[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602658-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-602658-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","the-interface-among-educational-outcomesand-school-environment","The Interface Among Educational Outcomesand School Environment","","Linking measurements of the physical environment to human behavior and productivity represents an emerging task across education and the social and natural sciences. The article examines how school environments can be quantified so comparisons of student outcomes remain valid and reliable. It applies rules for consistent measurement mapping by comparing nominal, ordinal, and interval scales, arguing nominal data limit quantitative comparison while ordinal and interval scales support directional magnitude for correlation and prediction.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-interface-among-educational-outcomesand-school-environment/602658/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-interface-among-educational-outcomesand-school-environment/602658.png","ImageObject",300,407,{"name":42,"@type":43},"pixelkiddo","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What problem does the article address about measuring school environments?","Question",{"text":62,"@type":63},"It addresses how to measure features of school surroundings so valid, reliable comparisons with student outcomes can be made, including how environments relate to behavior.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How do nominal, ordinal, and interval scales differ in usefulness?",{"text":67,"@type":63},"The nominal scale is treated as mere classification without direction or magnitude, limiting quantitative comparison. Ordinal and interval scales are described as supporting vectors with magnitude and direction for analysis.",{"name":69,"@type":60,"acceptedAnswer":70},"Why can nominal classification not support correlations or prediction equations?",{"text":71,"@type":63},"Because nominal categories do not provide direction or specify magnitude, so they cannot fit correlation, regression, or prediction frameworks that rely on ordered quantitative meaning.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},602658,1792188511,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","The Interface Among Educational Outcomesand School Environment  \nC. Kenneth Tanner  \nABSTRACT  \nLinking measurements of the physical environment’s physiognomies to human behavior and productivity is a rather new task in the fields of education, and social and natural sciences. In education; for example, how can a schoolhouse and its surroundings be measured such that valid and reliable comparisons can be made among student outcomes? For example, how do school environments influence student behavior and other outcomes? How do we quantify specific features of the physical environment of the school? Obviously, we already accept the quantification of student testing and other measurable outcomes based on our continual dependence on standardized tests for making decisions. The article approaches this issue through rules of consistent measurement and mapping practices. Three common measurement scales, nominal, ordinal, and interval scales are compared. The nominal scale is shown to be of unequivocally no value in making quantitative comparisons, beyond classifying and categorizing assigned values. The ordinal and interval scales may be considered as vectors having magnitude and direction, while the nominal scale does not fit into correlations, regression, and prediction equations because the nominal classification cannot show direction or specify magnitude. Examples of the use of ordinal and interval scales are presented with respect to comparisons of student outcomes and measured environmental variables having magnitude and direction.  \nINTRODUCTION  \nAlmost 50 years ago Sommer wrote that,“… The interface between education and design has remained relatively unexplored – educators being mainly concerned with student behavior and designers with aspects of the physical environment (Sommer, 1969, p. 101) . Only during the past 15 years has the complex endeavor of relating school environments to students’learning and behavioral patterns shown increased attention in the media and in research institutions.  \nThis new prominence still finds measurement of school layout for the purpose of comparing it with student outcomes plagued by the view of skeptics who argue,“you can’t claim student outcomes have any causal relationship to a physical structure because measurement of a physical environment is not isomorphic to measurement of student achievement and behavior.” This disagreement has its basic foundation in issues of interface or boundaries, which include educational measures of achievement, psychological measures of behavior, aesthetic measures of physical structures and designs, and natural science measures of spaces, places and distances.  \nCONCEPTUALIZING THE CONSISTENCY OF MEASUREMENT  \nBefore getting into the published research, it is important for us to consider the measurement issue noted in the introduction. Included in the science of measurement, where phenomena relate to quantities and objects relate to numbers, there exist rules for measurement, which are often presented in instrumentation such as standardized tests and questionnaires. This science is developing rapidly as a result of the push of advancing technology and the pull of changing requirements (Finkelstein, 2009) . The nature, scope,  \nEducational Planning 19 Vol. 21, No. 3  \nand organization of measurement as discussed in this article includes the identification of a common denominator among various forms of measurement, with and illustration and application pertaining to how the physical environment influences student achievement and behavior. The concern here is can measurement in the natural sciences such as length width and volume and aesthetic preferences (Salkind & Salkind, 1974) be linked to educational and psychological measurements? To gain a better view of this idea three categories of measurement relevant to this discussion are depicted in Figure 1.  \nFigure 1. Scales and Measures  \n\n| Measures | Nominal\u003Cbr>Classification | Ordinal Scale | Interval Scale","cbCaihnf0b38WsEs","https://ap.wps.com/l/cbCaihnf0b38WsEs","pdf",413152,"English","# Abstract\n# Introduction\n# Conceptualizing the Consistency of Measurement\n## Measurement rules and shared denominators\n## Consistency and mapping practices","[{\"question\":\"What problem does the article address about measuring school environments?\",\"answer\":\"It addresses how to measure features of school surroundings so valid, reliable comparisons with student outcomes can be made, including how environments relate to behavior.\"},{\"question\":\"How do nominal, ordinal, and interval scales differ in usefulness?\",\"answer\":\"The nominal scale is treated as mere classification without direction or magnitude, limiting quantitative comparison. Ordinal and interval scales are described as supporting vectors with magnitude and direction for analysis.\"},{\"question\":\"Why can nominal classification not support correlations or prediction equations?\",\"answer\":\"Because nominal categories do not provide direction or specify magnitude, so they cannot fit correlation, regression, or prediction frameworks that rely on ordered quantitative meaning.\"}]","The Interface Among Educational Outcomesand School Environment | PDF",1792095042,25]