Presents the comments and recommendations of specific projects presented by the superintendents of six school districts, working with a team of five experts specializing in the field of K 12 design and education. This process involved the school officials in discussion about the benefits of good design and planning so that they could lead their districts in supporting innovative solutions. A section of the report is devoted to a summary of each school district and its demographics, a project description, and a discussion of recommendations. Embedded in the comments and design recommendations are best practices regarding a range of issues, such as school size, technology, trends in learning, siting and location, the public process, and community school collaboration. 46p.

Presents an international collection of recently built school facilities selected for their successful learning environments, promotion of togetherness and the exchange of ideas, and community use. The buildings all attempt to maximize energy savings, natural light, and ventilation. Each example is richly illustrated with plans and photographs. 255p.

Illustrates the specialized field of school design with over 70 case studies from Europe, North America and the Pacific Region. The design of schools according to varying educational theories is explained in the context of varying national and regional approaches. Among the key themes analyzed are aspects such as the impact of modern communication technology, urban integration or internal circulation. Various authors contribute chapters on spatial configurations, acoustics, lighting, sustainability, outdoor spaces, nursery design, and facilities under reconstruction. 255p.

Profiles 45 K-12 Schools from around the world that combine good aesthetics, sustainability, and high performance design. The projects represent a wide range of design solutions, location, and scale, ranging from a three-room schoolhouse in Burkina Faso to a 2500-student high school in California. Plans and photographs accompany each example. 256p.

Presents award-winning school designs with design descriptions, data, and photos provided along with information about the architectural design firm, and costs per square foot and per student. Includes early childhood and elementary schools, middle/intermediate schools, high schools, combined level schools, post-secondary schools, and specialized educational facilities. Additional resource sections include a resource directory, index to architects, index to projects by school type, and index to projects by region. 176p.

Profiles this school in the remote Himalayan village of Shey, the product of an international consortium of planners and designers. Careful consideration was given to sustainability and accommodation of an educational program that incorporates necessary modern literacy and skills with traditional Tibetan Buddhist principles. 72p.

Project entries to the 2005 CEFPI Exhibition of School Planning and Architecture. Each entry includes the name and location of the school, award type, architect, color photographs, and supporting files with a program narrative, exhibition narrative, project data, and floor plans.

Profiles this German school, produced by a commission focusing on three points: the school should be a meeting-place, allowing young people coming from various nations and different religions to live together peacefully; the school should enable young people to look after the environment; and the school should be open to the district. The architects conceived the school as a little town, with the aims of achieving diversity, sophistication, and responsibility taken on by the users themselves. Students were active participants in the design. Each school "house" has its own entrance, cloakroom, toilets, a large gallery, a terrace, and a garden. The book describes the entire process from developing the educational program, planning and realization of the building, and the everyday running of the school. Abundant plans, photographs, and drawings accompany the text. 179p.

Profiles over sixty projects in which school children thoughout Britain have commissioned pioneering concepts from an array of notable international designers and architects. The client teams of children engaged designers to respond to their everyday needs and concerns, and this volume describes and illustrates an range of projects that deal with the built environment, communications, storage, color, clothing and identity in schools. 192p.

Presents examples of innovative educational facilities, organized by the architectural firms that designed them. The examples are largely higher education projects in the United States, with a few foreign and K-12 projects included. A short description of each project is accompanied by photographs. 211p.

Exemplar designs aim to improve the design quality of school buildings in England. The designs — five primary schools, five secondary schools and one 'all-through' school — have been created by eleven leading British architectural practices and are based on close work with administrators, teachers, and students. The designs are intended to to provide inspiration for LEAs and schools developing their educational vision and requirements for new schools, in order to drive up the standard of school building across the country. The designs aim to help develop a shared vision of what are 'Schools for the Future'; create benchmarks for well designed schools; push forward the boundaries of innovation and inspiration; support the delivery of the Building Schools for the Future program; and encourage industry to develop new ways of delivering school buildings. Many of the designs include 'extended schools' facilities for use by the wider community and all have been developed to respond to the demands of current teaching styles while looking to the possibilities of the future. Includes plans, drawings, and color photographs. 121p.

Project entries to the 2004 CEFPI Exhibition of School Planning and Architecture. Each entry includes the name and location of the school, award type, architect, color photographs and supporting files with a program narrative, exhibition narrative, project data, and floor plans.

Covers the building and renovating process from initial planning, needs assessment and design through move-in. The “Planning and Design” section features guidelines for developing planning documents and selection of the design team, green design standards and technologies, integrating computer and building automation technology, security equipment and design approaches and cost issues, and the special design considerations of specialty spaces. “The Construction Process” section covers estimating and monitoring project costs, the role of a project manager and project team, and construction contracts and schedules. Also included are case studies of recently completed school projects, square foot cost models for elementary, middle, and high school facilities with costs for individual building components such as classrooms, auditoriums, labs, administration areas, gyms, libraries, and swimming pools. 412p.

This publication outlines a process for planning schools that more adequately addresses the needs of the whole learning community. It explores six design principles for creating effective learning environments, provides 13 case studies that illustrate various aspects of the six design principles, and examines the facilities master planning process for getting started and organized, including developing and implementing a master plan. It provides references, sources for additional information, photographs and plans. 76p.

This publication focuses on four school adaptive reuse projects--in Phoenix, Arizona; Wake County, North Carolina; Pomona, California; and Trenton, New Jersey. Together, the projects illustrate the many benefits of adaptive reuse and show that mainstream school districts can meet the regulatory and political challenges necessary to make such projects succeed, providing new schools when and where they are needed and transforming unused buildings into spaces that serve the diverse needs of students, parents, educators, and communities. While geographically and demographically distinct, the four projects share certain similarities: an immediate need to provide more school space existed; long construction lead times and state-mandated minimum site sizes were not available; non-educational buildings existed within the school district that could be transformed affordably; and the school district and the community possessed people who could recognize adaptive reuse opportunities and follow through with a project that called for innovation, good management, and political savvy. 12p.

This book introduces 29 elementary through high school projects in various countries, the majority of which are from the UK, the US, and Germany as well as featured buildings from India, Japan, Singapore, Norway, and Canada. Through these case studies, the book presents educational philosophies and needs, as well as cultural and climatic considerations across the world. A wide range of issues are reflected in these projects, including the technology-led classroom, sustainable green schools, flexible spaces, tight urban sites, optimum school size, community involvement, and safety and security concerns. Contains plans, illustrations, drawings, and many full color photographs. 224p.

Reviews useful documents from the California Office of Public School Construction and several "feature projects" that illustrate recent school facility planning ideas and design solutions approved by the Division of the State Architect and the California Department of Education. Examples of prototype school plans, developer-built schools, and design-built schools are highlighted. 59p.

Project entries to the 2005 CEFPI Exhibition of School Planning and Architecture. Each entry includes the name and location of the school, award type, architect, color photographs, and supporting files with a program narrative, exhibition narrative, project data, and floor plans.

This monograph presents papers from the 2000 Mayors' Institute on City Design and the public forum that followed it. Essays include: "Schools for Cities: Urban Strategies" (Sharon Haar); "Reenvisioning Schools; The Mayors' Questions" (Leah Ray); "Why Johnny Can't Walk to School" (Constance E. Beaumont); "Lessons from the Chicago Public Schools Design Competition" (Cindy S. Moelis and Beth Valukas); "Something from `Nothing': Information Infrastructure in School Design" (Sheila Kennedy); "An Architect's Primer for Community Interaction" (Julie Eizenberg); "The City of Learning: Schools as Agents for Urban Revitalization" (Roy Strickland); and "Education and the Urban Landscape: Illinois Institute of Technology" (Peter Lindsay Schaudt). Case Studies include: "Prototypes and Paratypes: Future Studies" (Sharon Haar); "Lick-Wilmerding High School, San Francisco" (Pfau Architecture Ltd.); "Architecture of Adjustment, New York City' (kOnyk Architecture); "Booker T. Washington School for the Performing and Visual Arts, Dallas" (Allied Works Architecture Inc.); "Camino Nuevo Middle School, Los Angeles" (Daley, Genik Architects); "Elementary School Prototypes, Chicago Public Schools" (OWP/P Architects). 103p.

This research examines the translation of innovative and complex school reform models, based upon nontraditional pedagogy, into school facilities design. Factors facilitating and impeding the process are identified, as are the relationships between the numerous constituencies. The study analyzes the three major forces determined to be at work in the process, which were: 1) political, 2) social, and 3) economic. The school examined is the Metropolitan Regional Career and Technical Center (MET) in Providence, Rhode Island. 93p.

In a series of questions and answers, this paper looks at the biggest problems with the current proposed design of Henry D. Cooke Elementary School in the District of Columbia, making recommendations on how to improve the plans and best use the space. With an in-depth analysis of the schematic plans and education specifications, the paper examines issues such as student enrollment projections, parking, and environmental concerns. It is designed serve as a model for other communities in evaluating designs being prepared for their local schools and as a blueprint for action for the H. D. Cooke community. (Appendices contain the site analysis and modified building plans.) 21p.

The AIA Committee on Architecture for Education gathered in Seattle September 18-20, 2002, to consider the variety of learning experiences available, and the type of space needed for them. From companies to museums, there are a variety of practices and environments for people to learn in and places from which K-12 school designers can obtain new ideas. Includes an overview of K-12 school design in the Pacific Northwest, and case studies of Truman High School, Orenco and Patterson Elementary Schools, Imlay Elementary School, Chief Leschi School, White River High School; Terrace Park K-8, Strawberry Vale and Seabird Island Elementary, Edmonds-Woodway High School,Cedar Valley Community School, Terrace Park Schoo. Describes learning centers in the Pacific Northwest including Puget Sound Environmental Learning Center, Marine and Environmental Research and Training Station (MERTS), Clatsop Community College, Tolt Water Treatment Facility, and Cedar River Watershed Education Center. 20p.

This publication presents case studies of school buildings to demonstrate the application of a post occupancy evaluation (POE) during various stages of the design and planning process. It explains that because POE is a process for gathering information about a building in use, it can be applied effectively both to renovation and expansion projects and to new construction. The case studies were selected because each addresses community and user participation as an integral part of the school planning process. In Jamestown, North Carolina, a POE incorporating a school building assessment survey was used for the Millis Road Elementary School addition to help architects learn about existing conditions and improvements expected in the new classroom addition. The Davidson Elementary School project in Davidson, North Carolina, linked all stages of the school building process, from user participation in the development of the program to the evolving design solution, and a building evaluation after completion. The Centennial Campus Middle School in Raleigh, North Carolina, began with a vision shared by university educators and county school officials about the creation of schools within a school. The Rosa Parks Elementary School in Berkeley, California, (formerly the Columbus School) demonstrated a participatory process that included parents, teachers, children, and community members who initiated and passed a bond measure to rebuild the earthquake-damaged school. The case studies include building plans and photographs. Appendices contain a six-factor school building checklist, a school building rating scale, an inclusive school building assessment checklist, and a classroom arrangement rating scale. 67p.

This study involved an in-depth floor space analysis of Cardozo Senior High School, and a review of design plans for a modernized McKinley Tech High School (both in Washington, DC), in order to prompt District of Columbia public schools to develop accurate measurements of useable (i.e., net) floor space, thereby allowing design standards flexible enough to accommodate old and historic schools. Detailed findings from the floor space analyses led to the following recommendations: (1) revise the standard specs to allow greater flexibility so that existing high schools will not face a complete demolition of their interiors at extremely high cost; (2) change the floor space design standard value or eliminate its use altogether; (3) calculate the quantity of net floor space by measuring instructional and administrative space, thereby helping with the determination of enrollment capacities; (4) reexamine the quantity of total existing gross floor space, which is critical to the determination of excess space; and (5) undertake site studies to determine whether structured parking or other improvements are possible to alleviate site constraint problems. (Contains several tables of floor space analysis. Appendices contain floor plans, a list of rooms measured at Cardozo, and a comparison between Cardozo and standard specs of net floor spaces and student capacities.) 43p.

This compendium contains more than 40 schools that show new directions in design and the changing demands on this building type. It discusses the design challenges in new schools and how each one of the projects meets the demands of an architecture for learning. An introduction by architect Raymond Bordwell explains many of the trends in new school design which are illustrated in the book's collection. The facility descriptions contain numerous photographs and well as building plans. 144p.

This report presents a case study of the renovation of Charles Young Elementary School in Washington, DC, focusing on how an improved school environment contributed to higher levels of educational performance. The school was chosen as a school revitalization demonstration project for the Urban Schools Initiative. The objective of the project was to: turn a school building with acute indoor environmental problems into a model school environment, assess the resources required for such work, train district personnel in the prevention of future indoor environmental quality problems, and provide guidance to other schools in environmental remediation. 30p.

Project entries to the 2005 CEFPI Exhibition of School Planning and Architecture. Each entry includes the name and location of the school, award type, architect, color photographs, and supporting files with a program narrative, exhibition narrative, project data, and floor plans.

This document offers 19 case studies that show how people across the United States have kept historic schools as vital parts of their communities. The case studies offer concise summaries of information that architects, contractors, and school administrators have shared with the National Trust for Historic Preservation. They describe projects that illustrate reasonable solutions to: building code compliance, structural problems, deferred maintenance, mechanical-HVAC upgrades, safety issues, compliance with the Americans with Disabilities Act, integration of 21st-century technology, adaptation to modern educational programmatic needs, and sympathetic additions to historic structures. Contact information provided in each "success story" gives school facility decision makers and neighborhood preservationists the opportunity to talk directly with experts who have overcome vexing problems in school rehabilitation. The schools profiled are: (1) St. Helena Elementary School, St. Helena, California; (2) Portland Middle School, Portland, Connecticut; (3) The Thomas A. Edison Charter School, Wilmington, Delaware; (4) William McKinley High School, Honolulu, Hawaii; (5) Boise High School, Boise, Idaho; (6) Evergreen Academy, Chicago, Illinois; (7) William H. Ray Elementary School, Chicago, Illinois; (8) Carl Schurz High School, Chicago, Illinois; (9) The Shakespeare School, Chicago, Illinois; (10) East Boston High School, Boston, Massachusetts; (11) Fairhaven High School, Fairhaven, Massachusetts; (12) Sidney Pratt School and Community Education Center, Minneapolis, Minnesota; (13) Edward Lee McClain High School, Greenfield, Ohio; (14) Logan Elementary School, Columbia, South Carolina; (15) St. Louis School, Castroville, Texas; (16) Woodrow Wilson High School, Dallas, Texas; (17) Appomattox Regional Governor's School, Petersburg, Virginia; (18) St. Andrew's School, Richmond, Virginia; and (19) Latona Elementary School, Seattle, Washington. 61p.

The case studies in this booklet highlight how five communities, in big cities and small towns, overcame the obstacles inherent in creating good new schools in existing neighborhoods. There is mounting evidence that small schools provide a better quality education than large ones. Among the obstacles faced in establishing new schools in old areas are: (1) school building standards, codes, and regulations; (2) difficulty in acquiring land; (3) districts have lost the skill to build schools; and (4) building “greenfield” schools is more familiar. The Oyster School in Washington, D.C., is an example of a school modernized through parent efforts when the school system was not able to find the funds for improvement of the facility. Sharing the existing space with an apartment building, at the cost of some space, resulted in a renovated school. In Pomona, California, a school was built at the site of a mall and vacant supermarket. A magnet-type school was built in Dallas, Texas, on the last piece of undeveloped land near a multifamily apartment complex. Two public academies were established in downtown Chattanooga, Tennessee, to attract children whose parents work in town and ensure that both the academies were filled to capacity. Rebuilding on the site of an old school was the solution for Manitowoc, Wisconsin, as it worked to meet the needs of a neighborhood. Some other examples of noteworthy approaches to new schools for old communities are briefly outlined. 20p.

Renowned architects exhibit their most innovative and creative designs for educational and cultural buildings including schools, institutes, universities and educational centers. It offers a selection of 19 designs in this field of architecture, illustrated with numerous photographs, plans, and construction details that help to illustrate some of the essential aspects of educational architecture. 179p.

This research project examined how educational facilities are perceived and used by the occupants. It sought to inform the design of effective learning environments in elementary schools through a heightened awareness of the needs of the occupants and an understanding of how they use their school facilities. Project objectives included the following: (1) to increase awareness of the needs of facility users by encouraging a dialogue between designers, educators, and facility occupants; (2) to develop a knowledge base that will lead to the design of effective learning environments; and (3) to assemble a set of visual examples of effective learning environments that can be used as a resource to facilitate communication between architects and educators. The project involved the case study of three elementary schools: Irwin Avenue Open Elementary School in Charlotte, North Carolina; Grasonville Elementary School in Grasonville, Maryland; and Cougar Elementary School in Manassas Park, Virginia. In addition to detailed building descriptions with photographs, significant findings were: (1) a sense of community at multiple scales provides students with a sense of belonging and a sense of place; (2) functional spaces that allow for multiple uses and a variety of tasks encourage students to make choices for themselves, fostering the development of individual responsibility; and (3) experiential learning takes place when a student is engaged in an activity; active participation allows students to apply what they learn and helps them define their interests, thereby contributing to a sense of self. 44p.

This document provides a case study of the renovation of Johnson-Williams Middle School in Clarke County, Virginia. Chapter 1, "Planning and Designing a School Renovation," describes considerations for measuring the quality of a school renovation project, including its value to users and its imapct on learning. It presents the condition of the school prior to renovation, and articulates the planning phases of the construction processes. It concludes by delineating the projected outcomes and expected benefits of the renovation project to its stakeholders. Chapter 2, "Undertaking the Construction Process," discusses the guiding principles of the project and the punch-list phase of construction. Chapter 3, "Outcomes of Renovation," discusses the results of the renovation in terms of industry standards of renovation quality, user perceptions of facility quality, changes in social interactions and school relationships, and student achievement outcomes. The concluding chapter provides thoughts on educational facilities research and implementing school renovation. (Appendices contain a list of the primary sources and the plans of Johnson-Williams Middle School.) 42p.

This presentation on educational facilities design emphasizes the overarching strategy of observing the activities of learning that take place in and out of the classroom setting, and the importance of taking a fresh look at what children do in school so that new ways can be found of approaching school design. The presentation addresses these questions: (1) Where is educational practice headed? In other words, what is or are the emergent paradigms of education that should be designed for? (2) How has the classroom changed over time to accommodate educational change? (3) What strategies can be used to start anticipating educational change? and (4) What are the big trends in school planning that designers should be aware of? The presentation also contains 14 school design case studies illustrating examples of "out-of-the-box" responses to 21st-century educational change. 18p.

This document examines 55 educational facilities throughout the world whose quality designs were deemed instrumental in providing an environment for a quality educational process to emerge. Each entry provides facility statistics such as number of students, the facility's age and type, and name of the architectural firm responsible for its design. Included are several photos, floor plans (where available), and a brief description of the school. The book is divided into designs for improving existing facilities, schools of the future, tertiary facilities, and designs whose innovative approaches can aid facility management. 143p.

This publication describes Florida school and community college facilities completed in 2000, including photographs and floor plans. The facilities profiled are: J. R. Arnold High School (Bay County); Falcon Cove Middle School (Broward); Floranada Elementary School (Broward); Lyons Creek Middle School (Broward); Parkside Elementary School (Broward); Plantation Elementary School (Broward); Forest Ridge Elementary School (Citrus); Corkscrew Middle School (Collier); Doral Middle School (Miami-Dade); Dr. Carlos J. Finlay Elementary School (Miami-Dade); Felix Varela Senior High School (Miami-Dade); La Villa School of the Arts (Duval); Peter B. Davidsen Middle School (Hillsborough); Lawton Chiles High School (Leon); Marjorie G. Kinnan Elementary School (Manatee); William Monroe Rowlett Magnet Elementary School (Manatee); Madison Street School of Basics Plus (Marion); South Elementary School (Okeechobee); Endeavor Elementary School (Orange); Dr. Mary McLeod Bethune Elementary School (Palm Beach); Coral Reef Elementary School (Palm Beach); Heritage Elementary School (Palm Beach); Lake Shore Middle School (Palm Beach); Village Academy Elementary School (Palm Beach); Chasco Elementary and Middle School (Pasco); J. W. Mitchell High School (Pasco); Sunray Elementary School (Pasco); Perkins Elementary School (Pinellas); Woodlawn Beach Middle School (Santa Rosa); Brookside Middle School (Sarasota); Lawton Chiles Middle School (Seminole); John Evans Elementary School (Seminole); Millennium Middle School (Seminole); Bartram Trail High School (Saint Johns); Pedro Menendez High School (Saint Johns); Branford Elementary School (Suwannee); Freedom Elementary School (Volusia); Riversprings Middle School (Wakulla); Washington County Middle/High School (Washington); William Schildecker Science Building (Daytona Beach Community College); Kenneth P. Walker Health Science Hall (Edison Community College, Lee County Campus); Betty P. Cook/Nassau Center (Florida Community College); Student Service Building (Polk Community College); Oviedo Campus (Seminole Community College); Public Service Academy (South Florida Community College); and a new classroom building (Valencia Community College, Osceola Campus). 97p.

This document describes the sustainable features of the Roy Lee Walker Elementary School (Texas), a prototype "Eco Education" school that blends the physical environment with the student learning process while protecting the site. The document also presents the process of integrating sustainability criteria in all phases of the school's life cycle. The sustainable design features highlighted include the use of wind and solar energy to reduce climate control costs, a rainwater harvesting design to reduce water costs, a natural daylighting design that reduces the need for flourescent light during the day, and classroom corridor technology that utilizes thousands of square feet of hallway space for learning activities. A floor plan and project timeline are included along with a paper that documents the school's sustainable features, which was presented on May 16, 2000, at the Twelfth Symposium on Improving Building Systems in Hot and Humid Climates. 27p.

This book presents 22 preschool buildings from all over the world, selected on the basis of how well they approximate an ideal preschool where children and educators live harmoniously in exceptional settings. The projects also include technological innovations (experimental materials, specific construction details) and visible ecological installations, such as energy savings through the use of solar panels, tanks for rainwater collection, or recycling of materials. Each building description contains several color photographs. (An appendix discusses children's playgrounds.) 192p.

This book represents the first installment in a series based on the Herbert Baumer seminars hosted at the Knowlton School of Architecture at Ohio State University. These publications will focus on a single work by a particular architect and on special topics in contemporary architecture. The book opens with an interview with Thom Mayne, principal of the California architecture firm Morphosis. The interview outlines Mayne's working methods and chronicles his development as an architect from his years as a student through the realization of such influential projects as the Crawford House. This is followed by a detailed presentation of a single project, Diamond Ranch High School, outside of Los Angeles. Every crucial architectural decision is illustrated with conceptual sketches, models, renderings, working drawings, and photographs of the project under construction and after completion. 204p.

This video illustrates one of the key components of the Environmental Protection Agency's "Indoor Air Quality Tools for Schools" (IAQ TfS) process--the school walkthrough. Videotaped at a North Carolina school built in 1999, hosts Keith Flippen and Debra Terry describe what schools in Nebraska, Massachusetts, Connecticut, and Iowa found during their walkthroughs and how they were able to use that information. The video also illustrates some of the most common IAQ problems found in schools, and is particularly intended for schools that are beginning to implement IAQ TfS. 0p.

This booklet offers four two-page case studies of schools demonstrating exemplary facilities design. The institutions profiled are: Beverly Elementary School in Allen, Texas; Charles Young Elementary School in Washington, DC; Robert L. Mueller Charter Elementary School in Chula Vista, California; and Ridgeland High School in Northwest, Georgia. 11p.

This paper summarizes the ideas that were exchanged between Americans and Europeans during a conference held in Amsterdam November 7-10, 2000, by the Committee on Architecture for Education. The subject was the future of school design, including the shape of the school and the way changing educational methods are affecting school buildings. Case studies presented during the conference were: "Open and Flexible Spaces;" "Designing a Place for Problem Solving: The Center for Applied Technology and Career Exploration;" Designing for the Unknown;" "School Size and Quality: What Does This Mean for the Future;" "Creating a Building Design for an Integrated Approach to Teaching and Learning;" "The School as a Building for Lifelong Learning;" "Concept Development as the Key to Innovative Accommodation;" and "Mapping Physical and Virtual Learning Environments." The highlighted workshops explored six themes in school design: location, space, time, scale, cost, and context. Participants were challenged to consider the effects of these specific elements within the design process. 10p.

This 7.5-minute videotape describes the architectural design and structure of the Roy Lee Walker Elementary School, illustrating why the school is considered the most energy efficient and environmentally sound school ever built. The videotape highlights the sustainable, award-winning design features such as the innovative use of daylight to improve the classroom environment and enhance learning, and the development of solar and rainwater harvesting techniques that cut energy and water costs. The video further explains how the building itself can be used to teach students about the environment and help them learn how to be environmentally responsible.

This publication describes Florida school and community college facilities completed in 1999, including photographs and floor plans. The facilities profiled are: Buchholz High School (Alachua County); Gator Run Elementary School (Broward); Corkscrew Elementary School (Collier); The 500 Role Models Academy of Excellence (Miami-Dade); Caribbean Elementary School (Miami-Dade); Jose De Diego Middle School (Miami-Dade); Primary Learning Center X (Miami-Dade); New Old Town Elementary School (Dixie); Bell Elementary School (Gilchrist); Chocachatti Elementary School (Hernando); Anthony Pizzo Elementary School (Hillsborough); Chain of Lakes Middle School (Orange); Lawton Chiles Elementary School (Orange); NorthLake Park Community School (Orange); Oakshire Elementary School (Orange); Wesley Chapel High School (Pasco); Avalon Middle School (Santa Rosa); West Navarre Elementary School (Santa Rosa); Tuttle Elementary School (Sarasota); Vernon Middle School (Washington); Dale Mabry Campus new laboratory/classroom buildings (Hillsborough Community College); Public Service Technology Building (Hillsborough Community College); Seminole Campus-Technology Learning Center Building (St. Petersburg Junior College); and Science Laboratory Building (Seminole Community College). Also included are tables of new facilities contracted in 1999 and the cost of construction for Florida education facilities. 56p.

Provides initial evidence about impact on student learning for two schools that were early adaptors of recommendations developed by the National Center for Research in Vocational Education in 1991, and have been in operation long enough to have evidence on learning achievement: The School of Environmental Studies (SES) at the Minnesota Zoological Gardens and the St. Louis Career Academy (SLCA) in Missouri. The first section of the report describes the context and planning efforts employed in developing each of the two selected schools. The second major part focuses on a description of both schools using the design framework of NDCHS. The last section addresses impact on learning and implications for practice, policy, and further research for those interested in or already guiding whole school reform. A bibliography of 93 articles on the School of Environmental Studies included. 88p.

This guide focuses on the architecture of primary and pre- school sector in the United Kingdom and broadly considers the subtle spatial and psychological requirements of growing children up to, and beyond, the age of sixteen. Chapter 1 examines the history, origins, and significant historical developments of school architecture along with an overview illustrating the link between progressive educational ideas and experimental architecture. Chapter 2 explores the classroom environment and its importance to child development and learning, including the interweaving of the esoteric factors such as the effects on behavior of color, light, and texture with the practical aspects of designing for comfort, health, and education. Chapter 3 analyzes and discusses the best new examples of school design within the wider architectural and political context. Chapter 4 examines the issues outside the classroom such as environmental factors defining healthy, comfortable buildings for education and the structure of school funding within the United Kingdom. The book also analyzes 20 school or educational buildings in diagrammatic and visual terms revealing how wit and imagination applied in a discerning manner can be as inspiring as cutting-edge technologies adapted in previous eras. 238p.

Design information, floor plan, photos, and energy use data are presented for a combined 45,000 square foot junior/senior high school in Mississippi's Aberdeen School District, built in 1956 and retrofitted over time to improve its usability. Exterior and interior photos show classrooms, the cafeteria, and gymnasium. Data are presented on the school's current energy use and every area where improvements are required. Lighting retrofit information and cost/savings data on a geothermal heat pump retrofit conclude the document. 49p.

Profiles the School of Environmental Studies, a partnership of Minnesota's Independent School District 196, the Minnesota Zoological Gardens, and the City of Apple Valley. The report covers the design and design process of the school, its impact on learning, the background for its creation, recognition by others, lessons learned, and future directions for the school. 14p.

This 6-minute videotape shows ways that one newly built high school (Century High School, Rochester, MN) accommodates the needs of people with disabilities. Various building and room designs are detailed showing both poor and good design provisions. Rooms and amenities detailed include accessibility and usefulness of the auditorium control room, emergency exits, elevators, science labs, and toilets.

This case study describes the planning and design process for the Heritage Oak Elementary School in Dry Creek Joint School District. It discusses the rapid residential growth that initiated the school planning process to reconfigure the K-8 self-contained classrooms into elementary schools that contained kindergarten through fifth-grade and middle schools for the remaining sixth- through eighth-grade students. Also described is the reconfiguration of the traditional 9-month calender to a multi-track year-round calendar, and the joint planning of school sites with the park systems in the school district. Major elements of the planning process discussed are the Board of Trustees' commitment to build community-based schools, community participation in the instructional program design, a comprehensive district facilities master plan, educational specifications designed to the district curriculum, and a participatory design process. The case study demonstrates that the process used to plan and design the school was effective in providing a school facility that met the school district's program needs, school staff, and school community. 308p.

A pictorial review presents educational facility designs from around the world as examples of contemporary and inspirational trends in school architecture. Photos showcase exterior and interior design features from primary and secondary, and adult educational facilities. Biographies of some of the architectural firms involved are provided. 224p.

A two-issue volume presents articles describing innovative schools, classrooms, and alternative learning arrangements found in some of today's schools. Issue One contains three articles offering glimpses of an elementary school committed to the Core Knowledge curriculum of E. D. Hirsch, a renovated school devoted to early childhood learning programs, and a middle school experiential learning program. The three articles contained in the second issue highlight the Minnie Howard School in Alexandria, Virginia, a learning environment exclusively for ninth graders; The Center for Communications, a high-tech learning environment in Henrico County; and a case study of Gildersleeve Middle School in Newport News that follows the school's creation from initial conception to final construction. 64p.

This case study of six newly-opened high schools explored: (1) What steps were taken to involve district staff members and community representatives in educational-specifications and design-development work? How effective did these steps prove to be? What impact did this involvement appear to have on the emergent and completed high school project? (2) What goals were established for the project? What specific school features and building elements were created in response to project goals? How were these decisions made? By whom? (3) How did value-engineering activities influence the eventual design of the project? Were design modifications made? What impacts were observed? (4) During construction, how did school district personnel align themselves with the project? Was a planning principal selected? Was a project-management service employed? How were facility-related concerns addressed over the duration of the project? How were educationally related concerns addressed over the same time frame? (5) Prior to the actual opening of school, what steps were taken to ensure the school's successful opening? What impact did these steps appear to have? How were responsibilities assigned and coordinated? (5) In the first six months after the school's opening, what did staff members and students "discover" about the new school? How were these discoveries made? and (6) During the new high school's first and second years of operation, how did staff members respond to the features of the school? To what degree were design visions and corresponding project goals realized in final construction? What lessons did staff members learn as they sought to effectively utilize the school's physical potential? What unanticipated consequences, if any, emerged from these efforts? The six schools studied were: Colville High School in Colville School District, Washington; Kamiak High School in Mukilteo School District, Washington; River Ridge/New Century High School in North Thurston School District, Washington; Lord Tweedsmuir Secondary School in Surrey School District, British Columbia; Westview High School in Beaverton School District, Oregon; and Walnut Grove Secondary School in Langley School District, British Columbia. 115p

This document contains information, photographs, and floor plans of many of Florida's new elementary through high school facilities occupied in 1997. Each entry lists the facility's type, building size, student capacity, and general structural information. Also provided is information on the facility's total construction cost; the architects and construction company used; special features of the facility; site development; and the interior components, including roofing, walls, floor finishes, electrical, heating and air conditioning, and plumbing. 87p.

Environmental factors are being increasingly recognized as playing a role in school effectiveness and educational outcomes. Volume 1 examines what is known concerning the diagnosis, design, and management of environmental quality in schools, and the perceived relationship between environmental quality and educational outcomes, as revealed in an investigation of five elementary schools in the Baltimore City Public School System. The following issues are addressed: (1) the perception of the nature of environmental quality within the context of schools; (2) the attributes of environmental quality perceived to have an impact on educational outcomes; (3) the impact of facility management, if any, on the perception of environmental quality in schools; (4) whether environmental quality can be assessed in local school contexts; (5) whether environmental-behavior research contributes to the improvement of environmental quality in schools; and (6) the effectiveness of action research in defining problems, providing solutions, and increasing knowledge and awareness of environmental quality in schools. Volume 2 provides a summary of the project objectives, problem and approach, and process and procedures of the Baltimore Environmental Quality Assessment Project. It provides the case reports of each school in the study, documenting specific aspects of environmental quality of concern. Each case study provides a brief analysis of the relationship between the attributes of environmental quality concerns and their potential educational impact. Areas addressed include the school's physical comfort and health; classroom adaptability; safety and security; building functionality; aesthetics and appearance; privacy; places for social interaction; and overcrowding. 521p.

Offers descriptions of buildings from OECD member countries that illustrate good architectural design and management in schools. The schools were selected on behalf of the PEB by an international jury. The innovative facilities were nominated for their: (1) special contribution to teaching and learning; (2) special awareness of the architectural heritage or their surrounding environment; (3)particular contribution to urban renewal or to the resolution of urban problems; (4) particular contribution to education and community life in rural areas; or (5) imaginative use of buildings and grounds. 146p.

This book reviews Seattle public school design from organizational and aesthetic perspectives that can give facility designers references of schools that are innovative and environmentally appropriate for learning. The book's sections examine elementary, middle, high schools, and special schools. Each section begins with a summary of the key concepts of the schools examined, followed by a six-page case study for each facility. Each case study offers an overview of the school and discusses specifics of the school design relating to teaching and learning methods. A glossary and 37- item bibliography conclude the book. 200p.

Profiles five recently built "green" schools that are also sensitive to neighborhood aesthetics.

Recognizes 66 outstanding new and renovated K-12 and higher education facilities. Each entry contains photographs, a text description, and summarized project data. Architect and manufacturer indices complete the supplement.

Profiles New Jersey's Carlstadt Public School, a LEED-certified K-8 facility made possible only after a fourth bond referendum by close cooperation between the architects, board of education, New Jersey Department of Education, New Jersey School Boards Association, and the community.

Reviews how the site of Los Angeles Ambassador Hotel will be transformed into a campus hosting a K-3, middle, and high school. Highlights of site planning and building design are included.

Presents the eight winners of this competition, featuring K-12 schools that have developed specific solutions to real-world problems through design, engineering, and technology solutions. Building statistics, photographs, and a list of project participants are included.

Profiles this facility that embraces materials associated with "mountain architecture," such as rough-sawn cedar board and Colorado moss stone with timber and copper accents. Expansive windows and extended overhangs in the dining hall capture the view of the dramatic Booth Falls to the south and the extended valley views to the west. Building statistics, a list of project participants, and photographs are included.

Recognizes 70 outstanding new and renovated K-12 and higher education facilities. Each entry contains photographs, a text description, and summarized project data. Most also include floor plans. Architect and manufacturer indices complete the supplement.

Profiles the renovated and expanded Stivers School for the Arts in Dayton, Ohio. The historic 1908 structure was preserved and reused to "wonderful advantage," and at a cost lower than demolition and construction of a new facility. Partial demolition made way for new spaces that accommodate contemporary music education, and administrative and common areas were relocated to more accessible parts of the building.

Profiles New York City's new P.S./I.S. 260 in Queens, built five stories high on an extremely tight site. A list of project participants is included.

Profiles a proposed British school designed to accommodate both primary and secondary levels. The school fits on a tight urban site and its design, operational efficiencies, benefits, and costs are described.

Describes the award-winning designs of nine combined-level schools, including the educational context and design goals. Lists of project participants, costs, specifications, and photographs are included.

Profiles this temporary Florida school building created within an abandoned K-Mart, which can be converted to house students at any grade level. Building statistics, a list of the project participants, cost details, floor plans, and photographs are included.

Presents the eight winners of this competition, featuring K-12 schools that have developed specific solutions to real-world problems through design, engineering, and technology solutions. Building statistics, photographs, and a list of project participants are included.

Recognizes 59 outstanding K-12 and higher education facilities. Each entry contains photographs, a text description, and summarized project data. Most also include floor plans. Architect and manufacturer indices complete the supplement.

Describes the design and assembly of the photovoltaic wall at the Tiger Woods Learning Center, which will generate 3800 kilowatts of electricity per year. A brief description of the building's educational and extracurricular program is included.

Case studies, including project description, project team, and photographs, of the following schools: Perspectives Charter School, Chicago, IL, Perkins+Will; Perth Amboy High School, Perth Amboy, NJ, John Ronan Architect; Community School of Music and Arts, Mountain View, CA, Mark Cavagnero Associates; Benjamin Franklin Elementary School, Kirkland, WA, Mahlum Architects; Lick Wilmerding High School, San Francisco, CA,Pfau Architecture, Ltd; Clifton Middle School, Monrovia, CA Osborn; Building 9, Wildwood Elementary School, Los Angeles, CA, Cigolle X Coleman; Architects; and Bronx Charter School for the Arts, Bronx, N.Y.,Weisz + Yoes Architecture;

Describes the award-winning designs of four schools for various grade combinations, including the educational context and design goals. Lists of project participants, costs, specifications, and photographs are included.

Describes this environmentally thoughtful campus that concentrates nine new buildings on 16.5 of the 880 acres of its wilderness site. The orientation of the buildings maximizes exposure to wildlife, natural ventilation, daylighting, and photovoltaic cladding. Building statistics, a listing of the design and construction participants, plans, and photographs are included.

Describes The Accelerated School in Los Angeles, a charter facility in a distressed urban setting that features high security without looking like a fortress. The educational program was successfully compressed into a small site, a nearby park is used for athletic activities, and daylighting is featured throughout the building. Photographs, plans, and a list of project participants are included.

Presents two school chapels selected for the American School & University 2005 Educational Interiors Showcase. The prejects were selected for their functionality, sustainability, craftsmanship, cost-effectiveness, and community connection. Building statistics, designer information, and photographs are included.

Describes this single four-school campus that replaced this district's four existing schools. Building statistics, a listing of the desig