leader. Included work exercises and case studies allow students to make and justify decisions and support real-world requirements. This is a book that all educational leadership programs need to be utilizing. (Carleton R. Holt, associate professor of educational leadership, University of Arkansas)
Glen I. Earthman’s Planning Educational Facilities: What Educators Need to Know, 4e is a book that presents a systematic approach to the processes of planning for school buildings. From the initial demographic work of expressing a need for facilities to the evaluation of the final product, the book has discussions on each process in detail that every educator can understand. The inextricable link between facility planning and long-range educational planning in the school system is emphasized throughout the planning processes, where comprehensive descriptions of the planning processes are presented in clear and explicit terms. The book also contains very practical problem-based learning exercises that reinforce the planning concepts expressed in the narrative. One highlight of special interest is the section on planning for safe school buildings. A case study is included with this topic. Overall this book may be classified as a user-friendly addition to school facilities planning literature. I highly recommend this excellent work. (Dr. C. Kenneth Tanner, The University of Georgia)
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