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NCEF is a program managed by the National Institute of Building Sciences.
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SCHOOL DESIGN
NCEF's resource list of links, books, and journal articles on designing school buildings, including school design guidelines, trends, principles, and examples. See also NCEF Resource Lists on Campus Architecture, Case Studies, Selecting Design Professionals, and many more related topics. 
The Third Teacher.
http://www.thethirdteacher.com/ (OWP/P Architects, Chicago, IL , Jan 2009)
Examines the link between how one learns and where one learns. Case studies, interviews, and written contributions are organized under 79 practical topics for how design can be used to transform teaching and learning. 257p.
Public Art for Public Schools.
Cohen, Michele (Random Hous/Monacelli Press, New York, NY , 2009)
Reviews the collection of more than 1,500 artworks has been assembled over nearly 150 years by the New York City Public School . The diverse collection ranges from stained glass by Tiffany Studios to mural cycles commissioned by the WPA to modern and contemporary works by Hans Hofmann, Ben Shahn, Romare Bearden, Faith Ringgold, and Vito Acconci. School construction and public art have expanded dramatically under current leadership, with new school buildings and art commissioned from noted architects artists. The book provides an account of the history and future of this program, illustrated with archival images and new photographs specially commissioned for this publication. 240p.
ISBN-978-1580932158 TO ORDER: http://www.randomhouse.com/monacelli/
Linking Architecture and Education: Sustainable Design for Learning Environments.
Taylor, Anne; Enggass, Katherine (University of New Mexico Press, Albuquerque , 2009)
Presents a holistic, sustainable philosophy of learning environment design based on the study of how schools, classrooms, playgrounds, homes, museums, and parks affect children and how they learn. The author argues that architects must integrate their design knowledge with an understanding of the developmental needs of learners, while at the same time educators, parents, and students must broaden their awareness of the built, natural, and cultural environment to maximize the learning experience. The book presents numerous examples of dynamic designs that are the result of interdisciplinary understanding of place. Also included are designer perspectives, forums derived from commentary by outside contributors involved in school planning, and numerous photographs of thoughtful and effective solutions to create learning environments from comprehensive design criteria. 471p.
ISBN 978-0826334077 TO ORDER: University of New Mexico Press, Order Department, 1312 Basehart Rd. SE, Albuquerque, NM 87106-4363. Tel: 1-800-249-7737. http://www.unmpress.com/Book.php?id=10347920745058
Schools of the Future.
Walden, Rotraut, ed. (Hogrefe and Huber, Cambride, MA , 2009)
Provides a brief overview of the historical development of school buildings in different countries, followed by contributions from authors discussing how school buildings can work together with users' own creative responses and result in educational environments that are "alive." The give-and- take relationship between architecture and its users (students, teachers, parents, and the community at large) is emphasized from the point of view of architectural psychology and emerging considerations such as information technology. The "schools for the future" vision is to create spaces that people are pleased to return to, time and again, and that allow options for future modification in line with changing user requirements. Also proposed are criteria for the assessment of schools derived from a dual approach. The first is the call for a common language to be used by designers and educators, exemplified by a number of patterns that have been found to be salient in school design. Their common underlying premise is that learning environments should be learner-centered, appropriate to age and developmental stage, safe, comfortable, accessible, flexible, and equitable, in addition to being cost effective. The second approach presents instruments for the systematic assessment of school buildings according to facet theory, a tool that helps to structure the large number of possible influences and subjective indicators such as learning performance, expressions of well-being, and social behavior. 264p.
ISBN-9780-88937-3518 TO ORDER: Hogrefe & Huber Publishers, 875 Massachusetts Ave., 7th floor, Cambridge, MA 02139; Tel: 866-823-4726 http://www.hogrefe.com/
The Optimal Learning Environment: Learning Theories.
http://www.designshare.com/index.php/articles Akinsanmi, Bukky (DesignShare , Nov 2008)
Explores various learning theories, the learning environments associated with each theory, the physical contexts designers have created to support them, and a perspective from which designers can conceptualize the creation of an optimal learning environment. 5p.
Winter 2008 School Design Institute.
http://www.archfoundation.org/aaf/aaf/pdf/sdi.winter08.pdf (American Architectural Foundation, Washington, DC , Feb 2008)
Reflects the comments and recommendations related to specific facility projects presented by two school districts: Seminole County Public Schools (Florida), and Wichita Unified School District 259 (Kansas). The superintendent and two representatives from the district were invited to participate in a design charrette with four national experts specializing in the field of K 12 design and education. The process involved districts in a discussion about the benefits of good design and planning so that they could lead their districts in supporting innovative solutions. The report chronicles each school district s submission with a project description, demographic information about the community and the school district, a list of the recommendations resulting from the design charrette, and biographies for all participants. 32p.
Advanced Energy Design Guide for K-12 School Buildings.
http://www.ashrae.org/publications/page/1604 (American Society of Heating, Refrigerating, and Air-Conditioning Engineers; Atlanta, GA , 2008)
Assists design teams in constructing energy-smart schools using off-the-shelf technology that can cut energy use 30 percent or more annually. It provides recommendations for various climate zones and implementation advice via a series of case studies. Also included are suggestions for achieving LEED energy credits and supplemental strategies for achieving advanced energy savings beyond 30 percent. Design suggestions from the guide include: 1) Daylight the classrooms and gym so that lights can be off most of the day, but design it carefully so that additional cooling needs are not required. 2) Design lighting that usea the most current energy-efficient lamps, ballasts, and integrated controls. 3) Control the HVAC system based on actual occupancy of each space at a given time. 4) Design a well-insulated envelope, including good wall and roof insulation and low-e windows. 5) Use high-efficiency heating and cooling equipment. 174p.
ISBN-9781933742-21-2
Interview with John Weekes, AIA.
http://aia.org/akr/Resources/Audio/AIAP044269 2008
Presents an audio-only interview with school architect John Weekes, in which he discusses the need for school construction due to a history of neglect of buildings and population shifts that require new facilities in developing areas. Also discussed are key design elements of effective schools, schools as a community centers, school size, technology integration, safety, sustainable design, high performance learning environments, and resources for architects interested in school design.
The Education Environment Program.
http://www.designshare.com/index.php/articles/education-environment-program/ Anstrand, David; Kirkbride, Edward (Designshare, Minneapolis, MN , 2008)
Proposes an "education environment program" (EEP) as a replacement for traditional educational specifications. The EEP describes information and relationships as a trilogy, becoming the foundation for the future design of a new or renovated learning facility. This trilogy systematically describes the desired community environment, learning environment and physical environment. The community environment addresses civic design, program planning and partnership development. The learning environment focuses on interpersonal relationships, learning activities and learning time. The physical environment examines the relationships of building to inhabitants, building to site and building to the greater environment. The resulting Education Environment Program frames the "design problem" in a broader, more comprehensive way than possible in the old "ed. spec." format. 6p.
Linking Learning and School Design: Responding to Emerging Ideas.
http://www.cde.ca.gov/ls/fa/sf/documents/learningschoolppt.pdf Copa, George (California Dept. of Education, Sacramento , 2008)
Outlines emerging educational concepts that affect school design, including student engagement, personalization, connectivity of school to community, technological enhancement, lifelong learning, accountability, equity, accessibility, and investment. 66p.
Smart Kids, Bad Schools.
Crosby, Brian (St. Martins Press, New York, NY, 2008)
Decries "prison-like" schools and suggests a complete national overhaul in school design. Among the author's additional 38 ideas to save America are the lengthening the school day and school year. 320
ISBN-09780312-372583 TO ORDER: http://us.macmillan.com/smartkidsbadschools
Design and Construction Procedures.
Oct 2007)
Identifies a number of procedures, regulations, and agencies associated with the construction of school facilities in North Carolina, and provides information that can expedite logical and efficient planning. The document covers the project development phase, plans and specifications procedures, and post-construction procedures. Modular units and charter schools are also addressed. 34p.
Fall 2007 School Design Institute.
http://www.archfoundation.org/aaf/aaf/pdf/sdi.fall07.pdf (American Architectural Foundation, Washington, DC , Oct 2007)
Reflects the comments and recommendations related to specific school facility projects presented by the school officials of four districts: Broward County Public Schools (Florida), Cleveland Metropolitan School District (Ohio), Hillsborough County Public Schools (Florida) and Miami-Dade County Public Schools (Florida). District officials were invited to work with four national experts specializing in the field of K 12 design and education. The 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. This report chronicles each school district's submission with a project description, demographic information about the community and the school district, a list of the recommendations resulting from review by the entire group, and biographies for all participants. 51p.
Future-Proofing Schools: Strategies and Implementation, Part 2.
http://www.schoolfacilities.com/_coreModules/content/contentDisplay.aspx?contentID= 2915 Locker, Frank (Schoolfacilities.com, Orange, CA , Aug 21, 2007)
Offers specific design suggestions to ensure adaptability of a learning space to future educational delivery. Advice on how to create a suite of connected and varied learning spaces, convert circulation space to learning space, and create flexible casework are accompanied by examples of where these strategies have been implemented. (Part 1 is titled "Future-Proofing Schools." 2p.
What's in a Name? The Decline in The Civic Mission of School Names.
http://www.manhattan-institute.org/html/cr_51.htm Greene, Jay; Kisida, Brian; Butcher, Jonathan (Manhattan Institute for Public Research, New York, NY , Jul 2007)
Reports on the decrease in schools named after presidents or people in general, and increase of schools named after natural features. This shift from naming schools after people worthy of emulation to naming schools after hills, trees, or animals raises questions about the civic mission of public education and the role that school names may play in that civic mission. Statistics from seven states, representing 20 percent of all public school students, illustrate the decline. The causes for the shift in school names may include broad cultural changes as well as changes in the political control of school systems. Includes 8 references. 9p.
First Design the Fundamentals, Then Design a School of the Future.
http://www.schoolfacilities.com/_coreModules/content/contentDisplay.aspx?contentID= 2870 HIll, Franklin (Schoolfacilities.com, Orange, CA , May 18, 2007)
Addresses the practicality of certain current design trends in schools. The potential flaws of ceiling height and exposed systems in great rooms, arrangement of windows and dimensions in multimedia rooms, arrangement of furnishings for personal privacy and tidiness of all spaces, and coordination between the designers of systems are addressed. 3p.
Building Codes Illustrated for Elementary and Secondary Schools: A Guide to Understanding the 2006 International Building Code for Elementary and Secondary Schools.
Winkel, Steven R.; Collins, David S.; and Juroszek, Steven P. (Wiley, Apr 2007)
This illustrative guide presents the complex code issues inherent to designing schools in a clear, easily understandable format. It highlights major changes between the new international code and previous model building codes to help readers better understand how these changes will affect their practice.
432p.
ISBN-10: 0470048484
Winter 2007 School Design Institute: A Report of Findings.
http://www.archfoundation.org/aaf/aaf/pdf/SchoolDesignInstitute.Winter07.pdf (American Architectural Foundation, Washington, DC , Feb 2007)
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.
Building Schools for the Future: The Role of a Design Champion.
http://www.cabe.org.uk/default.aspx?contentitemid=2173 (Commission on Architecture and the Built Environment, London, United Kingdom , 2007)
Outlines the qualities and duties of a person designated in a school building project to lead and coordinate efforts toward good design. A step by-step response guide for key points in the building process is included. 6p.
Designing Quality Learning Spaces: Introduction and Interior Design, Function and Aesthetics.
http://www.minedu.govt.nz/web/downloadable/dl11663_v1/moe-branz-int-design-v13.pdf (New Zealand Ministry of Education, Wellington , 2007)
Provides guidance to school boards and principals to help them understand the importance the internal environment plays in the design of quality learning spaces. It also helps boards of trustees brief consultants and tradespeople on their schools' requirements when planning new buildings, alterations or maintenance. The document offers an overview of interior design and human need and preferences. This overview is followed by sections on finishes, furnishings, requirements for various subject areas, accommodation of special needs students, and planning. A flow diagram for assessing interior design, a n interiors survey form, and 19 references are included. 56p.
InnoArch: Places and Spaces for Learning.
http://innoschool.tkk.fi/innoarch/dokumentit/kickoff_english.pdf (Laboratory of Urban Planning and Design, Otakaari, Finland , 2007)
Reviews a research project where ten year-old Finnish children were given mobile phones and allowed to roam freely while being tracked with GPS loggers. During their roaming they recorded notes on and took photographs of things and places of interest. This data was used to discern desirable properties for places of learning. 12p.
The Color of Debate: Chapter 1
http://www.designshare.com/index.php/articles/color-debate (Designshare, Minneapolis, MN , 2007)
Presents a debate between school designers over the impact of color in the learning environment. The debate contrasts the designers' instincts against the existence and quality of actual research-based evidence on the emotive effect of various colors in learning environments. 7p.
Architecture for Achievement: Building Patterns for Small School Learning.
Bergsagel, Victoria; Best, Tim; Cushman, Kathleen; McConachie, Lorne; Sauer, Wendy; Stephen, David (Eagle Chatter Press, Mercer Island, WA , 2007)
Proposes a "pattern language" with which planners can explore architectural details that can enhance their school s design. The designs focus on smaller, more personalized learning communities that can boost student achievement. A wide range of indoor and outdoor design features are presented, organized as guiding principles for student success. These are personalized, learning-focused, collaborative, community connected, and adaptable. 156p.
ISBN-978-0-9796777-0-0 TO ORDER: http://www.eaglechatterpress.org/products.html
Kindergartens, Schools and Playgrounds.
Canizares, Ana; Fajardo, Julio, eds. (Loft Publications, Barcelona, Spain , 2007)
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.
ISBN-978-84-95832-85-6 TO ORDER: http://www.loftpublications.com
Facility Planning: Principles, Technology, Guidelines.
Clark, Jeffrey (Prentice-Hall, 2007)
Emphasizes the relationships of classical planning principles to the layout of space and illustrates ways in which these principles apply to design programs of the past and present. CAD and CAFM applications are emphasized throughout, and two advanced chapters discuss relational databases and their use in computer-aided facility management. The book also covers aspects of facility management related to programming, space planning, building codes and accessibility requirements, as well as advanced techniques such as relational databases and their use in computer-aided facility management. 504p.
ISBN-978013114936 TO ORDER: http://vig.prenhall.com
Schools and Kindergartens: A Design Manual.
Dudek, Mark (Birkhaeuser Verlag, Basel, Switzerland , 2007)
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.
ISBN-103-7643-7053-X TO ORDER: P.O. Box 133, CH-4010 Basel, Switzerland http://www.birkhauser.ch
Designing the Sustainable School.
Ford, Alan (Images Publishing Group, Melbourne, Australia , 2007)
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.
ISBN-978-186470-2378 TO ORDER: http://www.imagespublishing.com
A Sense of Entry: Designing the Welcoming School.
Ford, Alan; Hutton, Paul (Images Publishing Group, Mulgrave, Victoria, Australia , 2007)
Profiles the schools of a single architectural firm, whose designs emphasize entrances and circulation. Project descriptions are accompanied by elevations, sectional views, plans, and abundant photographs. 160p.
ISBN-9781864702385 TO ORDER: http://www.imagespublishing.com
Smaller, Safer, Saner Successful Schools.
http://www.ncef.org/pubs/saneschools.pdf Nathan, Joe; Thao, Sheena (National Clearinghouse for Educational Facilities, Washington, DC and Center for School Change, Hubert H. Humphrey Institute of Public Affairs, University of Minnesota. , 2007)
Provides a summary of research on small schools and shared facilities showing that, on average, smaller schools provide a safer and more challenging school environment that leads to higher academic achievement and graduation rates, fewer disciplinary problems, and greater satisfaction for families, students, and teachers. Also includes 22 case studies of public schools in 11 states, representing urban, suburban, and rural communities; district-run and charter public schools; and co-housing of almost 50 schools and social service agencies. These studies document the ability of smaller schools to improve academic achievement and behavior in safe, nurturing, and stimulating environments. The studies further suggest that sharing facilities with other organizations can enable schools to offer broader learning opportunities for students, provide higher quality services to students and their families, and present a way to efficiently use tax dollars. 68p.
TO ORDER:
http://www.nibs.org/pubsncef.html
Educational Trends Shaping School Planning and Design: 2007.
http://www.edfacilities.org/pubs/trends2007.pdf Stevenson, Kenneth (National Clearinghouse for Educational Facilities, Washington, DC , 2007)
Examines 12 educational trends influencing the planning and design of school facilities. The trends were identified by reviewing the latest research on school facilities and student outcomes; current issues, problems, and initiatives in the educational field; emerging demographic patterns; and the author s previous work on this subject. The trends are: (1) School choice and equity will redirect facilities planning. (2) Small schools may be favored over large ones. (3) Class size may continue to be reduced. (4) Technology will be increasingly used to lower personnel costs and to deliver instruction. (5) School missions may change. (6) Classrooms will be reconfigured to accommodate various learning styles or tasks. (7) Schools will see extended hours of use to accommodate year-round schooling, non-traditional students, and community use. (8) Electronic media will increasingly replace paper. (9) Grade configurations will change. (10) Special education will continue to be mainstreamed. (11) Early childhood programs will expand. (12) Schools might disappear altogether in favor of home and distance learning. Includes 40 references. 8p.
TO ORDER:
National Clearinghouse for Educational Facilitieshttp://nibs.org/pubsncef.html
Skulls and School Boxes: Student Brains that Want Out.
http://www.designshare.com/index.php/articles/student-brains Sylwester, Robert (DesignShare, Minneapolis, MN , 2007)
Discusses brain function, the brain's relationship to movement, and emphasizes school design that encourages movement. 4p.
Tackling the Crime of School Design.
http://www.designshare.com/index.php/articles/crime-1 Upitis, Rena (DesignShare, Minneapolis, MN , 2007)
Describes how architecture embeds cultural and educational values, and how schools often send negative messages about institutional life. International examples illustrate both nurturing and non-nuturing environments, with the respective favorable and unfavorable values of design details and materials included. 30p.
Building Codes Illustrated for Elementary and Secondary Schools.
Winkel, Steven; Collins, David; Juroszek, Steven; Ching, Francis (John Wiley & Sons, Hoboken, NJ , 2007)
Analyzes and illustrates the intent and potential interpretations of the 2006 International Building Code (IBC) as it applies to educational facilities. The book discusses how the Code was developed and how it is organized, and should be used along with the Code. The chapters of the book correspond to those of the code, and cover building dimensions, types of construction, finishes, safety, accessibility, interior environment, energy efficiency, exteriors, roofs, foundations and structural considerations, and soils. 412p.
ISBN-978-0-470-04848-1 TO ORDER: 111 River Street, Hoboken, NJ 07030; Tel: 201-748-6011 http://www.wiley.com
Educational Environments No. 3.
Yee, Roger, ed. (Visual Reference Publications, New York, NY , 2007)
Presents examples of innovative new educational facilities, organized by the architectural firms that designed them. The examples are largely higher education projects in the United States, with a few K-12 projects included. A short description of each project is accompanied by photographs. 240p.
ISBN-978-1-58471-102-5 TO ORDER: http://www.visualreference.com
Power of Aesthetics to Improve Student Learning.
http://www.designshare.com/index.php/articles/aesthetics-and-learning/ Kjaervang, Ulla (Designshare, Minneapolis, MN , Nov 2006)
Briefly reviews the affect of aesthetically pleasing environments on student learning and behavior, and describes Denmark's Kingoskolen school as an example. 6p.
Elementary School. [Whole Building Design Guide]
http://www.wbdg.org/design/elementary.php Vaughan, Ellen Larson (National Institute of Building Sciences, Washington, D.C. , Oct 2006)
Elementary school buildings are the setting for the first four to eight years of a child's formal education. This section of the Whole Building Design Guide describes the types of spaces in elementary schools and design considerations such as accessibility, aesthetics, cost effectiveness, functionality, historic preservation, productivity, safety and security, and sustainability. Includes emerging issues, relevant codes and standards, and major resources.
Secondary School. [Whole Building Design Guide]
http://www.wbdg.org/design/secondary.php Vaughan, Ellen Larson (National Institute of Building Sciences, Washington, D.c. , Oct 2006)
Secondary school buildings provide the setting for the second phase of a child's formal, compulsory education in the United States—high school or grades 9 through 12. This section of the Whole Building Design Guide includes junior or "community" colleges in the secondary school category. This describes the types of spaces in secondary schools and design considerations such as accessibility, aesthetics, cost effectiveness, functionality, historic preservation, productivity, safety and security, and sustainability. Includes emerging issues, relevant codes and standards, and major resources.
Educational Facilities within the Context of a Changing 21st Century America.
http://www.edfacilities.org/pubs/Ed_Facilities_in_21st_Century.pdf Stevenson, Kenneth (National Clearinghouse for Educational Facilities, Washington, DC , Sep 2006)
Presents possibilities and critical issues related to the future of education and educational facilities. A scenario of educational technology that eliminates the school facility and decreases social interaction through "virtualized" distance learning is presented, followed by a discussion of eight educational and social trends that may greatly impact education in the upcoming decades. Each trend is described, along with its accompanying issues and the effects that it might have on school facilities. These trends reflect political and ideological struggles in education, influence of technology, school location and size, class size and grade configuration, and school facility condition. Includes 70 references. 47p.
A-Z Sketchbook for School Build and Design.
(School Works, London, United Kingdom , Jan 2006)
Presents a visual guide to the key areas which must be considered when renovating or building a school. The publication is in an hand illustrated cartoon format, with each drawing isolating an issue of design, space use, adjacencies, educational appropriateness, etc. The drawings are organized in chapters according to school room or space type, design issue, or amenity. The purpose of the publication is to help students and others participate in the school design process. Though a British publication, it has application to school design anywhere.
ISBN-0-9541258-2-7 TO ORDER: School Works, 3rd Floor, Downstream Building, 1 London Bridge, London SE1 9BG, United Kingdom; Tel: 0845-456-1803, Fax: 0845-456-1804 http://www.school-works.org/publications.asp
CHPS Best Practices Manual.
http://www.chps.net/manual/index.htm (The Collaborative for High Performance Schools (CHPS), San Francisco, CA , 2006)
Offers guidance on creating high performance schools in California. The manual consists of six volumes. Volume I describes why high performance schools are important, what components are involved in their design, and how to navigate the design and construction process to ensure that they are built. Volume II contains design guidelines for high performance schools. These are tailored for California climates and are written for the architects and engineers who are responsible for designing schools as well as the project managers who work with the design teams. It is organized by design disciplines and addresses specific design strategies for high performance schools. Volume III is the Collaborative for High Performance Schools (CHPS) Criteria. These criteria are a flexible yardstick that precisely defines a high performance school so that it may qualify for supplemental funding, priority processing, and perhaps bonus points in the state funding procedure. School districts can also include the criteria in their educational specifications to assure that new facilities qualify as high performance. Volume IV (2004) covers maintenance and operations. It provides M&O staff, teachers, and administrators with strategies for avoiding improper use of building systems and poor maintenance practices that can diminish the energy performance of a school. Topics covered in this volume inlcude cleaning and calibrating building systems, selecting cleaning products, and reducing waste. Volume VI (2006) covers relocatable classrooms, ofering an overview of the pros and cons of relocatables, specifications for a high performance relocatable, and advice on requisitioning, siting, and commissioning relocatables. 717p.
TO ORDER:
Collaborative for High Performance Schools, c/o Eley Associates,142 Minna St.,San Francisco, CA 94105. Tel:877-642-2477.
Compendium of Exemplary Educational Facilities, Third Edition.
http://www.oecd.org/document/62/0,3343,en_2649_35961311_36264702_1_1_1_1,00.html (Organisation for Economic Co-Operation and Development, Programme on Educational Building, Paris, France , 2006)
Profiles 65 school buildings from OECD member countries that illustrate good architectural programming and design. The schools were selected on behalf of the Programme for Educational Building by an international jury on the basis of their flexibility, involvement of community, sustainability, safety and security, and alternative financing. The profile for each school includes building statistics, project participants, a brief narrative, a plan, and several photographs. 177p.
ISBN-9264022295 TO ORDER: Organisation for Economic Cooperation and Development, 2, rue Andre-Pascal, 75775 Paris Cedex 16, France http://www.oecd.org/edu/facilities/compendium
Old Laundry Turns Charter School.
http://howdesignworks.aia.org/casestudy-school.asp (American Institute of Architects, Washington, D.C., 2006)
A team of clients, architects, and a contractor discuss how they worked together to turn an abandoned laundry building into a vibrant new charter high school. The process created a school that feels like home to the students, and helps revitalize their New Jersey community. The different phases of the project are explained using a series of online videos, models of the project, photographs of the before and after, and photographs of the final project.
Report from the National Summit on School Design: A Resource for Educators and Designers.
http://www.edfacilities.org/pubs/nationalsummit.pdf (American Architectural Foundation, Washington, DC; Knowledgeworks Foundation, Cincinnati, OH , 2006)
Presents the results of the 2005 National Summit on School Design, convened by the American Architectural Foundation and KnowledgeWorks Foundation. The report details eight overall recommendations made by Summit participants on a range of school design topics: 1) Design schools to support a variety of learning styles. 2) Enhance learning by integrating technology. 3) Foster a "small school" culture. 4) Support neighborhood schools. 5) Create schools as centers of community. 6) Engage the public in the planning process. 7) Make healthy, comfortable, and flexible learning spaces. 8) Consider non-traditional options for school facilities and classrooms. Each recommendation is accompanied by brief case studies and a list of additional resources. Plans for advancing a national school design agenda are highlighted, and the results of a team exercise in solving the problems of five hypothetical school districts are included. The Summit’s 200-plus participants are listed, including teachers, parents, students, school administrators, education experts, architects, community groups, mayors, and other elected officials. (This is a large PDF file and may take awhile to open.) 72p.
TO ORDER:
http://nibs.org/pubsncef.html
Spring 2006 School Design Institute: A Report of Findings.
http://www.archfoundation.org/aaf/documents/ (American Architectural Foundation, Washington, DC , 2006)
Presents the findings from a workshop with five school districts which addressed designing a high school prototype, replacing an elementary school, design of a new comprehensive high school, design of a K-8 school and community learning center, and the linking of an elementary and middle school. A description of each school district and its demographics is followed by a review and comments on the projects and its challenges. 36p.
Educational Facilities: Discipline, Surveillance and Democracy.
http://etd.lib.fsu.edu/theses/available/etd-07102006-185824/ Attia, Mohammed E. (Master's Thesis, Florida State University, Tallahassee , 2006)
Discusses the redesign and renovation of an open-plan middle school that is incompatible with the instructional policies practiced. TEAMS (Technology Enhancing Achievement in Middle School), an advanced educational system is proposed to be implemented at the school, will be reflected in the educational philosophy of the school and the new proposed design. The project will seek to create an environment that is an expression of the school's educational approach and make the school a place that students look forward to entering. The proposed design covers site conditions, types of construction and materials, energy conservation, and other "green" design features. 97p.
Design for Disassembly in the Built Environment: A Guide to Closed-Loop Design and Building.
http://www.aia.org/SiteObjects/files/COTEnotesDisassembly.pdf Guy, Brad; Ciarimboli, Nicholas (American Institute of Architects, Washington, DC , 2006)
Discusses design of buildings with their ultimate demolition (or disassembly) in mind. Construction products and techniques are covered, and examples of buildings at Carnegie Mellon University, the California College of the Arts are detailed. Includes 53 references. 66p.
On the Road of Aesthetics towards Better Education.
http://www.dcum.dk/neobuilder.2006051912574407000043631.html Kjaervang, Ulla (Danish Center of Educational Environment, Randers, Denmark , 2006)
In 2001, the aesthetic element of all Danish public and private education was introduced by law. In the Danish Act on the Educational Environment of Pupils and Students it is written that all pupils and students in Denmark have the right to a good psychological, physical and aesthetic educational environment. This paper presents a Danish perspective on the impact of aesthetics on learning, emphasizing the need for sensory stimulation in the educational environment. The paper discusses not only the impact of architectural and interior design aesthetics, but also attention to aesthetics in the curriculum and activities of the students. 7p.
What If...Re-Imagining Learning Spaces.
http://www.futurelab.org.uk/resources/documents/opening_education Rudd, Tim; Gifford, Carolyn; Facer, Keri (Futurelab, London, UK , 2006)
Presents the outcome of a workshop bringing together individuals from a range of design, teaching, mentoring, policy and research backgrounds. The workshop aimed to re-imagine learning spaces, and actively encouraged the development of "what if" scenarios that push the boundaries of current thinking and encourage debate of the relationship between educational goals and the design and resourcing of spaces for learning. These scenarios are presented in the paper, not as recommendations, but as a stimulus for discussion. 57p.
In Detail: Building Skins.
Schittich, Christian; Lang, Werner; Krippner, Roland (Birkhauser, Cambridge, MA, 2006)
Focuses on the wide-ranging aspects of facade design, from the selection and use of materials to the advanced technical possibilities now open to the architect. An array of international examples show the theory in practice. Plans, details, and large scale sections of the facades are included.
198p.
ISBN-978-3-7643-7640 TO ORDER: http://www.springer.com/west/home/birkhauser?SGWID=4-40290-0-0-0&referer=www.birkhauser.com&SHORTCUT
Educational Facilities Planning: Leadership, Architecture, and Management.
Tanner, C. Kenneth; Lackney, Jeffery (Allyn and Bacon, Pearson Education; Boston, MA , 2006)
This textbook on educational facility planning and design covers conceptual, descriptive, and applied aspects of the development of educational facilities. The 17 chapters are organized in eight parts entitled: Educational Architecture: History and Principles of Design; Educational Facility Planning, Planning, Programming, and Design of Educational Learning Environments; School Construction and Capital Outlay Activities; Management, Maintenance, and Operations of School Buildings; Legal and Financial Issues in Developing Educational Facilities; Research on the Physical Environment; and Models, Examples and Applications. How-to examples, step-by-step procedures, case studies, and learning activities are included which encourage unconventional thinking, and an applications toolkit includes a procedure for forecasting student populations, supported by accompanying online content containing student population forecasting programs. 437p.
ISBN-0-205-34246-9 TO ORDER: Allyn & Bacon, 75 Arlington St., Boston, MA 02116 http://www.ablongman.com/catalog/academic/product/0,1144,0205342469,00.html
Importance of Informal Spaces for Learning, Collaboration, and Socialization.
http://connect.educause.edu/Library/Abstract/ImportanceofInformalSpace/39133 Gee, Lori; Hajduk, Terry (Educause, Boulder, CO , Sep 15, 2005)
Illustrates principles that are central to the importance of informal learning spaces: 1) The entire campus is a learning environment that provides opportunities for further learning. 2) Informal spaces for learning, collaboration, and socialization are critical components of both scheduled and unscheduled campus spaces. 3) Space drives behaviors and behaviors need to change for our society to realize its learning goals. The presentation explores these principles across a range of institutional examples 37p.
Informal Learning Spaces and the Institutional Mission.
http://connect.educause.edu/Library/Abstract/InformalLearningSpacesinS/39130 Chism, Nancy (Educause, Boulder, CO , Sep 14, 2005)
Addresses a shared understanding of what might fall under the heading of "informal learning spaces," discusses what constitutes the "institutional mission" and its various dimensions, identifies how institutional mission and space intersect, examines different spaces and determines what they say about learning, and identifies informal learning space issues about which we need a greater understanding. 4p.
Scaling Up the Big Picture. Summary of Findings.
http://www.eric.ed.gov/contentdelivery (Institute for Education and Social Policy, Jun 2005)
The research project describes a Providence-based non-profit organization called the Big Picture Company (BP), and its efforts to replicate its small high school design in multiple communities throughout the United States (with support from the Bill and Melinda Gates Foundation). It refers implicitly also to BP's ambition (and that of the Gates Foundation) to have influence beyond these schools -- to change American high schooling in fundamental ways. The researchers wanted to know what challenges BP would encounter as it took on these tasks, and to infer from its experience what other school designers might encounter. They also wanted to document the strategies that BP might employ to manage these challenges, and to assess their relative strength. They laid out the challenges and strategies in essays, situating both with the context of other scaling-up efforts within and beyond the field of education. In the first two essays, the authors name what they take to be the seven challenges of scaling up new school designs, and illustrate five of them with data gathered from studying both the BP experience and the literature of scaling up educational and other innovations. The third essay explores the 6th challenge, the challenge of obtaining and managing resources sufficient to scale. The fourth and final essay, explores the seventh challenge -- negotiating the politics of local adoption. 171p.
ERIC NO: ED486213;
Can GSA's Design Excellence Program Be Used as a Model for Improving School Designs in the United States?
http://www.aia.org/cae_confrep_spring05_gsa Bogle, Ronald; Peck, Robert; Feiner, Edward; Hardy, Hugh (American Institute of Architects, Committee on Architecture for Education, Washington, DC , Feb 2005)
A panel of architects discusses their experiences with the General Services Administration's Design Excellence Program, what made it work, and how the same principles might be brought to school design. 3p.
Picturing School Design. A Visual Guide to Secondary School Buildings and Their Surroundings Using the Design Quality Indicator for Schools.
http://www.dqionline.com/downloads/DQI_for_Schools_Brochure.pdf (Commission for Architecture and the Built Environment, London, UK , Jan 2005)
Presents seven British case studies that illustrate solutions to overcoming recurring pitfalls in school design, using the Design Quality Indicator for Schools, which was developed by the DfES in partnership with the Construction Industry Council. The publication illustrates various approaches to key design issues within the school site and building, and share best practices as well as identifying common problem areas. 28p.
School Plus: Exploring Educational Spaces.
(Eindhoven Technical University, Eindhoven, Netherlands , 2005)
Summarizes this 2004 workshop, which brought architectural students, architects, and urban designers together to an Amsterdam site designated for a school. The students participated in workshops exploring multifunctional educational facilities and the roles of schools a public spaces. The site was explored and analyzed, and then the students returned to their home universities. This book presents the 24 design proposals that they subsequently submitted for the site. 68p.
ISBN-90-386-1676-7 TO ORDER: Hüsnü Yegenoglu, tel: 31 40 247 4666, e-mail: h.h.yegenoglu@bwk.tue.nl; or Geoffrey Timmer, tel. 31 62 481 9442, e-mail: geoffrey.timmer@gmail.com
Design Solutions That You Will Not Believe or Maybe You Don't Even Want To.
http://www.schoolfacilities.com/uploads/files/29.pdf Hill, Franklin (Schoolfacilities.com, Orange, CA , 2005)
Describes with text and photographs four faulty school design elements that could easily have been avoided, and suggests what should have been done instead. 6p.
The Great Learning Street Debate.
http://www.designshare.com/index.php/articles Nair, Prakash (www.designshare.com, Minneapolis, MN , 2005)
Describes the attributes that a school "learning street" should possess, so that it is not just another double-loaded corridor. The space should be a social artery, enabling informal meeting and unhurried movement. It should possess nooks and crannies for various compatible school activities. It should be spacious, with ample daylight, and provide educational value that justifies its cost. 4p.
The Language of School Design: Design Patterns for 21st Century Schools.
Nair, Prakash; Fielding, Randall (DesignShare.com, Minneapolis, MN , 2005)
Presents 25 design patterns, along with plans, sectional views, and photographs that illustrate existing innovative learning environments from around the world. Specific designs are offered for classrooms, common areas, storage, laboratories, the arts, physical fitness, outdoor spaces, dining areas, furnishings, and flexible spaces, with additional recommendations on lighting and ventilation. The impact of the designs on learning, socialization, and health is discussed in each section. Includes 21 references. 118p.
ISBN-0-9762670-0-4 TO ORDER: DesignShare, 4937 Morgan Ave. South, Minneapolis, MN 55409-2251; Tel: 612-925-6897, Fax: 612-922-6631 http://www.designshare.com/patterns/default.asp?article=110
The Non-Architect's Guide to Major Capital Projects: Planning, Designing, and Delivering New Buildings.
Waite, Phillip (Society for College and University Planning, Ann Arbor, MI , 2005)
Introduces the steps and sequence of planning, designing, and delivering a capital project. The six stages of the project delivery process (planning or pre-design, schematic design, design development, construction documents, construction administration, and occupancy) are covered in order, with emphasis on the pre-design phase, where non-architects are the most involved. A glossary is included, as are appendices which explain how to interpret architectural drawings, suggest further reading, and categorize design services. Includes 30 references. 128p.
ISBN-0-9700413-7-3 TO ORDER: Society for College and University Planning, 339 East Liberty Street, Suite 300, Ann Arbor, MI, 48104; Tel: 734-998-7832, Fax: 734-998-6532 http://www.scup.org/pubs/books/
Educational Environments No. 2.
Yee, Roger (Visual Reference Publications, New York, NY , 2005)
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.
TO ORDER:
302 Fifth Ave., New York, NY, 10001; Tel: 212-279-7000http://www.visualreference.com
21st Century Schools Design Manual.
http://www.njsda.gov/Business/Doc_Form/Archive (New Jersey Schools Construction Corporation, Trenton , Sep 30, 2004)
Establishes a uniform and detailed approach to school facilities design for the New Jersey School Construction Corporation. The guide sets forth 24 required criteria that inform the design process and sets individual goals for each. Required design and construction standards follow, organized by CSI Divisions. Required deliverables for each major phase of work are described. Appendices explain how project progress reports will be made and provide a LEED checklist. 237p.
Schools for the Future. Exemplar Designs. Concepts and Ideas.
http://www.teachernet.gov.uk/_doc/6113/ (Dept. for Education and Skills, London, England , Feb 2004)
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.
Creating Connections: The CEFPI Guide for Educational Facility Planning.
(Council of Education Facility Planners International, Scottsdale, AZ , 2004)
Guides new and experienced school planners from the conception of educational needs through occupancy and use of the completed facilities. Chapters follow the planning, design, and occupancy processes in sequence as follows: forming the educational plan, creating community partnerships, establishing a master plan, writing educational specifications, addressing design guidelines, evaluating and selecting the site, infusing technology, integrating sustainable design, working with a design team, evaluating project delivery options, identifying cost and funding options, monitoring construction, integrating maintenance and operations, and assessing the completed project. Numerous references, photographs, drawings, figures, and a glossary are included. 386p.
TO ORDER:
Council of Education Facility Planners Int'l., 9180 East Desert Cove Drive, Suite 104, Scottsdale, AZ, 85260, Tel: 480-391-0840, Fax: 480-391-0940.http://www.cefpi.org/i4a/ams/amsstore
Perspectives of School Facility Design Held by Planners, Architects, and Educators.
http://www.coe.uga.edu/sdpl/research/cmcmichael.pdf McMichael, Christopher; Tanner, Kenneth (University of Georgia, College of Education, School Design and Planning Laboratory, Athens , 2004)
Presents results of a study that examined the perspectives of elementary school facility designers, elementary school teachers, school district superintendents, and elementary school administrators regarding three progressively specific sets of school facility design characteristics and their influence on elementary education. The research methodology is carefully described, and the varying responses from the study groups to over 125 design principles from different researchers and agencies are compared. 37p.
Taking School Design to Students.
http://www.edfacilities.org/pubs/schooldesign.pdf Borden, Rebecca (National Clearinghouse for Educational Facilities, Washington, D.C. , Jan 2004)
This digest describes seven strategies for effectively involving students in school design. These methods include using student artwork, using disposable cameras, hosting student forums, involving students in planning committees, organizing a student design competition, providing design programs during out-of-school hours, and integrating design activities into class work. A sidebar quotes architects and planners who found working with students a rewarding and meaningful professional experience. Includes a list of online student design resources. 9p.
TO ORDER:
National Clearinghouse for Educational Facilitieshttp://nibs.org/pubsncef.html
The Middle School of the Future: a Focus on Exploration.
Merritt, Edwin; Beaudin, James; Myler, Patricia; Davis, Daniel; Oja, Richard (Scarecrow Education, Lanham, MD , 2004)
Offers guidance to ensure that middle schools built today serve tomorrow's educational needs, use technological advances to control burgeoning square footages, and accommodate community groups and other after-hours users. It is written for boards of education, school building committees, district superintendents, and other decision-makers. A detailed educational specification and case studies of recent school construction projects are included. Issues of site design, acoustics, security, indoor air quality, sustainability, and accessibility are each accorded their own chapter. (Includes 34 references.) 181p.
ISBN-1-57886-101-2 TO ORDER: Scarecrow Education, Rowman & Littlefield Publishing Group, 4501 Forbes Blvd., Suite 200, Lanham, MD, 20706; Tel: 800-462-6420 http://www.rowmaneducation.com/Catalog/
The High School of the Future: A Focus on Technology.
Merritt, Edwin; Beaudin, James; Sells, Jeffrey (Scarecrow Education, Lanham, MD , 2004)
Offers guidance to ensure that high schools built today serve tomorrow's educational needs, use technological advances to control burgeoning square footages, and accommodate community groups and other after-hours users. It is written for boards of education, school building committees, district superintendents, and other decision-makers. Methods for involving stakeholders in the specifications, design, and project management are detailed. General and curriculum-specific design issues are covered along with conceptual drawings. Indoor air quality, technology, and accessibility considerations are covered in individual chapters. (Includes 11 references.) 151p.
TO ORDER:
Rowman & Littlefield Publishing Group, 4501 Forbes Blvd., Suite 200, Lanham, MD, 20706; Tel: 800-462-6420http://www.rowmaneducation.com/Catalog/
The Elementary School of the Future: A Focus on Community.
Merritt, Edwin; Beaudin, James; Sells, Jeffrey; Oja, Richard (Scarecrow Education, Lanham, MD , 2004)
Offers guidance to ensure that elementary schools built today serve tomorrow's educational needs, use technological advances to control burgeoning square footages, and accommodate community groups and other after-hours users. It is written for boards of education, school building committees, district superintendents, and other decision-makers. A detailed educational specification and case studies of recent exemplary school construction projects are included. Issues of site design, acoustics, security, indoor air quality, sustainability, and accessibility are each accorded their own chapter. (Includes 14 references) 163p.
ISBN-1-57886-100-4 TO ORDER: Scarecrow Education, Rowman & Littlefield Publishing Group, 4501 Forbes Blvd., Suite 200, Lanham, MD, 20706; Tel: 800-462-6420 http://www.rowmaneducation.com/Catalog/
Branded Environments. Defining the Restructured High School Campus.
http://www.newvisions.org/schools/downloads/brandedenvir2007.pdf Rubin, Adam; Gunton, Brad (New Visions for Public Schools, New York, NY , 2004)
Using New York City's former South Bronx High School as an example, this document discusses techniques for distinguishing by graphics the small schools that share a large building. These include exterior banners and signage that feature distinctive typefaces, colors, and symbols. 34p.
Charter School Facilities: A Resource Guide for Planning School Space and Understanding Building Codes.
http://www.nhschoolreform.org/PDFs%20and%20Docs/Facilities%20Handbook.pdf Weeks, William; Hollins, Susan Jan 2004)
Assists with space and facility planning for charter schools, with particular attention to New Hampshire's charter school laws. The document outlines the work of the facility committee or team, offers succinct space planning considerations for the various instructional and non- instructional spaces, and advises on air and water quality, asbestos, fire safety, hazardous materials, security, playgrounds, and transportation. Additional space cost considerations for new construction or existing spaces, as well as re-use of civic, organization, commercial, retail, or industrial spaces are also included. 106p.
Schools as Centers of Community: A Citizens' Guide For Planning and Design. Second edition.
http://www.edfacilities.org/pubs/centers_of_community.cfm Bingler, Steven; Quinn, Linda; Sullivan, Kevin (National Clearinghouse for Educational Facilities, KnowledgeWorks Foundation, Council of Educational Facility Planners, Building Educational Success Together, Coalition for Community Schools , Dec 2003)
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.
TO ORDER:
National Clearinghouse for Educational Facilitieshttp://nibs.org/pubsncef.html
The One-Room Schoolhouse: A Tribute to a Beloved National Icon
Rocheleau, Paul (Universe Publishing, Nov 2003)
From 1750 through about 1950, the one-room schoolhouse was a common fixture on the American landscape, with as many as 200,000 in total across the land. Today, approximately 450 one-room schoolhouses are still in use. This book is a celebration rather than a serious study of this American icon. It provides a tour of these structures still standing, detailing the best examples from forty-eight states, exploring working schools, some in existence for more than 100 years, schools restored as historic museums, and schools converted into private residences. 208p.
ISBN: 0789310015
Flexible School Facilities.
http://www.designshare.com/index.php/articles Locker, Frank M.; Olson, Steven (Design Share, Minneapolis, MN , Sep 2003)
Planning flexible school facilities requires planners to embrace and facilitate inevitable change through careful planning and a willingness to speculate on the future of teaching and learning. This article identifies five stages of restructuring school buildings, from the most traditional to the most radical, and examines ways that planners can anticipate needs of the future. 5p.
The Future of Our Schools: Inside and Out. [Videotape].
http://www.itvisus.com/programs/special_futureschools.asp (Information Television Network, Boca Raton, FL , 2003)
The classroom environment is a factor in the instructional process and student performance. In this 60-minute videotape, acoustics, energy, education, and building design experts discuss alternative solutions and ideas used in new school construction and renovation projects. Schools in New York, North Carolina, and Washington, DC that have been renovated or newly built are profiled to demonstrate the results of building intended to address the challenges of more complex education curricula. 0p.
ERIC NO: ED464473 ; TO ORDER: Information Television Network, 621 N.W. 53rd St., Suite 350, Boca Raton, FL 33487. Tel: 888-380-6500. http://www.itvisus.com
School Builders.
Curtis, Eleanor (John Wiley & Sons, New York, May 2003)
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.
ISBN: 0-471-62377-6
Thirty-Three Principles of Educational Design.
http://schoolstudio.engr.wisc.edu/33principles.html Lackney, Jeffrey A. (National Clearinghouse for Educational Facilities, Washington, D.C. , Feb 2003)
This provides a framework of educational design principles from which educators and design professionals can structure the content of their educational facility development process, from the earliest strategic and educational planning right through to design, construction, occupancy and facility management. The principles are divided into educational facility planning and design process principles, principles for site and building organization, principles for primary educational space, principles for shared school and community facilities, principles related to the character of all spaces, and those related to site design and outdoor learning spaces. 18p.
Big Picture School Facilities Design and Construction Step-by-Step Guide.
http://web.archive.org/web/20071010182440 (Big Picture Company, Providence, RI , 2003)
Presents design principles for innovative school architectural designs that can enhance learning. The emphasis is on human-scaled buildings that connect to the outside world and support training for real work. The organization's recommended steps for organizing the community, designing the educational program, obtaining funding, navigating politics, selecting and acquiring a site, and selecting and working with designers are detailed. Types of spaces and their configurations, square footages, environmental goals, safety recommendations, furnishing suggestions follow. Case studies and project management tips are provided. Includes 14 references. 35p.
Educational Spaces: A Pictorial Review, Volume 3.
(Images Publishing Group, Melbourne, Australia , 2003)
Presents recent international educational facility designs 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.
ISBN-1-86470-034-3 TO ORDER: http://www.imagespublishinggroup.com/
The Esthetics of Education.
http://web.archive.org/web/20051226131121 Bentley, Miriam (3D/I, Houston, TX , 2003)
Advocates clear communication from school architects to clients regarding esthetics. Elements of style, scale, symbolism, color and finishes will affect how students and faculty perceive the school. If these elements are all studied as pieces of a working whole, esthetic design can be integrated more fully with the mission of educators and communities. Good esthetics can take a functional building to a new level of effectiveness, inspiring students and faculty as well as sheltering them. 9p.
Standards for School Design.
http://web.archive.org/web/20060508180751 Bentley,Miriam (3D/I, Houston, TX , 2003)
Briefly discusses space standards, functional standards, and design standards for schools, within the context of equity, better learning environments, and cost-effective facilities. 2p.
Keys to Success: School Facilities Primer, Questions & Answers 101.
http://www.pspaec.com/pdf/School_Keys.pdf Brady, Jim (PageSouthlandPage, Arlington, VA. , 2003)
This publication provides answers to basic questions to help school board members more fully address the complexities of the planning, design, and construction process in order to maximize the goal of student success. The 101 questions and answers are in the areas of: facility planning; learning environment; information technology; safe schools; life cycle costing; facility standards; facility costs; maintenance; bond issues; site issues; accessibility; building codes; asbestos; working with architects; construction delivery options; and sustainabilty issues. 28p.
ERIC NO: ED480546;
Architecture for Education: New School Designs from the Chicago Competition.
Robbins, Mark; Moelis, Cindy S.; Clarke, Pamela H.; Hendrickson, Jamie; Nowaczewski, Jeanne L.; Haar, Shar (Art Publishers , 2003)
This volume documents the work that resulted from the Chicago Public Schools Design Competition, explaining research and policies underlying the competition's criteria. The volume has three parts. Book 1, "The Chicago Experience," written by the competition's organizers, describes the competition's process and explains how it allowed community members, educational experts, and architects to collaborate in the design of schools that will foster the education of students, support quality teaching, and increase community involvement. It also chronicles the changing trends in public school architecture in Chicago. Book 2, "New School Designs," offers
plans and ideas for schools designed for the 21st century. The competition's two winning designs and those of the finalists are extensively documented in drawings and renderings. Book 3, "Policies and Principles," explores policies that provided the impetus for the Chicago competition. It discusses the advantages of smaller learning environments; the benefits to students, teachers, and communities of universal design; application of sustainable design to the creation of public schools; and the importance of cost feasibility when building on a public budget. The section ends with a
complete list of the winning, finalist, and notable architectural firms involved in the competition and a list of professional resources for creating new schools. 136p.
ISBN-1-56466-101-6 TO ORDER: Art Publishers, Inc., 155 Sixth Avenue, Second Floor, New York, NY 10013; Tel: 212-627-1999 http://www.bpichicago.org
Innovative Pedagogy and School Facilities.
http://www.designshare.com/index.php/articles/innovative-pedagogy Washor, Elliot (DesignShare, Minneapolis, MN. Publication based on doctoral dissertation, Johnson & Wales University, Providence, Rhode Island, entitled Translating Innovative Pedagogical Designs Into School Facilities. , 2003)
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.
H.D. Cooke Modernization: Questions, Concerns and Recommendations.
http://www.21csf.org/csf-home/publications/pubs.asp#modernization (21st Century School Fund, Washington, DC. , Sep 17, 2002)
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.
National Best Practices Manual for Building High Performance Schools.
http://www.nrel.gov/docs/fy08osti/31545.pdf (U.S. Dept. of Energy, National Renewable Energy Lab, Golden, CO. , 2002)
This guide was developed specifically for architects and engineers who are responsible for designing or retrofitting schools, and for the project managers who work with the design teams. The design strategies presented here are organized into 10 chapters covering important design disciplines and goals: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transportation; and (10) resource-efficient building products. An additional chapter addresses commissioning and maintenance practices. Each chapter contains a list of related resources. 457p.
Report NO: DOE/GO-102002-1610ERIC NO: ED468856;
Schools Designed with Community Participation.
http://www.edfacilities.org/pubs/sanoffschools.pdf Sanoff, Henry (National Clearinghouse for Educational Facilities, Washington, DC , Jul 2002)
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.
TO ORDER:
National Clearinghouse for Educational Facilities, 1090 Vermont Ave., N.W., Suite 700, Washington, DC 2005-4905; Tel: 888-552-0624http://nibs.org/pubsncef.html
Class Architecture.
Crosbie, Michael J. (Images Publishing Group, Victoria, Australia , Feb 2002)
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.
ERIC NO: ED474245 ; ISBN-1864700998 TO ORDER: Images Publishing Group, ACN 059 734 431, 6 Bastow Place, Mulgrave, Victoria, Australia; Tel: +61-3-9561-5544 http://www.imagespublishinggroup.com
Lessons Learned. A Symposium and Display on School Design
http://www.usc.edu/dept/architecture/lausd/lessonslearned/papers.htm (Los Angeles Unified School District, the Design Advisory Council, the University of Southern California School of Architecture, and the J. Paul Getty Trust, 2002)
Lessons Learned was a series of events related to the design of 85 new schools in Los Angeles that are part of the current $2 billion building program. White paper topics include: Site Zoning and Service Access; Exterior Space Program Activities; Neighborhood and Campus Context; Parking; Landscape Concepts and Materials; Multi-Use and Community; Construction Type; Special Constructions; Site Edges and Security; Circulation; Environmental Controls; Materials, Finishes; Organizational Concept; The Learning Environment; and Lighting.
Schools That Fit: Aligning Architecture and Education.
http://www.eric.ed.gov/contentdelivery (Cuningham Group, Minneapolis, MN , 2002)
This booklet presents one architectural firm's understanding and application of the latest educational research in real-world settings. It asserts that architects can make significant contributions to education by designing schools that uniquely facilitate improvements in organizational structure, learning methods, or both. It presents lessons learned about designing schools and about the process and the planning that are required to align facilities with programs, and architecture with education. The booklet provides examples of environments shaped by attention to communities' individual needs, including small schools, project-based learning, and community schools. Following an introduction, the discussion is broken into the following chapters: (1) "Schools That Fit;" (2) "Toward Better Schools;" (3) "Schools That Fit Communities;" (4) "Schools That Fit Education Leaders;" (5) "Schools That Fit Teachers;" (6) "Schools That Fit Learners;" and (7) "Schools That Fit Children." 64p.
ERIC NO: ED467700 ;
Educational Facilities.
Mostaedi, Arian (Carles Broto i Comerma, Barcelona, Spain , 2002)
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.
ERIC NO: ED473173 ; ISBN-84-89861-69-2 TO ORDER: Carles Broto i Comerma, Ausias Marc 20, 4-2, 08010 Barcelona, Spain; Tel: +34-93-301-21-99
Learning Environments Designed for the Occupants: Three Case Studies of Innovative Elementary School Design.
http://www.eric.ed.gov/contentdelivery Shrader-Harvey, Erika; Droge, Martha (University of Virginia, Thomas Jefferson Center for Educational Design, Charlottesville , Jan 2002)
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.
ERIC NO: ED473978 ;
Educational Environments.
Yee, Roger (Visual Reference Publications, Inc., New York, NY. , 2002)
This book presents examples of the United States' most innovative new educational facilities for decision makers developing educational facilities of the future. The projects in this book are visual evidence of how a number of the United States' top architecture and design firms are meeting the challenge of constructing learning spaces with creativity and vision. The architecture and interior design featured in the book illustrate how educational facilities create a value for their owners, making long-term investments in building products, interior furnishings, and technological infrastructure to establish enduring physical assets that optimize life cycle costs. The book concludes with "Can Johnny Compute?" (Roger Yee), which discusses the need for a massive and very expensive overhaul needed to make U.S. schools competitive in the new millennium. 283p.
ERIC NO: ED480104 ; ISBN-1-58471-06106 TO ORDER: Visual Reference Publications, Inc., 302 Fifth Avenue, New York, NY 10001; Tel: 212-279-7000 http://www.visualreference.com/
Classrooms of the Future: Thinking Out of the Box.
http://schoolstudio.engr.wisc.edu/futureclassrooms.html Lackney, Jeffery A. Sep 04, 2001)
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.
Design Standards for Elementary, Middle/Junior High, and High School Counseling Facilities.
Booher, Carrie Ann Colvin (Dissertation, University of Georgia, Athens , Aug 2001)
This study sought to increase the knowledge base in the area of the facility needs of school counselors. School conselors were surveyed regarding their perceptions about actual and ideal counseling facilities. The School Counseling Facility Survey was developed from a review of the school counseling and facility literature. Counselors responses were compared across the variables: age of the building, level of facility satisfaction, level of job satisfaction, academic level of the students served, and the type of community. Design standards included counselor-identified design items for counseling offices, reception areas, conference rooms, playrooms, career/college rooms, storage areas, and the location of the counseling facility. 517p.
Report NO: 3025250TO ORDER: UMI, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Smaller, Safer, Saner: Successful Schools.
http://www.edfacilities.org/pubs/saneschools.pdf Nathan, Joe; Febey, Karen (National Clearinghouse for Educational Facilities, Washington, D.C.; Minnesota University, Center for School Change, Humphrey Institute, Minneapolis, Minnesota. , Aug 2001)
Provides brief case studies of 22 public school buildings in 12 states, representing urban, suburban, and rural communities, including both district-run and charter public schools. The studies demonstrate these schools' ability to improve academic achievement and behavior in safe, nurturing, and stimulating environments. Case study analysis reveals that on average, smaller schools can provide a safer and more challenging school environment that creates higher academic achievement and graduation rates, fewer disciplinary problems, and greater satisfaction for families, students, and teachers. The studies also suggest that sharing facilities with other organizations can enable schools to offer broader learning opportunities for students, provide higher quality services to students and their families, and present a way to efficiently use tax dollars. 64p.
TO ORDER:
National Clearinghouse for Educational Facilities, 1090 Vermont Ave., NW, Suite 700, Washington, DC 20005-4905. Tel: 888-552-0624http://nibs.org/pubsncef.html
Concrete Masonry Designs: Educational Issue.
(NCMA Foundation,Herndon, VA 20171 , Jan 2001)
This special journal issue addresses concrete masonry in educational facilities construction. The issue's feature articles are: (1) "It Takes a Village To Construct a Massachusetts Middle School," describing a middle school constructed almost entirely of concrete masonry and modeled after a typical small New England village; (2) "Lessons Learned," about why concrete masonry can be the material of choice for educational facilities; and (3) "CM Profiles: A High Performance School in Panther Country," discussing a concrete masonry school in Texas exhibiting best practices in school design and construction. The issue's regular departments discuss Utah prototype schools and energy-efficient school designs for new construction. 24p.
ERIC NO: ED463631 ;
Designs for Learning: 55 Exemplary Educational Facilities.
(Organisation for Economic Co-operation and Development,Programme on Educational Building, Paris, France , 2001)
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.
ERIC NO: ED454687 ; ISBN-92-64-18613-1 TO ORDER: OECD Publications, 2 rue Andre-Pascal, 75775 Paris, France http://www.oecdbookshop.org/
Ensuring That Structures Built on Fill In or Near Special Flood Hazard Areas Are Reasonably Safe From Flooding.
http://www.fema.gov/library/viewRecord.do?id=1723 (Federal Emergency Management Institute, Washington, DC , 2001)
Provides guidance on the construction of buildings on land elevated above the base flood elevation (BFE) through the placement of fill. Several methods of construction are discussed, and those that result in the entire building being above the BFE are recommended. This bulletin gives additional guidance on how to determine that buildings with basements will be reasonably safe from flooding during the occurrence of the base flood and larger floods. 26p.
Morphosis: Diamond Ranch High School. Source Books in Architecture No. 1.
(Monacelli Press, Inc., New York, NY , 2001)
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.
ERIC NO: ED472378 ; ISBN-1-58093-079-4 TO ORDER: Monacelli Press, Inc., 10 E. 92nd St., New York, NY 10128; Tel: 212-831-0248 http://www.monacellipress.com/
Creating a New Vision of the Urban High School. Carnegie Challenge, 2001.
http://www.carnegie.org/pdf/urbschl.pdf Baldwin, Joyce (Carnegie Corporation of New York, NY , 2001)
This paper focuses on how urban high schools may be not only revitalized but also transformed into institutions
that are designed to help students at the crossroads of their academic careers. It discusses the rationale for change, historic
highlights of this effort, and a new vision for American high schools. Some of the promising approaches to change include:
transforming large impersonal schools into small schools; using whole-school design; reaching out to parents and other
community members to increase their involvement in education; and partnering with businesses and universities. The paper
highlights the Carnegie Corporation's Schools for a New Society initiative, which has awarded planning grants to 10
community-school district partnerships working on urban high school reform. The paper also focuses on principles outlined by
the New Century High Schools for New York City Consortium, a $30 million commitment to high school reform in New York
City announced in December 2000 by the Bill and Melinda Gates Foundation, the Open Society Institute, and the Carnegie
Corporation. 14p.
TO ORDER:
Carnegie Corporation of New York, 437 Madison Avenue, New York, NY 10022. Tel: 212-371-3200
Building Type Basics for Elementary and Secondary Schools.
Perkins, Bradford (John Wiley & Sons, New York, NY , 2001)
This book provides the essential information architects need to fast-start a school design process and shares what leading architects have learned about elementary and secondary school design. It provides critical information on the process, potential problems, design concerns, and recent trends in school design, along with complete coverage of energy issues and mechanical systems, structural concerns and acoustic control, lighting, internal traffic, and security. Further, the book asks and answers 20 questions that frequently arise in the early phases of a project commission; and provides project photographs, diagrams, floor plans, sections, and details. 250p.
ERIC NO: ED448587 ; ISBN-0-471-32700-X
A Visioning Process for Designing Responsive Schools.
http://www.edfacilities.org/pubs/sanoffvision.pdf Sanoff, Henry (National Clearinghouse for Educational Facilities, Washington, DC , 2001)
This manual presents guidance for creating a constructive dialogue between school officials and the surrounding community on the design of schools that contribute to enhancing educational quality. The benefits of community participation are addressed as are descriptions of the principle parts of the participation process, including strategic planning, goal setting, and long term planning. Finally, the manual presents the Charrette process as a method for generating design ideas. 18p.
TO ORDER:
National Clearinghouse for Educational Facilities, 1090 Vermont Ave., NW, Suite 700, Washington, DC 20005-4905; Tel: 888-552-0624http://nibs.org/pubsncef.html
School Design.
http://www.eric.ed.gov/contentdelivery (Governor's Education Reform Study Commission, Education Facilities Committee, Atlanta, GA , Nov 28, 2000)
This paper discusses five key issues in the design phase of a construction project that
can improve the quality, cost, or time of construction. These five ways are: education specifications, design standards, prototype designs, value engineering, and selecting a qualified architect. To facilitate discussion, the background section of this paper first explains the overall project delivery process. In the background section educational specifications, design
standards, prototypes, value engineering, and selecting an architect are defined and
each is discussed based on current best practices. Then there is a discussion of the
level of input a state may have when implementing each of these practices. Next, in the "Current Conditions" section, the paper explains what is currently being done regarding each of the five topics in Georgia and nationally. The third section of the paper highlights key findings about these topics. The final section of the paper presents various alternatives for each topic discussed. 40p.
ERIC NO: ED470379;
Making Current Trends in School Design Feasible.
http://www.schoolclearinghouse.org/pubs/small.PDF (North Carolina State Dept. of Public Instruction, Div. of School Support. Raleigh, NC , Nov 2000)
This North Carolina report describes new and innovative approaches to school facilities as they relate to their communities by exploring the trends towards smaller schools, walkable schools, sustainability and green building practices, recycling older small community schools, and joint use arrangements. The pros and cons of small schools are examined. The report finds solutions by applying strategies in smart growth planning. Concluding sections contain links and references where stakeholders can obtain in-depth material on these subjects. (Contains 60 references.) 57p.
Programming and Design of Public Schools Within the Context of Community.
http://web.archive.org/web/20071013141057 Taylor, Anne (Presented to the Stein and Schools Lecture Series: Policy, Planning, and Design for a 21st Century Public Education System, Cornell University, Ithaca, NY , Oct 2000)
This paper translates the best of educational practice into school design criteria for architects and communities wishing to build innovative schools that reflect community excellence. First discusses the school zone model, an integrated system for addressing school design and curriculum. This educational system is then linked to the built, natural, and cultural environment so that the resultant architecture can act as a three-dimensional textbook. The paper then discusses 16 case studies that reveal basic patterns for reform in school curriculum and facilities design that illustrate the philosophical framework behind the school zone model. Four key issues or patterns extrapolated from the studies are examined that show how involving children in the design process has implications for the role schools play in the community. Patterns for reform using design criteria from multiple sources are outlined so that communities may take action to build and evaluate programs that synthesize community and educational needs. 60p
ERIC NO: ED452685 ;
Engineering Checklist for Public School Facilities.
http://www.schoolclearinghouse.org/pubs/engcklst.pdf (Public Schools of North Carolina, Division of School Support, Raleigh, NC , May 2000)
This reference document for public school facility designers includes code items, principles that experience has shown to be desirable and practical, and best practices from a variety of professional sources. Organized into the four major engineering categories of electrical, mechanical, plumbing, and structural, these guidelines represent the thinking of a cross-section of design professionals and are consistent with the North Carolina Public Schools Facilities Guidelines. 54p.
Educational Spaces: A Pictorial Review, Volume 2.
(Images Publising Group, Melbourne, Australia , Jan 2000)
Presents recent international educational facility designs 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. 212p.
ISBN-1-8647003-3-5 TO ORDER: http://www.imagespublishinggroup.com/
Reconsidering the Process By Which Schools Are Designed.
http://web.archive.org/web/20030804041540 Bradley, William S. (University of Virginia, Thomas Jefferson Center for Educational Design, Charlottsville, 2000)
Schools designed and constructed in districts across America fail to accommodate the
educational programs for which they were designed and are often obsolete upon completion.
One reason for their failing is that the process by which schools are designed is deficient. This examines two aspects of the process that
contribute to its deficiency and proposes alternatives that lend themselves to a more effective
process and better school design. 3p.
Design Guidelines for Montessori Schools.
De Jesus, Raquel (University of Wisconsin, CAUPR, School of Architecture and Planning, Milwaukee , 2000)
This report presents guidelines for use by architects, designers, and teachers in designing an environment that will complement and enhance the Montessori teaching method. Provides a history of the Montessori Method, analysis of books written by Montessori and her followers, review of methods and settings, and a section containing interviews and inventories done in six Montessori schools in Milwaukee, Wisconsin. Appendices contain school interview forms and pages describing "muscular education" from the book, "Montessori Method." 80p.
ISBN-0-938744-55-0 TO ORDER: Center for Architecture & Urban Planning Research, School of Architecture and Urban Planning, University of Wisconsin-Milwaukee, P.O. Box 413, Milwaukee, WI; Tel: (414) 229-6165 http://gis.sarup.uwm.edu/caupr/
Architecture of Schools: The New Learning Environments.
Dudek, Mark (Architectural Press, Butterworth-Heinemann, Woburn, Massachusetts , 2000)
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.
ERIC NO: ED448586 ; ISBN-0-7506-3585-1 TO ORDER: Architectural Press, 225 Wildwood Ave., Woburn, MA 01801
Design Standards for Children's Environments.
Ruth, Linda Cain (McGraw-Hill, New York, NY , 2000)
This 3-part book addresses the design or maintenance of spaces where children are the primary users covering both commercial and residential designs and products. Part I chapters provide anthropometric data of children from birth to age 18, offers dimensions for typical objects within the child's built environment; synthesizes the Consumer Product Safety Commission's safety guidelines for play areas; and provides dimensions of typical, and sometimes untypical, products that are often found in children's environments. Part II features a source list developed for designers that lists products appropriate for use in children's environments. Part III chapters outline the development of children's abilities and perceptions in the first stages of life from birth to age 10, and offers a bibliography of the most effective and highly regarded resources in the area of children's design. 306p.
ERIC NO: ED447690 ; ISBN: 0-07-057809-5 TO ORDER: McGraw-Hill, 11 West 19 St., New York, NY 10011 http://books.mcgraw-hill.com/
The School Design Assessment Scale.
http://www.coe.uga.edu/sdpl/articlesandpapers/cefpi99.html Tanner, C. Kenneth (University of Georgia, Dept. of Educational Leadership, School Design & Planning Laboratory, Athens, GA , Nov 1999)
The Design Assessment Scale for Elementary Schools (DASES) assists educators and architects in the planning and designing of developmentally appropriate learning environments for elementary schools by evaluating existing patterns of schoolhouses and outdoor learning areas. This report describes the development of the DASES and its components; and examines the final step in the instrument’s validation process, the reliability coefficients, and weights assigned by planners and architects. Appendices provide summary data of responses by item. 23p.
TO ORDER:
University of Georgia, Department of Educational Leadership, 310 Rivers Crossing, Athens, GA 30602 http://www.coe.uga.edu/sdpl/sdpl.html
A Design Assessment Scale for Elementary Schools.
http://www.designshare.com/index.php/articles Tanner, C. Kenneth (School Design and Planning Laboratory, University of Georgia, Athens, GA , 1999)
Design Assessment Scale for Elementary Schools (DASE) assists educators and architects in evaluating, planning, and designing developmentally appropriate learning environments for elementary
schools. This article examines the DASE, its introduction and
development, and the first step in the instruments validation process,
and the initial reliability coefficients. Also described are each of the
DASE facility design assessment components for measuring the degree
of functionality, security, adequacy, environment, and overall impression. 15p.
The Jefferson Center Principles of Good Educational Design.
http://web.archive.org/web/20031204234313/ Duke, Daniel L. (Paper presented at the 1999 Rowlett Lecture Series, sponsored by the CRS Center and the Texas A&M College of Architecture, Feb 12, 1999)
Following each of five principles of good educational design are a checklist of indicators in the form of questions one should ask to determine if good design has been implemented. 5p.
Reinvigorating Our Schools.
http://www.eric.ed.gov/contentdelivery (American Institute of Architects, Washington, DC , 1998)
This step-by-step guide helps communities think and talk about school renewal through innovative planning and design, and high quality construction. It begins with an overview of need and available funding, then describes potential members of a school-improvement team. These include: architects, state school agents, community groups, local elected and appointed officials, bankers, engineers, developers and lawyers. How an experienced architect enhances value is described, as well as options for saving time and money on school projects. Guidelines for planning a school is set out in six discussion elements: (1) structural condition; (2) environmental quality; (3) size and capacity; (4) safety and security; (5) site location and (6) symbolic value and aesthetics. References for further information are included. Local American Institute of Architects components that can help communities in finding an experienced school architect are listed by state and city. 13p.
ERIC NO: ED425616 ;
National Symposium on School Design: Schools as Centers of Community.
http://www.eric.ed.gov/contentdelivery National Symposium on School Design: Schools as Centers of Community, Creative Solutions Group (Deptartment of Education, Washington, DC , Apr 1998)
This provides nine unique models of communities working together to design and modernize schools. Each entry provides a description of the model school, a list of principle decision makers and architects involved, and contact information.
6p.
ERIC NO: ED454686;
School Design Factors for Improving Student Learning.
http://www.coe.uga.edu/sdpl/research.html Tanner, C. Kenneth (School Design and Planning Laboratory, University of Georgia , Mar 1998)
Both built and natural environments embellish student learning, however, it is believed that there are far too many functional and structural design problems in schools. Basic design factors are presented from three perspectives: environmental; educational; and architectural. Selected developmentally appropriate characteristics of students are
reviewed and linked to affective, behavioral, and cognitive learning categories. These characteristics are then matched with learning goals and activities. Appropriate architectural/natural support systems are defined and designs that match the learning goals are recommended. 26p.
Remarks As Prepared for Delivery By U.S. Secretary of Education Richard W. Riley. American Institute of Architects, Washington, DC.
http://www.ed.gov/Speeches/02-1998/980205.html Green, Julie (Dept. of Education, Washington, DC , Feb 05, 1998)
The U.S. Secretary of Education, Richard W. Riley, addressed the American Institute of Architects on the problem of school safety resulting from building age and/or building code violations. The Secretary stated that the problem is a large national embarrassment and reveals the Clinton Administration's response through new construction bonds and tax credits for holders of these bonds. Mr. Riley indicated that the school construction explosion is beginning and that this affords architects and their colleagues an opportunity to create better and more engaging learning environments. Finally, the Secretary stated that the Administration is seeking new ways to engage Americans in the process of school designs that can be vital centers of the community, and challenges architects to build buildings that not only accommodates the schools' functional needs, but can lift children up towards the information age. 5p.
ERIC NO: ED425622 ;
Perceptions of Educators about School Design Issues.
http://www.eric.ed.gov/contentdelivery Beth Schapiro and Associates (Beth Schapiro & Associates, Atlanta, GA , Feb 1998)
Research results are presented from focus groups and telephone surveys concerning the attitudes and opinions of public school educators on the issue of school design, including an additional report summarizing what educators would want to see in a millennial school design. The first section presents the findings from two focus groups conducted among metropolitan Atlanta educators concerning general school design, schools and their communities, classroom design, common areas, and other design issues. The second section analyzes the results from a telephone survey of educators from seven different metropolitan areas throughout the United States. Survey questions addressed the importance of school design, the teacher's role, rating design elements, time management, and collaboration. Brief summaries of the findings from both study approaches are provided. 43p.
ERIC NO: ED438693 ;
Educational Spaces. A Pictorial Review of Significant Spaces. Volume 1.
(Images Publishing Group, Mulgrave, Australia , 1998)
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.
ERIC NO: ED461248 ; ISBN-1-86470-013-0 TO ORDER: Images Publishing Group, Images House, 6 Bastow Place, Mulgrave, Victoria 3170, Australia; Tel: +61-3-9561-5544 http://www.images.com.au/
The Log School: A Case for Appropriate Design
http://web.archive.org/web/20060105082411 Barnhardt, Ray; Dubbs, Patrick J. (University of Alaska, Center for Cross-Cultural Studies, Fairbanks , 1998)
For many remote northern communities, especially Native American communities, the renovation or design construction and heating of the
school would be more culturally and technologically appropriate if local materials and expertise were utilized. In addition there would be widespread beneficial outcomes for the quality of life in the local community.
This paper focuses on the de-localization of northern rural communities. The second part of the paper explores how the design, construction and maintenance of the log school could reduce de-localization and contribute significantly to the cultural, economic and technical well-being of the community particularly its educational system. 22p.
ERIC NO: ED425033 ;
Planning and Designing Schools.
Brubaker, C. William (McGraw Hill, New York, NY , 1998)
This book offers and examines a number of suggestions for school architecture.
The book consists of a review of 22 school projects from around the United States. The text
opens with a brief history of school design in the nineteenth and twentieth centuries, but the
focus throughout the book focuses on several distinct elements: designing schools with beauty
and character; the planning and building process; computers and their impact on learning and
design; interior design, including color, light, space, furnishing, and equipment; how educational
restructuring affects architecture; and campus planning-site analysis. The design ideas presented
here apply to a broad array of school types: community schools, high schools, shared facilities,
elementary schools, expansions, renovations, and new projects. Each case deals with a unique
problem and shows how the architects worked with the educators to create a tailored solution.
Graphics and other illustrations are provided for each project reviewed. Special chapters
address issues such as how to prevent obsolete schools, how to transform the learning
environment, and how to design schools with character. 205p.
ERIC NO: ED420163 ; ISBN-0-07-049405-3
Expecting the Most from School Design.
http://web.archive.org/web/20040625024543 Bradley, William S. (Thomas Jefferson Center for Educational Design, Curry School of Education, University of Virginia , Jul 10, 1997)
This document discusses five principles thought essential to breaking with the past and establishing a new standard for school facilities design. These principles demand that schools be exemplary examples to students in pursuing new frontiers; that they direct students by encouraging proper behaviors; and that they evoke a spirit of place, represent three-dimensional opportunities to support teaching, and affect positive change in education. Final comments briefly highlight why school districts often fail to design schools that fall short of these principles.
ERIC NO: ED445494;
The Design-Down Process: An Alternative to the Traditional Education Specification Process for Defining Learning Environments.
http://web.archive.org/web/20080106111807 Jilk, Bruce A.; Copa, George H. (Council of Educational Facility Planners, International, Scottsdale, AZ , Jul 1997)
Describes a process of defining educational specifications called design-down, which recognizes the importance of societal changes and community involvement when building or renovating schools. Identifies a progressive, collaborative step-by-step approach that can help planners and designers move methodically through the steps of developing a school building design. The steps described help team members work through all the elements of the design process quickly, while allowing commonly-held ideas to surface, unresolved issues to be tracked, and questions to be held for follow-up. The process ensures that the learning signature (the school's uniqueness) and learning expectations are keystone specifications, the base from which all the others are to be derived and rationalized. 4p.
Making a World of Difference: Elementary Schools. Impact on Education Series.
http://www.eric.ed.gov/contentdelivery (Fanning/Howey Associates, Inc., Celina, OH , 1997)
To demonstrate the impact facilities can have on learning, some exemplary
elementary schools that made the decision to provide a good educational environment are
presented. To assess the impact of these facilities, students, teachers, parents, superintendents, and
other administrators were interviewed. The book opens with a discussion of whether the building
does make a difference in education and concludes that the physical surroundings wield a profound
effect on children and personnel. Discussed next are various philosophies that influence structural
design and how classrooms should be constructed to help children learn. The school environment
should stimulate and motivate children, and it should support educational initiatives, not hinder
them. Some of the specific areas that are discussed at length include communications and
technology, enrichment and support space, and outdoor learning and play. The theme of the text,
"a place where people want to be", is the focus of the last chapter. Each section features numerous
interior and exterior photographs of school buildings. 135p.
ERIC NO: ED417579;
School Design.
Sanoff, Henry (Van Nostrand Reinhold , 1997)
The positive impact from changing the environment of a school as a way of improving the quality of education is often overlooked by educators. This book shows how to create more effective schools through a design process that involves teachers, students, parents, administrators, and architects. The design process creates school environments that develop the whole child, instills enthusiasm for learning, and encourages positive social relationships. The practical methods detailed show how to link behavioral objectives to spatial needs; achieve spatial efficacy without compromising education; match children's developmental needs to facility requirements; promote greater variety in physical facilities to accommodate various teaching and learning styles; and gain more valuable feedback from teachers, parents, students, and local citizens on building performance. Additionally discussed are how relatively minor design modifications can significantly improve school performance; and the cost-effective ways a design can change students' spatial behavior, increase interaction with materials, decrease interruptions, promote more substantive questioning, and improve academic achievement. (Contains 158 references). 215p.
ERIC NO: ED460573 ; ISBN-0-442-01096-6 TO ORDER: John Wiley & Sons, Inc., 605 Third Avenue, New York, NY 10158; Tel: 800-225-5945; Toll free: 212-850-6336
A Tale of Two Schools: The Role of the Elementary Principal in School Design.
Rose, James O. (Doctoral Dissertation, University of Wyoming, Laramie , May 1996)
Examines the roles of the building principals assigned to the schools, their perceptions of the building design and construction process, and how their respective roles in the process are manifested in ownership of their schools. The focus of the study was two schools designed by the same architectural firm and constructed at the same time by the same general contractor. The results suggest a relationship between a principal's involvement in the school design process and resultant ownership. 129p.
Report NO: 9630629TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Schools for Today and Tomorrow: An International Compendium of Exemplary Educational Facilities.
(Organisation for Economic Cooperation and Development, Programme on Educational Building, Paris,France , 1996)
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.
ERIC NO: ED409637 ; ISBN-92-64-15291-1
The School Design Primer: A How-To Manual for the 21st Century.
(Little Institute for School Facilities Research, Charlotte, NC , 1996)
This document was developed to provide those individuals involved in school construction with an easy-to-understand resource. Ten chapters address facility and educational planning, budgeting and funding, organizing the planning team and process, site selection, space planning, contracts and negotiating, the design and building process, special features of an educational facility, security and vandalism prevention, and indoor air quality. Includes a school evaluation and a site selection criteria checklist, theoretical space profiles for three educational facility levels, a table detailing adequate space allocation, and a standard school project schedule and construction timeline. The appendix provides the following samples: "Request for Proposal" questionnaire, policy statement, letter of intent for subcontractor, commitment form, school construction project directory, construction data sheet, and project cost data sheet. 125p.
ERIC NO: ED420156; TO ORDER: Little Diversified Architectural Consulting, 5815 Westpark Dr., Charlotte, NC 28217. Tel: 704-525-6350
Classroom Design Manual. Third Edition.
http://www.oit.umd.edu/tc/UM_Classroom_Design.pdf Allen, Robert L.; Bowen, J. Thomas; Clabaugh, Sue; DeWitt, Beth B.; Francis, JoAllen; Kerstetter, John P.; Rieck, Donald (University of Maryland, Office of Information Technology, College Park, MD , 1996)
This manual identifies the essential design elements of modern, higher education high quality learning environments and includes discussions on facility programming, management, utilization, evaluation, and planning for the future technology. Classrooms examined include general purpose classrooms, lecture halls, seminar rooms, and specialized classrooms such as distance education and interactive video classrooms. Separate guidelines are presented for each classroom type. It also explores the use of technology in classrooms, discusses a team planning approach to programming for classroom design, offers advice on equipment security and on meeting accessability regulations, and provides practical applications for surveying classrooms using illustrative checklists. Appendices provide designing issues involving accessibility under the Americans with Disabilities Act; regulations, codes, and compliance agencies; a bibliography of books and articles on classroom design; a list professional organizations involved in facility design; the author's biographies; and photos of sample classroom designs. 93p.
ERIC NO: ED447669 ;
Concordia Papers: All for One; Common Ground; E. Pulribus Unum; and The Lincoln Plan.
http://www.eric.ed.gov/contentdelivery Bingler, Steven (Concordia, New Orleans, Louisiana , 1996)
Four papers are presented on learning environments, accommodating special needs students, and educational facility design and construction trends towards integration and inclusion. The first paper, "All for One: Inclusion in the Learning Environment", addresses the change from the past tendency of educational facility design and construction to exclude special needs students to more inclusive and community-friendly facilities. The second paper, "Common Ground", explores educational facility design that is now responding to the evolving curriculum of interdisciplinary, hands-on, and integrated learning. The third paper, "E Pluribus Unum: The New American Community School", explores the emerging trend towards integration and inclusion in educational facility design. The fourth paper, "The Lincoln Plan", examines the designing of educational facilities as thematic learning centers, each with an integrated curriculum covering all of the necessary core content and its own interdisciplinary team for implementation. 27p.
ERIC NO: ED440525;
A Study of the Architecture and Curriculum of Virginia High Schools.
Worner, Scott Charles (Doctoral Dissertation, Virginia Polytechnic Institute and State University, Blacksburg , Apr 1995)
Provides a written and pictorial history of the architectural and curricular features of Virginia high schools. 284 high school buildings which best represented an architectural period, beginning with the oldest high school building still in use to the most recently constructed schools, were surveyed. Seventeen schools were chosen based on: 1) date of original construction; 2) completeness of original structure; 3) overall rating by the building principal; 4) noteworthy architectural or unique educational features; and 5) subjective comparison of floor plans and photographs. Each building was visited to obtain data relating to curricular emphasis in the design. Each architectural period was researched for significant educational and curricular trends that may have influenced high school design. 251p.
Report NO: 9529882TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Middle School Facilities for the Twenty-First Century: An Identification of Critical Design Elements By Selected Architects, Administrators and Teachers.
http://www.eric.ed.gov/contentdelivery Burch, Arthur Lee, Jr. (Texas A&M University, College Station , 1994)
This study determined the perceptions of selected architects, administrators, and teachers concerning essential design elements for new middle schools. Professionals from 14 south and southeastern states ranked statements from not applicable to essential in the following 5 categories: planning, design, site selections; environmental factors; space utilization; technology; and school and community service. Proactive planning, user-friendly facilities, exploratory spaces, and safe environments were confirmed as essential elements. Architects perceived significantly fewer essential criteria than administrators or teachers indicating that those who use schools are either not providing significant design input, are being ignored in the process, or the data are being filtered. 133p.
ERIC NO: ED448577 ;
The Effects of Teacher Involvement on the Planning of Secondary Schools.
Montoya, Carl A. (Doctoral Dissertation, New Mexico State University, Las Cruces , May 1994)
Explores the effects of teacher involvement in the planning of new secondary schools. The study found that the more teachers were involved in planning the new school, the more positive their attitude was towards the facility. The study found that three-fourths of the teachers surveyed were not involved in new school planning. It also found that most teachers, whether or they had previously been involved in planning their schools, wanted an active role in the planning process. 169p.
Report NO: 9510414TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Architectural Concerns for Future Learning Environments.
http://www.eric.ed.gov/contentdelivery McMillan, Kelvin Loren ( Ph.D. Dissertation, University of Nebraska, Lincoln , Apr 1994)
A research study examined the factors that will affect future educational programs and the resultant effect of these factors on future school facilities. Additionally, the study developed an architectural program for future educational facilities based upon the anticipated educational specifications and determined the underlying themes concerning the development of future education facilities. Surveys were sent to architects, futurists, and educators to gain a reasoned consensus on the factors involved. Following survey rounds, the participants were given either qualitative or quantitative feedback to generate a higher order of responses and group consensus. Findings indicated 28 probable social or technological futures that may affect education. Also revealed were 12 major themes concerning the effect of these futures on school architecture. Each theme has supporting architectural considerations that could be incorporated in future school facilities. Recommendations for other researchers are noted. An appendix, comprising over half the document, includes the survey instruments used in the study. (Contains 132 references.) 584p.
ERIC NO: ED436929 ;
Schoolhousing: Planning and Designing Educational Facilities.
Ortiz, Flora Ida (State University of New York Press, Albany, NY , 1994)
This book presents a theoretical and practical portrayal of how, when, and why public school districts build new schools as well as specifying school district reorganization and the subsequent steps necessary to implement plans. It discusses how school districts relate to state agencies on regulatory, fiscal, and support bases; and addresses questions considered important to school district officials and others engaged in projects requiring long-term management. Topics address preconstruction considerations, issues involving the construction of new schools, postconstruction processes, and provide conclusions and policy implications. Author and subject indexes are include as is an appendix containing references for additional information. (Contains 228 references.) 194p.
ERIC NO: ED447667; ISBN-0-7914-1728-X
The Elementary School Planning Guidelines.
(Institute for Development of Educational and Welfare Facilities, Tel Aviv, Israel , Apr 1993)
Presents Israeli elementary school planning guidelines, including participation of the teachers in planning, educational specifications, flexibility of the school structure, programming, planning guidelines, and extensive specification for special purpose rooms. Includes 37 references. 64p.
Current Design Trends in School Facilities, 1993.
Castellana, John J. (American Institute of Architects, Washington, DC , 1993)
The American Institute of Architects has produced a slide presentation addressing the 1993 trends in school facilities design with illustrative examples of school projects. The 200 plus slide program explores projects representing a broad cross section of work completed across the country that include K-12 facilities, new technology, specialized facilities, prototype schools, and child care/day care facilities. 22p.
TO ORDER:
American Institute of Architects, Audiovisual Collection , 1735 New York Ave., N.W., Washington DC 20006; Tel: 202-626-7495.http://www.aia.org/SiteObjects/files/
School Ways: The Planning and Design of America's Schools.
Graves, Ben E. (McGraw-Hill, New York, NY , 1993)
This sourcebook draws upon award-winning educational projects to
examine emerging trends and new technology in educational facilities
design. It presents profiles of the best designed schools of the last
decade; new trends in school layouts; essential programming
information on space needs, classroom size, and other design criteria;
design tips for accommodating computers and audio-visual equipment;
and guidance on organizing the programming and design phases of
school construction. Additionally, it explains how to prepare long-range
facility plans, how to inventory and evaluate existing facilities, and how to
prepare educational specifications as well as providing a detailed
summary and directory of information and planning resources. 237p.
ISBN-0-07-0024685
School Design Notebook: Case Study Analysis of Exemplary Schools.
Stuebing, Susan; Martin, Elisabeth; Wolfshorndl, Anton; Cousineau, Leslie (New Jersey Institute of Technology, School of Architecture , Oct 1992)
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.
Guidelines for Planning Public School Facilities: A Trends-Oriented Approach.
Coffey, Harold Edward (Ph.D. Dissertation, East Tennessee State University, Johnson City, TN , 1992)
This study establishes guidelines for planning future public schools based upon identified global, societal, and educational trends that most likely will impact the types of school facilities built. Sixty- six guideline elements were developed and judged as essential, highly desirable, and significant by 13 national educational facility planning specialists. Major conclusions from the study are that educational practitioners advocated systematic, proactive, long- and short-range facility planning; that aesthetic, psychological, and behavioral environmental enhancement factors were key areas in future school designs; and that schools should be designed to offer optimal comfort to all inhabitants with flexible spaces where teachers and students can learn, relate, and explore. 287p.
Report NO: AAG9222251ERIC NO: ED447689 ; TO ORDER: UMI, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
New Designs for the Comprehensive High School.
http://www.eric.ed.gov/contentdelivery/ Copa, George H.; Pease, Virginia H. (Western Illinois University, National Center for Research in Vocational Education, Macomb, IL , 1992)
Intended to influence school districts that have the opportunity to build new schools,
this document provides new designs for comprehensive high schools that would overcome the
mismatch between school and life, the inequity of educational outcomes, and the lack of
organizational effectiveness that plague many contemporary high schools. The designs were
developed by teachers, administrators, support staff, state education office staff, teacher educators,
and policy makers. Following an introduction, the document contains the following sections: Learning
Signature; Learner Outcomes; Learning Process; Learning Oganization; Learning Decision Making;
Learning Partnerships; Learning Staff; Learning Technology; Learning Environment; Learning
Costs; a summary of unique contributions, lessons learned, and recommended next steps. A list of 81
references concludes this volume. 121p.
ERIC NO: ED352508 ;
Current Design Trends in School Facilities, 1992.
Castellana, John J. (American Institute of Architects, Wasington, DC , 1992)
The American Institute of Architects has produced a slide presentation addressing the 1992 trends in school facilities design with illustrative examples of school projects. The 200-plus slide program explores projects representing a broad cross section of work completed across the country that include K-12 facilities, new technology, specialized facilities, prototype schools, and child care/day care facilities. 19p.
TO ORDER:
American Institute of Architects, Audiovisual Collection, 1735 New York Ave., NW, Washington DC 20006; Tel: 202-626-7495http://www.aia.org/SiteObjects/files/
Children, Learning, & School Design. A First National Invitational Conference for Architects and Educators.
Hebert, Elizabeth; Meek, Anne (Winnetka Public Schools, Winnetka, IL , 1992)
Presents papers from a conference marking the 50th anniversary of Crow Island School in Winnetka, Illinois, held in November, 1990 to examine how collaboration between educators and architects could be advanced to meet the nation's pressing need for new and remodeled school buildings. The conference brought together architects, educators, researchers, and educational facilities planners to define and refine their understandings of the relationship between children's learning and the design of the learning environment. Chapters include: 1. The Importance of Conversation in Designing Schools (Elizabeth Hebert); 2. Working Together (Steven Bingler); 3. School Design in the 1990s: Outlook and Prospects (Lisa Walker); 4. The Connection Between Learning and the Learning Environment (James H. Banning); Crow Island: A Place Built for Children (Elizabeth Hebert). The conference program, list of attendees, and author biographies are included as appendices. 82p.
TO ORDER:
Crow Island School, 1112 Willow Road, Winnetka, IL 60093; Tel: 847-446-0353.
A Comparative Analysis of the Importance of Selected Elementary School Building Characteristics to Teachers, Principals, and Architects.
Chapman II, Marvin Watzel (Doctoral Disseration, University of North Carolina, Chapel Hill , 1991)
Examines the perceptions of teachers, principals, and architects relative to a set of building characteristics for a new elementary school. The data suggests that each group perceives school design features differently and that the professional training of each subject group influences their perception. Teachers and principals demonstrated the most similarity in responses, while teachers and architects demonstrated the least similarity. Analysis of the statistical values produced for the different design categories suggests that the expertise of all three subject groups should be used when new schools are designed. This planning should take place in a cooperative, professional atmosphere. 183p.
Report NO: 9135212TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Guide for Planning Educational Facilities.
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/23/fb/e6.pdf Moore, Deborah P., Ed. (Council of Educational Facility Planners International, Scottsdale, AZ , 1991)
Advises on planning educational facilities from the conception of needs through occupancy and use. Each unit contains numerous photographs, drawings, and figures that illustrate the contents. Unit subjects are as follows: historical perspectives; planning resources; developing a master plan; the planning professionals; educational specifications; the site; spaces for learning; auxiliary spaces; environment for learning; equipping the facility; project budget and cost control; financing the capital program; the construction program; renovation, alteration, conversion; orientation and post-occupancy evaluation; college and university planning; and buying, selling, and leasing. 244p.
ERIC NO: ED344336;
School Planning and Design.
http://www.eric.ed.gov/contentdelivery/ (Council of Educational Facility Planners, International, Scottsdale, AZ , 1990)
Presentation material and dialog is provided from the Council of Educational Facility Planners International's Workshop designed to acquaint educators, planners, designers, and other interested parties with contemporary issues impacting the planning and design of educational facilities in the 1990s'. The workshop examined the critical elements and trends in school planning and design, discussed how quality planning and design can enhance the educational process, and explored how to best address tomorrow's technology in today's school facilities. Two educational facility design case studies conclude the document. 66p.
ERIC NO: ED460604 ;
Guide for Planning Educational Facilities.
Jenkins, Judith, ed. (Council of Educational Facility Planners International, Scottsdale, AZ , 1985)
Presents a compilation of information to be used in the planning of educational buildings from the conception of needs through occupancy and use. Each unit contains numerous photographs, drawings, and figures that illustrate the contents. Unit subjects are as follows: historical perspectives; planning resources; developing a master plan; the planning professionals; program requirements; the site; spaces for learning; auxiliary spaces; the learning environment; equipping the facility; project budget and cost control; financing the capital program; the construction program; renovation, alteration, and conversion; orientation and evaluation; college and university planning; and buying, selling, and leasing. 233p.
ERIC NO: ED276087;
A Case for Underground Schools.
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/31/ac/7c.pdf (School Plant Services, State Department of Education, Oklahoma City, Oklahoma , 1979)
The underground school offers several advantages. Preliminary studies in Oklahoma have shown that these schools perform exceptionally well as learning environments. The lack of noise and distractions helps teachers keep the attention of their students. Underground structures can protect people against a broad range of natural and man-made disasters, and schools offer the additional advantage that they are generally located central to the highly populated regions where emergency shelters may be most needed. In many cases, these shools were built with the understanding that the schools would provide sanctuary for the community in the event of tornadoes. There are indications that revenue requirements for energy and maintenance of underground schools are likely to be significantly less than requirements for comparable above ground schools. There are possibilities of making dual use of available land by building underground. Case studies of 12 schools show capacity, construction costs, floor plans, and photographs. 63p.
ERIC NO: ED176400 ; TO ORDER: http://www.eric.ed.gov
Design and Planning: The New Schools.
Morisseau, James (Van Nostrand Reinhold, New York , 1972)
Presents designs 65 American schools from the late 1960's and early 1970's, serving ages preschool through high school. Many of the schools also make provision for adult education programs and other community uses, and there are some schools for special students. Nearly all the schools shown give evidence of the recent transformation from the double-loaded corridor to open plan, flexible design, which transformation this volume documents. Plans, building statistics, and a list of project participants are included for each example.
128p.
Trends in School Design: Informal Schools in Britain Today.
Pearson, Eric (Citation Press, New York, NY , 1972)
Uses a number of small, contemporary primary schools to illustrate a trend toward residential-scale school buildings whose classrooms are informally arranged and flexible. 82p.
Open Space Schools.
(American Association of School Administrators, Arlington, VA , 1971)
Presents numerous examples of noteworthy open space schools. In addition, the authors have drawn from their own experiences with the planning, design, and construction of open space schools. The book explains the justification for, programming, and creation of open space schools, and offers suggestions that might prove helpful, and to report on the state of the art. Includes photographs and plans. 112p.
ERIC NO: ED070204;
Henry Barnard's School Architecture.
Barnard, Henry; McClintock, Jean; McClintock, Robert (Columbia University Teachers College, New York, NY , 1970)
This is a 1970 reprint of an 1848 text, with an extensive introduction and analysis by Robert and Jean McClintock. In the original text, Barnard discusses common errors in school construction and general principles of school architecture, proposes planning considerations for various school levels, presents several then-extant plans as examples, and outlines classroom organization, furnishings, teaching aids, the library, and heating and ventilation considerations. 350p.
Guide for Planning Educational Facilities.
(Council of Educational Facility Planners, Columbus, OH , Sep 1969)
Provides planners with basic principles of educational facility planning; serves as a basic guide for the application of recognized local and State criteria, standards, and principles to the planning of effective educational facilities; emphasizes the relationship between educational facilities and the educational programs they must accommodate; shows the importance of human resources and the relationship of human involvement to functional planning of successful educational facilities; and examines the broad steps necessary to plan and construct new facilities. An index and a bibliography are included. 204p.
ERIC NO: ED043958;
Creative Planning of Educational Facilities.
Castaldi, Basil (Rand McNally & Company, Chicago, IL , 1969)
Focuses on the translation of psychological and educational needs into physical form and design. Ways are suggested in which principles of creativity can be used in the planning and design of educationally effective buildings. Rehabilitation, modernization, and remodeling are also treated in detail. 370p.
Schools for America.
(American Association of School Administrators, Washington, DC , 1967)
Presents a broad survey of current educational concepts and their related physical needs. Projected programs of implementation are related to new instructional procedures, while diverse educational situations are presented with possible physical solutions. Such factors as aesthetics, finance, and federal legislative programs are presented in an education context, while such situations as the community junior college and vocational-technical schools are explored in terms of design solutions. The examination of the various concepts, methods, and solutions is clarified through the use of numerous photographs, sketches, and diagrams. 186p.
ERIC NO: ED026801;
Profiles of Significant Schools: Schools Without Walls.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.1417.pdf (Educational Facilities Laboratories, New York, NY , Jun 1966)
Discusses California’s approach to building open space schools for the elementary grades. Open space schools provide an environment which encourages innovation and interaction. However, acoustics, space, and scheduling are problems that have to be dealt with in construction and use. Floor plans are included. 60p.
NCSC Guide for Planning School Plants.
(Michigan State University, National Council on Schoolhouse Construction, East Lansing , 1964)
Discusses school planning in five sections that deal with the various phases of the planning stage. Section one includes the determination of the educational plan, plant survey, enrollment projection, educational specifications, and architectural planning. Section two deals with school location and the types of spaces to be included. Section three deals with non-instructional facilities such as corridors, halls, lobbies, vestibules, ramps, stairways, toilets, storage, parking, lockers, closets, elevators, laundry, and utility systems. Section four considers spatial, aesthetic, and safety factors. Section five discusses all aspects of economy in building. 163p.
ERIC NO: ED017118;
Profiles of Significant Schools: Two Middle Schools, Saginaw Township, Michigan.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.0514.pdf Clinchy, Evans (Educational Facilities Laboratories, New York, NY , Sep 1960)
Presents profiles of two middle schools designed to improve the transition of elementary pupils to a modern high school program featuring individualized, self-directed study and research. One school uses a cluster plan, the other a compact design. The descriptions emphasize why the schools were designed as they were and how they were designed and built. Schematics and photographs are included along with evaluations of the schools in relation to the program for which they were planned. 29p.
ERIC NO: ED031871;
Profiles of Significant Schools: Hillsdale High School, San Mateo, California.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.1409.pdf Clinchy, Evans (Educational Facilities Laboratories, New York, NY , Jun 1960)
Presents a profile of a high school designed so that its academic spaces are completely adaptable--changes in the program can be quickly reflected in the building through the easy rearrangement of partitions. The profile emphasizes why the school was designed as it was and how it was designed and built. Schematics and photographs are included along with an evaluation of the school. 25p.
ERIC NO: ED031874;
Profiles of Significant Schools: A & M Consolidated Senior High School, College Station, Texas.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.0703.pdf Clinchy, Evans (Educational Facilities Laboratories, New York, NY , May 1960)
Profiles a high school designed to provide versatile interior space and provisions for future expansion. Emphasis is placed on why the school was designed as it was; and how it was designed and built. Schematics and photographs are included along with an evaluation of the school in relation to the program for which it was planned. 21p.
ERIC NO: ED031068;
Profiles of Significant Schools: Rich Township High School, Olympia Fields Campus, Rich Township, Illinois.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.1416.pdf Clinchy, Evans (Educational Facilities Laboratories, New York, NY , May 1960)
Profiles a high school designed to accommodate the organization of teachers into teams working with student groups of varying sizes--this organization is housed in a compact building with the teaching teams centered in clusters of classrooms. The building is heated in winter and cooled in summer by a heat pump system. The description emphasizes why the school was designed as it was and how it was designed and built. Schematics and photographs are included along with an evaluation of the school in relation to the program for which it was planned. 30p.
ERIC NO: ED031872;
Profiles of Significant Schools: Newton South High School, Newton, MA.
Clinchy, Evans (Educational Facilities Laboratories, New York, NY , Feb 1960)
Explores why Newton South was designed as it was and how it was designed and built. Such topics as the community background; reasons for building the new high school; class organization; the unique house plan of the school; the buildings that constitute the school plant; and cost information are discussed.
34p.
ERIC NO: ED002105;
Profiles of Significant Schools: North Hagerstown High School, Hagerstown, MD
Clinchy, Evans (Educational Facilities Laboratories, New York, NY , Feb 1960)
Presents a profile for a high school designed to house a closed circuit television system as a basic part of the instructional program. The description of the educational bases of the design emphasizes why the school was designed as it was and how it was designed and built. Schematics and photographs are included along with an evaluation of the school. 27p.
ERIC NO: ED031875;
Profiles of Significant Schools: Wayland Senior High School, Wayland, Massachusetts.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.0506.pdf Clinchy, Evans (Educational Facilities Laboratories, New York, NY , Jan 1960)
Profiles a high school designed to accommodate a team teaching approach to education. The description emphasizes why the school was designed as it was and how it was designed and built. Schematics and photographs are included along with an evaluation of the school in relation to the program for which it was planned. 33p.
ERIC NO: ED031873;
Schoolhouse.
McQuade, Walter, ed. (Simon and Schuster, New York , 1958)
Advises on school building by first considering what the community and children want in a school, and continuing with architect selection, financing, site and building features. A photograph tour of exemplary schools completes the book. 271p.
School Planning and Building Handbook.
Engelhardt, N.L; Leggett, Stanton (F.W. Dodge, New York, NY , 1956)
Advises on planning and building schools, detailing board and superintendent responsibilities, educational specifications, public relations, planning for equipment and furniture, site selection and acquisition, working with design professionals, landscaping, contracting, project management, bonding, and a variety of additional cost and administrative details that accompany the creation of a new school. 638p.
Good and Bad School Plants in the United States as Revealed by School Facilities Survey.
(U.S. Dept. of Health, Education, and Welfare; Washington, DC , 1954)
Presents examples of well-and poorly planned school facilities, with some dating back as far as 1800. The intent is to assist planners in selecting practical features for their own schools, and to present the problems facing many communities in providing adequate school facilities. 83p.
American School Buildings.
(American Association of School Administrators, Arlington, VA , 1949)
This yearbook of the American Association of School Administrators offers nineteen essays on school construction, covering the topics of the school board s responsibility, organizational and administrative procedures, site planning, auxiliary facilities, design service, mechanical and service facilities, building for safety, materials selection, economies in construction and design, light and color, furnishings, renovation, preventive maintenance, financing, and major steps in building a school. 363p.
Planning Secondary School Buildings.
http://books.google.com/books Engelhardt, N; Leggett, Stanton (Rheinhold Publishing Co., New York, NY , 1949)
Discusses design and space requirements for secondary school classrooms, administrative areas, shops, libraries, auditoriums, science facilities, restrooms, common areas, athletic facilities, cafeterias, homemaking, visual arts, and music. 128p.
Modern American School Buildings, Being a Treatise Upon, and Designs For the Construction of School Buildings.
http://books.google.com/books Briggs, Warren (John Wiley and Sons, New York, NY , 1906)
Discusses the design of schools that are architecturally sound, as well as properly lit and ventilated. The author discusses the particulars of various school spaces; steps in the planning, design and project management process; and suburban and urban schools. Includes 89 full-page illustrations. 411p.
Don't Just Rebuild Schools-Reinvent Them.
http://www.fieldingnair.com/press/Education_Week_Dont_Just_Rebuild_Schools_Reinvent_Them.pdf Nair, Prakash Education Week; v28 n28 , p24,25 ; Apr 08, 2009
Advocates for rethinking of school design, rather than just renovating and repairing the current model. The author encourages recipients of federal stimulus funds to create personalized learning communities, integrate technology, connect to the outdoors, focus on student comfort, include the arts, embed sustainability, and engage the parents and community.
Trends in Urban School Design.
http://www.schooldesigner.com/Articles/Trends-in-Urban-School-Design.asp Dezina, Ima Schooldesigner; Apr 2009
Discusses sustainability, finding space, special education needs, and the school as community anchor, all of which figure prominently in the creating of inner-city schools.
Grow up, not out, with Green Design.
Gilmore, David School Planning and Management; v48 n4 , p22-24,26,27 ; Apr 2009
Presents lessons learned in the creation of the CHPS-certified Brea Olinda High School in Orange County, California. These include designing the school like a custom home, hiring a good design team and trusting them, and looking for efficiency in every category of the building.
Shaping the Future of Learning Environments: Emerging Paradigms and Best Practices.
Open House International; v34 n1 ; Mar 2009
This issue of Open House International explores and investigate qualities and characteristics of learning environments at different scales and in different contexts, from classroom typologies to campus outdoor spaces. The 12 articles emphasize emerging paradigms in learning environments that involve a number of underlying issues including the academic house clustering, the school as heart of the community, the rising interest
in new classroom spaces and forms, the user-centered processes, utilizing the learning environment as an open textbook, and the impact of recent advances in information technologies and globalization on the future of learning settings.
TO ORDER:
http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
Topographies and Shrines: Creating Responsive Learning Environments.
Aravat, Iris Open House International; v34 n1 , p45-54 ; Mar 2009
Proposes an approach to creation of learning environments through the intertwining of topographies - the owned and continual space of everyday life and dwelling; shrines - the spaces for the new, the exalted, the non habitual; and making by the community - the continual collaboration of the community, teachers and pupils in the design and re-design of the learning environments. All three counterparts are profoundly context related, soundly local and of uttermost significance to identity, belonging and hence wellbeing. The paper examines diverse sources, ranging from scientific to phenomenological research, from non-conventional community-specific learning environments to historical precedents, and from architectural theory to practical- professional experience of the author
TO ORDER:
http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
Spatial and Educational Patterns fo Innovation for Charter Schools.
Harwood, Pamela Open House International; v34 n1 , p55-67 ; Mar 2009
Presents ten school patterns and design examples, revealing some of the most relevant trends in educational design, drawn from research on charter schools. An interdisciplinary team of students in architecture, urban planning, business, education, and psychology have complied this series of case studies of best practices, as well as profiled charter schools locally, to develop patterns and guidelines for the facility planning and educational development of charter schools. This research addresses the connections between the designed physical environment and the learning innovations it supports, while encouraging the entrepreneurial charter school vision, emphasizing creativity in the renovation, adaptive reuse, and non-traditional use of existing buildings, efficiently maximizing student safety and learning, and adhering to best-practice standards of ecological design.
Research Based Design of an Elementary School.
Sanoff, Henry Open House International; v34 n1 , p9-16 ; Mar 2009
Examines current learning styles and teaching methods in order to suggest a new form of learning environment for young students. Features such as different activity settings and small group activities aimed at enhancing learning resulted from the participation of students, teachers and parents in the design of the Gibsonville (North Carolina) Elementary School. Teachers, working in small groups, compared different classroom arrangements along with criteria to compare and evaluate each alternative and unanimously selected an "L" shape classroom, which became the basis for the design of the school. Another critical design feature that emerged from the teacher workshop was direct access from each classroom to the outdoors, allowing teachers to create outdoor classrooms that could enhance student's ecological awareness. The final design featured four academic houses of six L shaped classrooms each around an open courtyard. A post-occupancy evaluation was conducted several months after completion of construction and revealed a high level of satisfaction; however, the findings pointed to the need for a subsequent workshop to focus on the effective arrangement of furniture in L shaped classrooms. The participatory process was identified by the students and teachers as the key factor contributing to the design.
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http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
Giving Change a Chance.
Abramson, Paul School Planning and Management; v48 n2 , p54 ; Feb 2009
Reflects on schools that were designed with collaborative and flexible spaces, but whose spaces are not being used as intended. Encouraging administrators and educators to adapt educational delivery to contemporary spaces is proposed.
Open-Ended Learning.
http://www.metropolismag.com/story/20090218/open-ended-learning Makovsky, Paul; Pederson, Martin; Cameron, Kristi; Greenberg, Randi Metropolis; , p71-82 ; Feb 2009
Profiles eight K-12 school projects submitted by design firms as demonstrating an innovative approach, application, or idea. These facilities include wind turbines, green roofs, and buildings that serve as teaching tools.
In a World of "Us-Ness."
Pratapchandran, Sarat Educational Facility Planner; v43 n2-3 , p5-8 ; 2009
Discusses improving a child's sense of belonging to a school community by designing schools around students' needs, creating open plans that are adaptable to future learning modalities, and creating personal spaces within schools.
Transparency Builds community.
http://www.learningbydesign.biz/casestudy109.html Stack, Gregory Learning by Design; n18 , p168 ; 2009
Explores the advantages of transparency in educational facilities. Admitting daylight, supervision, and visual communication between groups is discussed.
Ten Steps to Success.
http://asumag.com/Construction/10_steps_success_1208/ Kennedy, Mike American School and University; v81 n4 , p18,20,22,24 ; Dec 2008
Proposes ten steps that schools and universities can take to provide stimulating learning spaces, even during difficult economic times. These are organized into categories that include budgeting, community outreach, health and safety, security, environmental stewardship, and maintenance.
Harvesting Hardwood: Native Hardwoods in Green Design.
Thurm, Gil The Construction Specifier; v61 n12 , p74-86 ; Dec 2008
Discusses the variety and properties of American hardwoods and certification of sustainably produced hardwoods. Recent higher education buildings that made effective use of hardwoods, and sustainability comparisons of hardwood to manufactured flooring products are included, along with ten references.
Metal Buildings: Green and Good Looking.
http://www.facilitymanagement.com/articles/green1-1208.html Praeger, Chuck American School and Hospital Facility; v31 n6 , p6,8,9 ; Nov-Dec 2008
Discusses the advantages of metal building exteriors, comparing the energy performance of two recent identical schools, one with a metal roof, and one without.
Lessons from the Mall: A School with a Commercial Aesthetic Makes Young Minds More Receptive.
http://www.designshare.com/index.php/articles Fielding, Randall; Gehling, Annalise
Discusses features of shopping mall design that should be considered in the context of school design. Creating an inviting social area, use of enticing merchandising techniques to display learning resources and student work, light, flow, and choice. Examples of how this has been addressed in some schools are included.
Can Good Design Boost the Case for School Consolidation?
http://www.djc.com/news/co/11203986.html Bates, Tom Seattle Daily Journal of Commerce; Aug 28, 2008
Discusses some benefits of consolidating under-utilized schools, and how thoughtful facility design can ease the trauma of consolidation, and even better serve the educational program.
A Thoughtful Blend.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1899 Rogers, Wendy School Planning and Management; v47 n8 , p22-24 ; Aug 2008
Discusses three keys to the successful partnership of school curriculum and construction. These are: concepts that cross grade and subject boundaries, hands-on experiences, and relevant core values. The incorporation of the school facility into each of these concepts is particularly stressed.
Giants 300 Report: K-12 Schools Report.
http://www.bdcnetwork.com/article/CA6576744.html Building Design and Construction; v49 n9 , p36,37 ; Jul 2008
Briefly discusses current and projected K-12 construction spending, and lists the top 20 school firms and the top 20 school contractors, based on 2007 billings.
Let's Make Better Choices This Time.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1870 Moore, Deb School Planning and Management; v47 n7 , p12 ; Jul 2008
Reviews unfortunate effects of the 1970's energy crisis on school design and cautions against making some of the same design mistakes when responding to current high energy prices.
Instruction Drives Construction...Or Should.
Education Week; v27 n42 ; Jun 30, 2008
Advocates for the consideration of instruction, technology, time, architecture, and money together when designing schools that will not become obsolete.
Pods vs. Corridors.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1857 Abramson, Paul School Planning and Management; v47 n6 , p72,7382 ; Jun 2008
Advocates for the organization of classrooms around open, or common, spaces, noting the requirements for and advantages of the open space.
A Concrete Solution.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1858 Clary, Carl; Golden, Joe School Planning and Management; v47 n6 , p56,58-61 ; Jun 2008
Cites the virtues of precast concrete for school construction. These include lower construction costs, shorter construction time, high seismic and blast resistance, a wide variety of design options, and acoustical isolation.
A Model Performance.
http://asumag.com/Construction/planning/model_performance_cad_ftp/ Thornton, Bradley; Smalley, Robert American School and University; v80 n9 , p50-52 ; May 2008
Discusses the use of building information modeling (BIM) to create 3-D simulation of educational facilities designs so that all project participants can accurately design and construct their systems. Advice on coordinating a BIM project is included.
L.A.'s Learning Curve.
http://www.architectmagazine.com/industry-news.asp?sectionID=1006&articleID=685631 Dickinson, Elizabeth The Architect; v97 n5 , p70-75 ; Apr 2008
Profiles the Los Angeles Unified School District's multi-billion dollar capital improvement program, highlighting early failures, the hiring of large number of architects, the innovative and community-oriented designs, and a few of the most notable facilities, designed by renowned architects.
Lightening Up.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1745 Fickes, Michael College Planning and Management; v11 n3 , p30,33,34,36 ; Mar 2008
Reviews considerations for glass curtain walls on academic buildings, including operable windows, thermal performance, moisture control, acoustics, blast resistance, and fire safety.
A Chance to Change Codes.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1703 Abramson, Paul School Planning and Management; v47 n2 , p74 ; Feb 2008
Laments the negative effect of some state codes on innovative school design, and proposes participation in an upcoming conference to help resolve the problem.
Waterproofing and Insulation.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1699 Kollie, Ellen School Planning and Management; v47 n2 , p47,49,50,52,53 ; Feb 2008
Discusses the importance of securing the school building envelope against moisture, beginning with the site plan and design phase, and continuing through construction and maintenance. Recommendations for roofing, windows, skylights, doors, exteriors, below-grade drainage, waterproofing, and wall systems are included.
High Schools Children Want to Attend.
Kelly, Frank Educational Facility Planner; v43 n1 , p36-39 ; 2008
Proposes principles for designing better high schools, including focusing on 21st-century thinking skills, digital fluency, interdisciplinary learning, individualization, connection to the outside world, around-the-clock availability of learning opportunities, and personal space. Includes four references.
What Will School Look Like in 2050?
Stevenson, Kenneth Educational Facility Planner; v43 n1 , p15-20 ; Jan 2008
Analyzes twelve trends and counter-trends that may affect educational delivery, and educational facilities, over the upcoming decades. These trends cover demographics, school choice, outreach and isolationism, school size, teacher/pupil ratios, technology integration, testing, learning styles, school scheduling, grade configuration, and community schools. Includes 27 references.
Building Blueprints: Connect with Courtyards.
Lentz, Michael; Monberg, Gregory School Planning and Management; v46 n12 , p44,45 ; Dec 2007
Reviews benefits of thoughtfully designed school courtyards, and typical uses such as dining, outdoor learning, and special events. Suggestions for design, security, technology integration, and maintenance are included.
Big Ideas.
http://asumag.com/Construction/planning/university_big_ideas/ American School and University; v80 n3 , p362-383 ; Nov 2007
Presents selected responses of 57 active school architects to five questions concerning trends in school design and school security.
Communities Need More Flexibility in School Design.
Primer; v2 n9 ; Nov 2007
Sets forth 36 recommendation of an Ohio working group, emphasizing empowering local districts with flexibility in school planning, funding, and design. Beginning with the assessment process, the recommendations encourage local options geared toward educational outcomes rather than statewide formulas, increased accommodation for building renovation, flexibility throughout the design process, and general relief from the prescriptive state mandates.
Building Blueprints: Schools Elementary through Community College.
Svigals, Barry School Planning and Management; v46 n11 , p42,43 ; Nov 2007
Profiles art installations that engage students at the Beecher School and Columbus Family Academy in New Haven, Connecticut, as well as in the Norwalk Community College.
Appealing Spaces.
http://asumag.com/Furniture/university_appealing_spaces/ Dittoe, William; Porter, Nat American School and University; v80 n2 , p26,28,29,30,32 ; Oct 2007
Discusses the trend away from traditional school space design based on numbers of students, toward design based on achieving educational outcomes. Features of improved learning space and furnishings in classrooms, hallways, libraries, and residences are included.
Efficiency by Design.
http://www.facilitiesnet.com/ms/article.asp?id=7561 Hounsell, Dan Maintenance Solutions; v15 n10 , p6,7 ; Oct 2007
Profiles the cooperation of design and maintenance personnel in the Milwaukee Public Schools, resulting in buildings that are easier and less expensive to maintain.
Building the Perfect School.
http://www.asbj.com/MainMenuCategory/Archive/2007/October/BuildingthePerfectSchool.aspx?DID=37994 Sack-Min, Joetta American School Board Journal; v194 n10 , p16-21 ; Oct 2007
Reviews current issues in school design, including flexible classroom design, designing a technology backbone, smaller school size, neighborhood schools, sustainability, community input, and use of prototypes.
Variety Is the Spice of Education! (Part 2)
http://www.schooldesigner.com/Articles Sims, Joel Schooldesigner Newsletter; Aug 2007
Examines distinctive educational interiors, profiling nine facilities that feature exemplary learning spaces, conscientious finishes, and engaging common areas.
Vail Mountain School, Vail, Colorado.
http://archrecord.construction.com/projects/bts/archives Architectural Record; Jul 2007
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.
Wood Makes a Statement.
http://www.peterli.com/archive/spm/1394.shtm Chazin, Michael School Planning and Management; v46 n6 , p50,52-55 ; Jun 2007
Profiles the all-wood Gunter Primary School in Aubrey, Texas. Wood construction was less expensive and more timely. Fire codes were met with engineered woods, parts of the school were pre-assembled, and wood decking within the building was exposed for aesthetic appeal.
Exhale: How Strengthening School Design Can Help Reduce Childhood Obesity.
http://www.schooldesigner.com/Articles/Designing-Schools-to-Fight-Childhood-Obesity-Part-2.asp Sims, Joel Schooldesigner Newsletter; n10 ; Jun 2007
Reviews exterior school facility features that promote student fitness. These include longer walking distances between classes, year-round synthetic athletic surfaces, and activity-promoting playgrounds.
The Building Envelope.
http://www.peterli.com/archive/spm/1359.shtm Dolan, Thomas School Planning and Management; v46 n5 , p24,26,28 ; May 2007
Discusses durable school building exteriors that contribute to a healthy indoor environment, conserve energy, and fit aesthetically into the neighborhood.
Building Blueprints: Entries and Common Spaces.
Taniguchi, Jan School Planning and Management; v46 n5 , p54,55 ; May 2007
Emphasizes the importance of a school's entrance and common areas to public perception and enjoyment. Architectural features that enhance entrance identity, welcoming, accessibility, and perceived values are reviewed. Features for common areas that convey quality education, encourage social interaction, and improve morale are also covered.
How to Tackle Tough Facility Design Considerations.
Kalina, David Techniques: Connecting Education and Careers ; v82 n4 , p40-41 ; Apr 2007
This focuses on some of the planning and design concepts one may be asked to consider in providing direction to a design and construction team. These include technology, aesthetics, and environmental responsibility. This article is part of a series that has offered insight on planning a facilities project, hiring professionals, delivery system options and owner's responsibilities.
Is Precast Concrete Right for Your Next Project?
Kollie, Ellen College Planning and Management; v10 n4 , p22,24,26 ; Apr 2007
Reviews desirable features of precast concrete with particular attention to its application in educational facilities. Aesthetic and exterior versatility, design flexibility, durability, fast construction, safety and security, sustainability, and cost are covered.
Visual Methods and the Visual Culture of Schools
Prosser, Jon Visual Studies; v22 n1 , p13-30 ; Apr 2007
This article examines visual methods for understanding the visual culture of schools. It adopts an institutional culture perspective to equate the visual culture of schools with the 'hidden curriculum' of schooling. A range of visual sub-cultures is touched upon including architecture, non-teaching space and postures of teaching and learning. The possibility of conceiving the visual culture of schools as a holistic entity raises the problematic of devising broader more encompassing visual-centric methodologies combining mixed methods and cross-disciplinary approaches. [Author's abstract]
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http://www.informaworld.com/smpp/content~content=a772308702~db=all
Standardization and Interoperability in Educational and Healthcare Facilities.
http://www.facilitymanagement.com/articles/hvac1-0207.html American School and Hospital Facility; v30 n1 , p10,12,13 ; Jan 2007
Reviews the benefits of strategic standardization in educational facility management, citing improvements to service, performance, and economics. The particular benefits to training and maintenance incurred by sharing of information are detailed.
Designing for Achievement: Processes, Principles and Patterns.
Bergsagel, Victoria Educational Facility Planner; v42 n2/3 , p3-6 ; 2007
Explores how a school's physical space can influence philosophy and culture. Three recommended patterns are display of student work, transparency within the structure, and learning clusters. Several guiding principles for smart school design are offered, and perpetuation of comprehensive high school system is discouraged. Includes three references.
Best Practice in Action: Six Essential Elements that Define Educational Facility Design.
http://www.designshare.com/index.php/articles/six-essential-elements Fielding, Randall Educational Facility Planner; v41 n2/3 , p13-17 ; 2007
Details the authors view of the six most important elements of educational design: 1) Supporting teaching and learning, 2) Maximizing physical comfort and well being, 3) Demonstrating environmental responsibility, 4) Serving the community, 5) Establishing design principles that make buildings work better, last longer, cost less to renovate and maintain, and inspire and adapt to changing needs, and 6) Applying open, transparent and collaborative processes that allows the school and community assume ownership of planning and design.
Design Trends.
http://asumag.com/mag/university_design_trends/ Hall, Julie American School and University; v79 n5 , p59-63 ; Jan 2007
Presents scenarios for school design in the future, citing precedents in technology integration, scheduling, and independent learning in K-12 education. Higher education institutions will use their facilities to compete for fewer students entering college.
Charrettes Get Results.
http://archrecord.construction.com/schools/0701_charrette_intro.asp Linn, Charles Architectural Record; Supplement , p64,65 ; Jan 2007
Reviews the American Architectural Foundation's National School Design Institute, and advises on the benefits, difficulties, procedures, and expectations related to having such a design charrette in one's own school district.
Transforming School Spaces. Five Trends Driving Educational Design.
http://www.learningbydesign.biz/2007/feature1.html Loeffelman, Pamela Learning By Design; n16 , p16-19 ; 2007
Identifies five trends driving educational design: providing educational choice, ensuring equality and access, linking between learning levels, linking school and community, and meeting client's needs. Each trend is illustrated with examples of recently built schools.
Place-Making.
http://www.learningbydesign.biz/2007/feature2.html O'Donnell, Sean Learning By Design; n16 , p20-23 ; 2007
Discusses the importance of well-designed non-program school space (corridors, lobbies, common areas, etc). Creating opportunities for social interaction, designing safe and observable spaces, and connectivity to program space are covered.
Metal Shines As an Exterior Building Component.
http://www.peterli.com/archive/cpm/1259.shtm Kollie, Ellen College Planning and Management; v9 n12 , p20,22 ; Dec 2006
Discusses the strength, durability, environmental friendliness, maintainability, cost effectiveness, and aesthetics of metal as an exterior building element. A list of professional organizations that provide guidance on metal building products is included.
Making it Readable.
http://asumag.com/DesignPlanning/university_making_readable/ Gisolfi, Peter American School and University; v79 n3 , p326-328 ; Nov 2006
Discusses "legibility" in school buildings, where architectural details, space configurations, hierarchies of passageways, windows with views, and consistency enable wayfinding. Examples of highly legible academic buildings from the 19th century and the present are offered.
The Learning Building.
http://www.peterli.com/archive/spm/1229.shtm Richards, Jay; Peterson, Lawrence School Planning and Management; v45 n11 , p34,35 ; Nov 2006
Describes school building features that can enhance learning, such as exposed plumbing, gauges, and meters; interactive whiteboards, and education trivia games played on screens throughout the building.
A School Building Designed to Teach.
http://www.aia.org/aiarchitect/thisweek06/0714/0714pw_roanoke.cfm Boniface, Russell AIArchitect; Jul 2006
Profiles the Roanoke Academy for Mathematics and Science, a K-5 magnet school whose use of brick, mortars, beams, trusses, and purlins can be used for math and science teaching. Floor tiles, window patterns, and plantings reinforce geometric principles. Large amounts of glass and more than 80 colors in the building create interest and help define work and play areas.
School Design That's Not by the Book.
http://www.bdcnetwork.com/index.asp?layout=articlePrint&articleID=CA6342191 Yoders, Jeff Building Design and Construction; v47 n7 , p24-28,30,32 ; Jun 2006
Profiles the innovative design and use of technology in Philadelphia's School of the Future and two other schools that also use a "main street" plan lined with flexible learning and social spaces.
Power to the People.
http://www.peterli.com/archive/cpm/1136.shtm Milshtein, Amy College Planning and Management; v9 n5 , p26,30-32 ; May 2006
Describes the benefits of cellular flooring systems to schools. Delivery of electrical, data, and HVAC services through raised floors allows more flexibility, along with improved fire safety and environmental benefits. Raised floors are typically more expensive to install than conventional floors, but costs are recovered with savings realized at each move or reconfiguration of the space.
Choices for the 21st Century.
http://www.peterli.com/archive/spm/1142.shtm Roger, Thomas; Svigals, Philip School Planning and Management; v45 n5 , p31,32,34-36 ; May 2006
Examines issues that school districts face when considering materials for the school building envelope. The most frequently used wall system is still masonry on block, with occasional prefabricated panel systems for large spaces. Roofing systems should be multi-ply EPDM or modified bitumen for flat roofs, with asphalt shingles or standing seam metal for peaked roofs. Windows should contain low-E glass, and either metal or metal-clad wood frames. A case study of a collaborative effort to create an engaging, durable, and cost-effective exterior on a Connecticut school is included.
Bail Out: Campuses Strive for Leakproof Buildings.
http://www.peterli.com/archive/cpm/1134.shtm Sturgeon, Julie College Planning and Management; v9 n5 , p14,16,18,20,21 ; May 2006
Reviews approaches to controlling moisture in school buildings, including vapor barriers, insulation, masonry techniques, sloped roofs, ground slope, entryway design, and sloped intake plenums.
Dome Sweet Dome.
http://www2.districtadministration.com/viewarticle.aspx?articleid=156 Sturgeon, Julie District Administration; v42 n5 , p54-58 ; May 2006
Discusses the record of monolithic domes as schools. The building type is generally esteemed where it has been implemented, but has yet to gain a widespread following. Advantages and disadvantages of the design are included.
If the Building Fits, Use It.
http://www.peterli.com/archive/spm/1128.shtm Kollie, Ellen School Planning and Management; v45 n4 , p14-17 ; Apr 2006
Describes two adaptive reuse projects that created schools in former commercial facilities. Nine issues to address when considering adapting a building for educational use are included.
Schematic Design Giveth and Design Development (CAN) taketh Away
http://www.schoolfacilities.com/_coreModules/content/contentDisplay.aspx?contentID=2190 Hill, Franklin SchoolFacilities.com; Feb 28, 2006
Schematic design, the first phase of the design process, can often set the framework for the entire project and identify all the “wish-list” items desired by the client. After schematic design, many people leave the process happy and assured in the knowledge that they have been heard, their needs identified, and the building will be perfect, futuristic, and flexible. There involvement is over…unfortunately. It is during the remainder of Design Development and Construction Document preparation that items thought to be “in the project” (may be) taken away. This article advises involving the client in the whole process, from Schematic design right through to construction documents.
Moveable Walls Allow for Space Flexibility.
http://www.peterli.com/archive/cpm/1077.shtm Kollie, Ellen College Planning and Management; v9 n2 , p50,52,54-57 ; Feb 2006
Describes portable and hung moveable wall systems and examples of how they are used to reconfigure spaces and enhance aesthetics. Staff training and acoustics are also discussed and a list of items to be considered in wall selection is included.
Deck the Walls on a Budget.
http://www.aia.org/aiarchitect/thisweek06/0106/0106art.cfm Boniface, Russell AIArchitect; Jan 2006
Explains a process by which one can affordably obtain a large mural for a school wall, in which an original work of art is digitally enlarged to occupy the space. Advice on choosing the texture and materials for the application is included.
Design that Supports Learning, Human Development, and Appropriate Behavior.
Slutzky, Gary Educational Facility Planner; v 40 n 3/4 , p37-40 ; 2006
Discusses three areas of thought addressing the disconnect between how students learn and how school facilities are designed. These areas cover approaching projects, understanding concepts of how the physical environment supports learning, and applying those concepts to the context of a facility.
The Design of Instructional Space: What We Know, What We Do, and What We Need to Do.
http://www.peterli.com/archive/spm/1056.shtm Smartschan, Glenn School Planning and Management; v45 n1 , p22,23 ; Jan 2006
Addresses five educational issues that affect school architecture: increased accountability for each student, increased use of technology, increased community use of school facilities, increased focus on students learning to learn, and increased competition.
From Our House to the "Big House": Architectural Design as Visible Metaphor in the School Buildings of Philadelphia
Thomas, George E. Journal of Planning History; v5 n3 ; 2006
Philadelphia public schools have been products of the culture and values that made them. When education was embedded in the home, schools looked like houses; when education became civic, schools took on a civic character; when Philadelphia gave itself over to the forces of industry, schools were derived from industry. In the twentieth century, as schools became places of conflict, they took on the character of the architecture of reform—prisons. This article examines the evolution of the Philadelphia school from the eighteenth century to the present.
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http://jph.sagepub.com/cgi/reprint/5/3/218
"Little Red School House, What Now?" Two Centuries of American Public School Architecture.
Weisser, Amy S. Journal of Planning History; v5 n3 , p196-217 ; 2006
This article examines two centuries of public school architecture in the United States with attention to the relationship between architectural form and reformist educational philosophy. Building types reviewed include the one-room schoolhouse, the metropolitan school at 1900, the early twentieth-century suburban school, and the late twentieth-century urban school. The siting, building plan, and exterior articulation of both ideal plans and built structures are reviewed as evidence of the expectation and realities of the public school as a democratic institution.
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http://jph.sagepub.com/cgi/reprint/5/3/196
Metal Makes the Grade.
http://www.peterli.com/archive/cpm/1029.shtm College Planning and Management; v8 n12 , p35,36 ; Dec 2005
Discusses metal composites for exterior cladding of buildings, describing their construction, versatility, economy, installation, longevity, and environmental virtues.
A Time to Look Back.
http://www.peterli.com/archive/spm/1040.shtm Moore, Deb School Planning and Management; v44 n12 , p9 ; Dec 2005
Reviews school facilities topics that were of particular interest in 2005: a continuing debate on what constitutes a small school, technology integration, and community use of schools.
Cultural Connection.
http://www.schoolconstructionnews.com/ME2/Audiences Leisner, Hava School Construction News; v8 n7 , p16-18 ; Nov-Dec 2005
Describes the Paschal Sherman Indian School, which serves the 12 tribes of Washington's Colville Reservation. The K-12 boarding school features locally obtained natural materials, abundant tribal motifs, ample daylighting through both floors, and an ingenious heating system that recycles heat between the dormitory and classroom building.
Eight Strategies for Middle School Design.
http://www.asbj.com/2005/10/1005coverstory.html Battaglia, August; Randall, Robin American School Board Journal; v192 n10 , p16-19 ; Oct 2005
Describes, in a middle school context, design for schools within schools, with suggestions for specific, exploratory, and inspirational spaces, outdoor access, and community involvement and use.
At the Drawing Board.
http://asumag.com/mag/university_drawing_board/ Hall, Julie American School and University; v78 n2 , p46,48,50,51 ; Oct 2005
Describes how architects are responding to innovative teaching methods through building flexibility, technology integration, and sustainable design.
Thom Mayne's Diamond Mind.
http://www.edutopia.org/thom-maynes-diamond-mind Edutopia; v1 n6 , p32 ; Sep 2005
Presents a short interview with Diamond Ranch High School architect Thom Mayne.
Can a School Be Too Cool?
http://www.edutopia.org/magazine/ed1article.php?id=Art_1331&issue=sep_05 Pogash, Carol Edutopia; v1 n6 , p28-31 ; Sep 2005
Reviews teacher and student reactions to Diamond Ranch High School, whose bold design draws positive and negative responses. Landscaping that was cut out of the budget and lack of color are among the negatives, but the school's users are generally pleased with the affect that the building has on student interaction and its singular, unorthodox design that inspires school pride.
No More Bland Interiors.
http://www.peterli.com/archive/spm/971.shtm Fickes, Michael School Planning and Management; v44 n8 , p27,28,31,32-33 ; Aug 2005
Cites five schools for the creative interiors that respectively bring surrounding outdoor elements into the design, reflect the maritime history of the neighborhood, express a finished industrial look, give an aquatic center a zoo theme, and create excitement with innovative furniture.
Space Trends for Modern Design.
http://www.peterli.com/archive/cpm/963.shtm Sturgeon, Julie College Planning and Management; v8 n8 , p26,28-30 ; Aug 2005
The Layered Campus.
Gisolfi, Peter School Planning and Management; v44 n6 , p58,59 ; Jun 2005
Describes campus design that encourages social interaction through common areas that are adjacent and well-connected to classroom, study areas, residences, and each other. Single-loaded corridors that border public areas and multiple access points to social spaces are emphasized.
Schools on the Fast Track.
http://www.peterli.com/archive/spm/921.shtm Bogo, Barbara School Planning and Management; v44 n4 , p28,29,32 ; Apr 2005
Explains the benefits of precast concrete in school construction, citing short- and long- term savings, speed of fabrication and assembly, plasticity, and choices in exterior finishes that include real or emulated stone and brick.
Djidi Djidi Aboriginal Primary School: Celebrating a Noongar Heritage.
Idle, Philip Educational Facility Planner; v39 n4 , p14-17 ; 2005
Describes the design process for this school, which involved extensive exploration of the indigenous culture through meetings with teachers, tribal elders, and parents. The informal, open design reflects indigenous parent/staff attitudes and borrows detailing from the native flora and fauna.
Design for First Nations Schools: Learning in Four Directions.
Manasc, Vivian Educational Facility Planner; v39 n4 , p6-9 ; 2005
Explores the importance of storytelling in First Nations communities and describes three lessons learned by an architectural firm that has designed over 20 First Nations schools: engaging the community, building with local labor and businesses, and building a vision. Five exemplary First Nations schools are described.
Schools Good for Children?
http://www.designshare.com/index.php/articles Nair, Prakash DesignShare; , 6p. ; Jan 2005
Challenges the notion that conventional school buildings naturally create a quality learning atmosphere and reviews India's nurturing Gurukul School.
Educational Interiors: Designing Schools from the Inside Out.
Brown, Peter School Planning and Management; v43 n12 , pF3-F5 ; Dec 2004
Discusses the key educational spaces of classrooms, labs, media centers, and public areas that are evolving and require flexibility to meet changing program requirements
Advancing Concepts About Activity Settings Within Learning Environments.
http://www.schoolfacilities.com/cd_1506.aspx Lippman, Peter C. SchoolFacilities.com [Originally issued: CAE Net Quarterly Newsletter for the Committee on Architecture for Education PIA]; , 1-9p. ; Dec 2004
This paper considers the physical environment of the school setting as a transactional system. The concepts of interactionalism and probabalism is examined to support this perspective. The notions of an integrated, flexible, and mediating system are described and evaluated in relationship to the social and learning environments. The purpose of this article is to explore and gain an understanding of schools as activity settings in which people acquire knowledge, and as a tool to extend the understanding so that these perspectives may be considered and used to produce, as opposed to reproduce, learning environments. [Author's abstract]
School Architecture and Complexity.
http://www.complexityandeducation.ualberta.ca/COMPLICITY1/pdfs/Complicity11d_Upitis.pdf Upitis, Rena Complicity: An International Journal of Complexity and Education; v1 n1 , p19-38 ; Dec 2004
Addresses the influence of facilities on learning non-core subjects (the arts), on skills that go untested, and on the way students and teachers function in the "learning collective." These issues are first explored through a brief discussion of the main themes in school architecture research, followed by a description of how Froebel kindergartens, Reggio Emilia schools, and Waldorf schools have given attention to some of the physical elements that affect learning. Then follows a discussion of the ways that schools can be seen as collectives, using complexity science theory as a theoretical framework. Finally, the complexity science model is extended by including the actual physical spaces as important ‘agents’ in influencing a non-linear and dynamic system, and by drawing implications for school design based on the principles of complexity.
A Few Common School Issues.
http://www.peterli.com/archive/spm/758.shtm Abramson, Paul School Planning and Management; v43 n10 , p62 ; Oct 2004
Describes four problems that all school systems seem to face at some point: how to plan and design middle schools, how to accommodate updated science instruction, how to include special education students in regular classes, and how to effectively use open space.
System Built Concept.
http://www.peterli.com/archive/spm/762.shtm Ladesich, Jim School Planning and Management; v43 n10 , p49-51 ; Oct 2004
Describes the materials and methods of one architectural firm's codified school building system. The system has been applied to more than thirty projects and has saved fifteen to twenty percent over conventional construction methods.
The L-Shape Classroom: A Pattern for Promoting Learning.
http://www.designshare.com/index.php/articles/the-l-shaped-classroom/1/ Lippman, Peter C. DesignShare; , 9p. ; Oct 01, 2004
Re-examines the "Fat L" classroom as a design that supports a range of classroom activity settings, defines the activity settings, examines the shape in practice, evaluates examples from the United States and the Netherlands, and considers how this classroom shape might influence learning activities throughout the school environment.
The Key to Success.
http://www.peterli.com/archive/spm/759.shtm Moore, Deb School Planning and Management; v43 n10 , p8 ; Oct 2004
Cites the major points of a successful building strategy in the categories of energy efficiency, safety, community involvement, and flexibility of space.
Maybe It's Time to Rethink How We Construct School Buildings.
http://www.peterli.com/archive/spm/719.shtm Moore, Deborah School Planning and Management; v43 n8 , p9 ; Aug 2004
Proposes that schools might be built with eventual disassembly in mind, rather than for permanence, given that the pace of educational programming changes might render a building obsolete before it completes its life span.
Picture This.
http://athleticbusiness.com/articles/ Popke, Michael Athletic Business; v28 n8 , p65,66,68,69 ; Aug 2004
Describes technology which can create a highly realistic digital virtual tour of a prospective facility. These tours can be customized and updated with relative ease, and are useful in generating donor support. [Free registration required.]
A Beautiful School Is a Caring School.
http://asbointl.org/asbo/files/ Jarman, Delbert; Webb, Linda; and Chan, T.C. School Business Affairs; v70 n6 , p37-38 ; Jun 2004
Beautiful school buildings are often associated with higher cost, extravagance, or both. This article reviews several studies on school building aesthetics and concludes that, in addition to promoting student achievement, a beautiful school building sends the message to parents and community leaders that the school district cares about the education of the children by creating an attractive environment to support student learning. The community’s appreciation may lead to constructive support of the school and its educational process. Consequently, the positive effect of constructing an attractive school for educational use cannot be underestimated.
Uruguayan Schools, An Inclusive Architecture.
http://www.designshare.com/Research/Barran/UruguaySchoolDesign.asp Abrahan, Marina; Barran, Pedro; Sitya, Carlos DesignShare; , 4p. ; Winter 2004
This article provides a short history of educational buildings in Uruguay and discusses design strategies for the large number of schools that now need to be constructed in a short time.
What Can $3.6 Billion Buy? Los Angeles School Construction Has a Choice.
http://www.designshare.com/Research/Fielding/LosAngeles_School_Design.asp Fielding, Randall DesignShare; , 5p. ; Feb 2004
Los Angeles Unified School District (LAUSD) is pioneering a more efficient method for managing a $3.6 billion construction program so that decisions are made faster and vendors are paid in a timely manner. This questions whether or not Los Angeles' focus on delivering seats in schools will stand the test of time from an educational perspective. The author recommends that LAUSD focus more on sustainable, high performance design.
Seattle Design Guidelines
Progressive Educational Reform via Building Design Guidelines.
http://www.designshare.com/index.php/articles Lang, Dale Christopher DesignShare; , 4p. ; Feb 2004
Seattle Public Schools recently underwent a revolutionary change in their educational specifying process. The district now requires that their funded projects follow a student centered "dynamic" rather than a limited "prescribed" methodology in their approach to school design. The Seattle approach holds much promise for schools and school districts nationwide.
Design Aesthetics: Creating Warmth with Wood.
http://www.schoolconstructionnews.com/ME2/Audiences School Construction News; v7 n1 , p13,14 ; Jan-Feb 2004
Discusses the increasing use of wood in school construction, its aesthetic and cost advantages, and some popular misconceptions regarding its safety and durability.
Graphic Impact: Texas Christian University Recreation Center.
College Planning and Management; v7 n1 , p82 ; Jan 2004
Describes the graphics program for the renovated and expanded Texas Christian University Recreation Center. The graphics were designed to enhance the architectural program of the building, orient and engage the user, and enrich the TCU culture.
The Idea of Campus.
http://www.learningbydesign.biz Gisolfi, Peter A. Learning By Design; n13 , p16-18 ; 2004
Discusses the difference between a school and a campus, and advises ways to take a campus point of view which considers the indoor and outdoor spaces of a school together. Steps toward realizing a campus point of view with existing facilities are described, and examples of three public schools that realized this goal are offered.
School Image.
http://www.schoolconstructionnews.com/ME2/Audiences Jones, Morgan School Construction News; v7 n1 , p16,17 ; Jan-Feb 2004
Describes the Wheatley School in Old Westbury, N.Y., which was designed in a "corporate" style, with the media center at the front entrance as an expression of the school's futuristic outlook.
Finding Your Way.
http://asumag.com/mag/university_finding/ Styles-Lopez, Robin L. American School and University; v76 n3 , p304-06 ; Nov 2003
Outlines elements of planning, signage and numbering schemes that enable easy wayfinding within educational facilities.
The Building Envelope.
http://www.peterli.com/archive/spm/503.shtm Enderle, Jerry School Planning and Management; v42 n10 , p21,22 ; Oct 2003
Describes various exterior systems used in school construction, their advantages, disadvantages, climatological appropriateness, and mold resistance.
Mental Gymnastics.
http://www.architecturemag.com/architecture/search/ Jarmusch, Ann Architecture; v92 n9 , p60-64 ; Sep 2003
Describes the addition of a library and gymnasium addition to the Rose and Alex Pilibos Armenian School in Los Angeles. Significant savings were realized by using a customized Butler building for the gymnasium. Detailing reminiscent of Armenian culture was used throughout.
The Business of Learning: Texas Students Move Up with Hands-On Instruction.
http://www.schoolconstructionnews.com/ME2/Audiences Jones, Morgan School Construction News; v6 n5 , p13-15 ; Jul-Aug 2003
Describes a high school designed to make students act and feel like professionals as they study in the context of a retail store, conference center, courtroom, architecture studio, and medical offices. Students from this high-poverty district may attend the academy full- or part-time. The school strives to steer students in to the most promising employment sectors, so the building is flexible enough to respond to job market shifts.
Creating Warm and Exciting Environments.
http://www.peterli.com/archive/spm/536.shtm Dolan, Thomas G. School Planning and Management; v42 n6 , p38-45 ; Jun 2003
Using three examples, illustrates how interior design for schools is moving away from an institutional appearance, using ideas such as a main street/neighborhood look and student art work. Schools described are Ft. Recovery Elementary/Middle School in Ft. Recovery, Ohio; Detroit Country Day School in Beverly Hills, Michigan; and Ocotillo Elementary School in Arizona.
History in the Making.
http://asumag.com/mag/university_history_making/ Kennedy, Mike American School and University; v75 n10 , p20-34 ; Jun 2003
Reviews trends and developments over 75 years that have shaped today s schools and their educational facilities needs, and speculates on what the future may hold. Includes a timeline of important educational events.
What Went Wrong. Detours in the History of School Construction.
http://www.asbj.com/specialreports/ Rittner-Heir, Robbin M. American School Board Journal; v190 n6 , p39-40, 42 ; Jun 2003
Discusses design and construction problems of schools built in the 50s and 60s including open classrooms, bigger schools, underground schools, and schools without windows.
Balancing Multiple Needs through Innovative Facility Design.
Romano, C. Renee; Hanish, Jan New Directions for Student Services; n101 , p3-15 ; Spring 2003
Designing buildings that incorporate and integrate a number of departments and functions is one way that colleges and universities are balancing financial challenges and facility needs. These buildings can transform the campus, but they require planning and coordination from a carefully assembled design team. The authors outline steps to follow when developing multipurpose facilities and highlight common pitfalls. (Contains 18 references.)
Going Up? The Pros and Cons of Vertical Expansion.
http://www.asbointl.org/asbo/ Myler, Patricia A.; Boggs, Richard C School Business Affairs; v68 n11 , p28-33 ; Dec 2002
Describes the advantages and disadvantages of the vertical expansion of school buildings. Considers such factors as fire protection, compliance with the Americans with Disabilities Act, and cost. Discusses alternatives to vertical expansion.
Building Strength in Schools: Why Steel Makes Sense.
http://asbointl.org/ASBO/files/ Praeger, Charles E. School Business Affairs; v68 n11 , p20-22 ; Dec 2002
Discusses the advantages of metal building and roofing systems, especially the use of steel. Considers such factors as installation ease and design flexibility, reliability and durability, and cost-effectiveness.
Designing a High School for Collaborative,
Project-based Learning.
http://www.designshare.com/index.php/articles Fielding, Randall Design Share; Jun 2002
Case study of the design for the Harbor City International School, a public charter school in downtown Duluth, Minnesota. The floor plan includes a social team area, quiet team area, student work stations, science project lab, seminar/incubator, and a presentation forum.
Entryways, Foyers, and Hallways.
Minnigan, David W.; Brown, Wendell D. School Planning and Management; v41 n5 , p48-49 ; May 2002
Discusses the symbolic statement made by schools' entrances and lobbies and explores design issues of these areas.
Designing Public Schools.
Connections; v9 n1 , p14-16 ; Spring 2002
Presents an interview with Steven Bingler, an expert on community-based planning and design, about the design of public schools. Topics include the contribution of architecture to student learning, mega- versus small schools, the authentic economics of design decisions, and the role of the community in the design process.
Principles that Guide School Design.
http://www.essentialschools.org/cs/resources/view/ces_res/209 Horace ; v18 n1 ; Fall 2001
This outlines the guidelines schools follow when designing new space to support learning. Noble High School in North Berwick, Maine and the Julia Richman Educational Complex, six autonomous schools under one roof in New York City, provide examples of the operating principles that guided their planning and decision-making.
Innovative School Design for Small Learning Communitites.
http://www.essentialschools.org/cs/resources/view/ces_res/208 Davidson, Jill Horace Journal; v18 n1 ; Fall 2001
A cadre of Coalition of Essential schools aims to change the vision of educational architecture. They have remade the physical structures of schools to support small learning communities and include radiant streams of sunlight, wireless networks and handheld computers, window seats, balconies, triple-story atriums, curved passageways, upholstered furniture, multi-function meeting rooms, huge closets and rooftop gardens.
School Design: An Architect's View.
http://www.essentialschools.org/cs/resources/view/ces_res/210 Lackney, Jeffery Horace; v18 n1 ; Fall 2001
Architect and educator Jeffery A. Lackney created "Thirty-Three Principles of Educational Design" to focus school planners on the goal of creating intimate, human-scaled, flexible, and enduring educational spaces. A handful of the principles are adapted in this article to help schools take advantage of opportunities to create small effective learning environments both within new school buildings and within existing spaces.
Buildings of Distinction.
http://asumag.com/mag/university_buildings_distinction/ Draheim, Jim American School and University; v73 n12 , p158-61 ; Aug 2001
Explains the ingredients of a signature building and the things that school and university administrators must do in order to create one. Discusses the need to plan for signature buildings with a long- range outlook. Explains the importance of these buildings as reference points.
Designing for Change.
http://asumag.com/mag/university_facility_planning_designing/ Loeffelman, Pamela American School and University; v73 n9 , p62-63 ; May 2001
Discusses how educational facility designers can design schools for greater building flexibility. Understanding how corridors and hidden spaces can be better utilized is highlighted, and better design of the scale and syntax of a school's parts is discussed.
Design That Makes a Statement.
http://www.peterli.com/archive/cpm/29.shtm Peck, Calvin H. College Planning and Management; v4 n2 , p28,30 ; Feb 2001
Discusses the university design-intensive facility: an architectural expression of and for the school that speaks to its values and authenticity. Examples are highlighted illustrating how design expression is being realized on several campuses.
From the Reviewers: Rethinking School Design.
http://www.learningbydesign.biz Day, C. William Learning By Design; n10 , p4-6 ; 2001
Discusses the impact current educational reforms and new teaching styles are having on school design and the themes and trends that are emerging in designs for 2001. Design themes discussed are prototype schools, multistory elementary schools, learning environments and extended learning areas, and vocational education integration.
The Evolution of School Design: Thirty Years of Change in Public Classrooms.
Focke, John Texas Architect; v51 n1 , p24-27 ; Jan-Feb 2001
Reviews the evolution of changing educational needs and school design solutions that have enriched public education and provided new, and flexible schoolhouses which can be integrated into the community. Some of the struggles encountered during this evolution are discussed.
School Days.
Jossi, Frank Architecture Minnesota; v27 n1 , p21,54 ; Jan-Feb 2001
Shows how architects are designing new schools to function as community centers, reflect contemporary teaching methods, address demands for technology, and meet increased standards in health and safety.
High Achievers.
http://asumag.com/mag/university_high_achievers/ Kennedy, Mike American School and University; v73 n2 , p14-18 ; Oct 2000
Discusses design features schools can use to compliment and enhance education, including six design principles for learning environments that help schools provide effective education. School linkage with the surrounding community is also addressed.
How Educational Design Enhances the Learning Process.
Schneider, Jay W. School Construction News; v3 n6 , p20-22 ; Sep-Oct 2000
Discusses designing schools that blend intense educational planning with school architecture and the notion of shared school and community facilities. Additionally discussed are differences between urban and rural school designs, technology in school design, differences in design requirements of foreign schools, and the direction of the school design industry.
Prototype Schools for 21st Century Learning Environments.
Turnipseed, Steven School Construction News; v3 n6 , p23-25 ; Sep-Oct 2000
Discusses creating prototype learning centers: designs that combine education theory with design. Also provided are ideas for new schools that offer a departure from traditional classrooms.
Designed for Learning -- And for Safety.
Reid, David L. School Planning and Management; v39 n8 , p43-44,46,48 ; Aug 2000
Provides analyses of how school design solutions can have an impact on enhancing student learning and lessening school crime. Design issues cover site planning and building layout considerations and solutions, along with available communications and security technologies.
Rethinking School Design.
Smith, Jana J. Buildings; v94 n8 , p50,56,59 ; Aug 2000
Describes the design process of a revolutionary high school design that melds technology and the arts to provide students with employable skills that future job markets require.
New York's School for the Physical City: Architectural Design Concerns.
http://www.oecd.org/dataoecd/52/35/14642668.pdf PEB Exchange; n40 , p6-7 ; Jun 2000
Discusses how design features of a typical New York City public school are being replaced by the School for the Physical City theme school concept. The school uses the city's infrastructure as a vehicle for studying traditional academic disciplines.
Progressive Designs for New Curricula.
Turner, William A.; Belida, Loren; Johnson, William C. School Planning and Management; v39 n5 , p58-59 ; May 2000
Explores how school building design influences the success of children in preparing for the future. Considerations when renovating and upgrading school design to enhance learning are discussed, including issues of sustainability, collaboration, lighting, and ventilation.
One Room, Many Lessons.
http://web.archive.org/web/20060218160810 Schoolhouse of Quality; v4 n1 , p8-11 ; Winter 2000
Explores the lessons learned about education revealed from the one-room schoolhouse, including what these types of schoolhouses would look like today if they were resurrected. Parental bonding and involvement, teaching across grade levels and subjects, and the non- threatening atmosphere one-room schoolhouses offered are discussed.
Trends in School Design.
http://www.learningbydesign.biz Day, C. William Learning By Design; n9 , p4-6 ; 2000
Discusses school design trends for K-12 public schools focusing on such issues as school size, interdisciplinary learning, team teaching, and less rigid classroom structure and more independence for students. Strategies and questions to consider for achieving design goals for the future are highlighted, including classroom shapes for elementary schools and thoughts on achieving design goals for the 21st century.
Lessons Learned.
http://www.learningbydesign.biz/2000/00inprint/00hassell.html Hassell, Kim Dale Learning By Design; n9 , p13-15 ; 2000
Discusses the common mistakes in school design and construction and how to avoid them. Mistake avoidance in master planning, site acquisition, drawing changes, budgeting, school design process, construction management, and the architect's role are highlighted.
The Custodian: Your New Building Design Consultant.
http://www.peterli.com/archive/cpm/34.shtm Sims, Joel K. College Planning and Management; v3 n1 , p59-60 ; Jan 2000
Discusses how today's classrooms and other campus buildings are driving the need to consider the requirements of maintenance personnel when designing new facilities. Issues such as planning for adequate staff and equipment, low- versus high-maintenance areas, and short- term cost versus long-term durability are addressed.
Elementary School Plan Grows Up.
School Planning and Management; v38 n11 , p35,37-38,39 ; Nov 1999
Describes the planning process and changes needed for converting an elementary school prototype design into a prototype design for a middle school. Three key influences that affected design are examined: the educational program; the instructional methodology; and the social concerns of an adolescent population.
Michigan Architects Discuss School Construction
Fickes, Michael Michigan Constructor; v5 n2 , p12-18 ; Aug 1999
Discusses how a collaborative partnership between facility designers and contractors can help solve school construction problems given the growing design complexities now being demanded. Various problematic design innovations are addressed, including the use of pods, quads, and community centers; and how these designs create opportunities for collaboration are explained with examples from Michigan school construction projects.
Information Age Design Process
http://www.designshare.com/Research/EdDesignsGroup/Rosen1.htm Rosen, Larry Design Share; May 21, 1999
An interview and summary of a power point presentation by architect Larry Rosen of EdDesigns Group on the subject of designing schools for the Information Age, presented at the April, 1999 CEFPI Conference in Columbus, Ohio. This includes a discussion of ideal school size, technology in schools, values-based design, school organizational shifts, and private sector alliances.
New York City's Cool Schools; Within the Country's Largest School System, Architectural Innovation Finds a Foothold
http://www.architect.org/institute/publications/aiaarticle.html Gould, Kira L. AIArchitect; v6 , p13 ; May 1999
Describes how extraordinary collaborations between
agencies, educators, architects, and others created special
places to learn within the New York City school system. It
discusses this group approach in fostering commitment and
achieving success in creating innovative educational facility
designs.
Lesson Learned in School Design and Construction.
Rabenaldt, Carl; Velz, Emily School Planning and Management; v38 n5 , p39-44 ; May 1999
Presents the lessons learned when facility use and abuse and proper planning are not adequately done in the school design and construction process. Eleven steps for building durability into schools to decrease the effects of prolonged use and stretch a school's life expectancy are outlined.
Designs for Middle Schools.
McCarroll, Michael N.; Tercilla, Rene School Planning and Management; v38 n3 , p24-25,27-29 ; Mar 1999
Examines four different middle school floor plans that support teaming and integrated curriculum. Floor plans include the finger shape, the pinwheel, the science cluster, and a multi-level plan. Examples of each floor plan are provided to illustrate their features and benefits.
Interior Design: Challenges and Solutions.
School Planning and Management; v38 n2 , p64,65,68,69 ; Feb 1999
Presents solutions to architectural challenges in school interior design that made the indoor environments more conducive and attractive for learning. Four challenges are addressed: making a long corridor look less like a tunnel; maintaining tradition and minimizing cost in a new athletic facility; designing a kindergarten that is secure and flexible; and improving lighting in an urban school.
Trends in School Design
Day, William C. Learning By Design; i8 , p2-4 ; 1999
Examines the changing trends in organization, and school and class size designed to improve student learning and achievement. Additionally discussed are rising trends in public school enrollment rates and the cost of new schools needed to accommodate these numbers.
Creative Problem Solving Strategies for the 21st Century
http://www.designshare.com/Research/Pesanelli/pesanelli_1.htm Pesanelli, David Design Share; Jan 1999
A conference presentation examines problem-solving strategies, tactics, techniques, and behavior-based environment development when creating twenty-first century schools. It describes the types of environmental considerations that make schools competitive for increasing enrollments, and the importance of the training and practices of the architect and designer in creating breakthrough schools. The presentation also discusses the complex role of the architect in defining how schools might evolve and the problem of having to attract an involuntary audience to want to attend some educational facilities where attendance is not mandatory. Concluding sections provide tips on the problem solving process in facility design, use of the prototypes to aid decision making, and idea generation.
Getting the Architects to Listen
http://www.cmmonline.com/article.asp?indexid=2360201 Powers, Mary Caroline Cleaning Management and Maintenance Online; 1999
Cleaning maintenance managers should get involved in the earliest stages of building design, armed with in-depth knowledge of what it will cost to clean the architect's vision.
Building for Learning: School Facilities and School Reform
http://www.sedl.org/pubs/sedletter/v10n04/welcome.html SEDLetter [Southwest Educational Development Laboratory News]; v10, n4 ; Sep 1998
This edition of SEDLetter looks at some of the challenges of matching school facilities design, construction, or renovation to the goals and values of people in schools and communities. Constructing Knowledge by Design draws on the expertise of SEDL staff and of two Texas districts to discuss five principles of facilities design in light of principles of good teaching and learning. Financing Alternatives Call for Flexibility, Creativity briefly examines some financing options for districts. Corridors for Change tells how some Texas schools are putting comprehensive school reform models into practice and into their existing facilities. TAPping into Technology" describes SEDL's new program to work with teachers to integrate technology into learning environments that engage students. Resources You Can Use points out some facilities-related resources available on-line and in print.
Constructing Knowledge by Design
http://www.sedl.org/pubs/sedletter/v10n04/bydesign.html Blair, Leslie SEDLetter [Southwest Educational Development Laboratory]; v10 n4 , 9p. ; Sep 1998
Despite the financial challenges the need for new schools presents, new school design provides the opportunity to improve the educational environment by using the school building as a tool for positive change. This article distills recent information on facilities design and provides insight on some of the issues impacting facility design.
Four Fantastic Floor Plans for Elementary Schools.
Ranyak, Mark W.; Wickstrom, Douglas M. School Planning and Management; v37 n4 , p20-26 ; Apr 1998
Examines four elementary school floor plans designed for efficient and flexible delivery of educational programs while limiting operational problems. Plans examined are the cluster approach, the corridor approach, the urban block school, and the courtyard/campus concept.
Image and Scale: Child Care Facility Design
Moore, Gary T. Child Care Information Exchange; n120 , 97-101 ; Mar-Apr 1998
Examines general principles in designing child care centers and preschools: (1) design the site and building so
that it has a friendly, child-like, inviting image; and (2) design child development environments to be child scaled, including
furnishings, materials, the building, and the site as a whole. Contains criteria and suggestions for achieving each principle.
School Architecture as a Subject of Inquiry
Uline, Cynthia L. Journal of School Leadership; v7 n2 , p194-209 ; Mar 1997
Proposes the aesthetics of school building design as a valid interest for
school leaders and an important research subject. Presents John
Dewey's ideas about aesthetics as a philosophical foundation and his
active-reflection methods as an implementation strategy. Identifies
opportunities for reflective administrative practice contained within school
renovation or construction projects. Suggests foci for future research. (35
references).
The Evolving Role of the American Schoolhouse.
http://www.wirtalumni.com/news/news14.htm Bradley, William S. Educational Facility Planner; v34 n2 , p13-14 ; 1997
Discusses the role that architecture has played in distinguishing, harboring, and facilitating public education in America over the last 200 years. It reveals how population growth, educational policy, and community preferences have caused the one-room schoolhouse to evolve to meet changing needs.
A Different Approach to Design.
Sabo, Sandra, R. Learning By Design; n5 , p120-21 ; Mar 1996
Describes an approach to new school design that looks at architectural issues from a different angle: channeling a wide range of information into a targeted collection of ideas on which the architect can then base a design. It includes the collection of both factual and emotional components that are brought together into a final design.
Restructuring and the Physical Context: Designing Learning Environments.
http://www.colorado.edu/journals/cye/12_3/12_3article2.pdf Huse, Donna Children's Environments; v12 n3 , p10-42 ; Sep 1995
Discusses how the educational restructuring movement of the 1980s and 1990s affected the relation of teachers and learners to the physical context of learning: how people are located, related to each other, move, speak, and use their bodies. The movement from a disciplinary to a meaning-centered pedagogy is described. Successful models of educational reform dispense with the homogeneous space designed for large groups engaged in uniform behavior. Order, once achieved by isolating, silencing, immobilizing, monitoring, and rating individuals, is now sought in sustained relationships and commitment to shared meaningful projects. The new sources of order permit amenities once prohibited: conversation, freedom of movement, comfort of the body, enhancement of relations to family and community, independent activity, responsibility for performance. Includes 33 references.
Future School Facility Design: Clues from
Emerging Definitions of Teaching and Learning Plus New Thoughts about Learning Organizations
Keck, Dan Educational Facility Planner; v32 n3 ; May-Jun 1994
When looking at future school facility design, the lesson to be learned,
according to the author, is that planners "need to pay as much attention to the
direction in which the educational organization is evolving, as to the direction in
which the instructional pedagogy is evolving." It is just as important to learn
what is going on in a school's organizational space as it is to learn what is going
on in the teaching space; knowledge of the latter alone is not enough. Planners
need an understanding on the instructional side of three basics which he
describes: 1. the effective learner; 2. the effective teacher; and 3. the
effective organization. He then describes five organizational trends which he
believes are impacting learning environments: 1. hierarchical to hetrarachical; 2.
linear to mutual causality; 3. mechanical to holographic; 4. assembly to
morphogenisis; 5. determinant to indeterminant.
Changing the Architecture of Teachers' Minds.
http://www.colorado.edu/journals/cye/10_2/10_2article7.pdf Nelson, Doreen; Sundt, Jule Children's Environments; v10 n2 , p88-103 ; 1993
Presents a collection of case studies that point toward the vital importance of multi-use architecture in the not-as-yet-realized symbiosis between architects and educators. The article argues that only architects as teachers, and teachers as architects, can begin to educate young minds to hypothesize, envision and invent the future instead of replicate it. It also underlines the fact that the classroom talked about, dreamt of, and designed with students and colleagues does not yet exist. Includes nine references.
Architects and School Children: In Touch or Out of Focus?
http://lasur.epfl.ch/revue/A&C%20Vol%205%20No.1/AHRENTZENandEVANS.pdf Ahrentzen, Sherry; Evans, Gary W. Architecture et Comportement/ Architecture and Behavior; v5 n1 , p17-28 ; 1989
To what extent are elementary school teachers and students receptive to the design features architects emphasize in their schools? Are there particular design features ar- chitects feel important to incorporate in a school design that students and teachers rel- ish or dislike? And to what extent can the gap between students' functional needs and aesthetic preferences and architects' conceptualizations of those needs and preferences be bridged by teachers? In-depth case studies of five elementary schools reveal that while teachers are somewhat sensitive to the range of children's needs, teacher and child prioritizing of these needs differs considerably. Children, for example, feel most posi- tively about secluded study spaces, room shape and size characteristics, whereas teach- ers emphasize perimeter openness, display areas, windows, and sink areas. Teachers are also unable to predict what types of spaces children prefer in which to study. In ad- dition, architectural features that teachers and students considered most important were included frequently in the design, although architects did not consider these salient ele- ments of their design program or intentions. Analysis of the programming process in school environments indicates multiple points of entry for direct communication of student needs in addition to those of teachers and educational administrators. [Author's summary]
American Institute of Architects Committee on Architecture for Education (AIA/CAE).
http://www.aia.org/practicing/groups/kc/AIAS075163 This committee explores changing educational needs and promotes design excellence for educational facilities and cultural spaces. This website includes full text publications and conference information.
Center for Environment, Education and Design Studies at the University of Washington
http://ceeds.caup.washington.edu/ CEEDS is a multi-disciplinary academic research center housed at the University of Washington in Seattle. CEEDS works to enhance and improve learning by involving children as active participants in shaping their school environment.
Council of Educational Facilities Planners, International
http://www.cefpi.org Source for information on building, renovating, or evaluating schools. The CEFPI website includes publications, journal citations, conferences and workshops, and a list of consultants. CEFPI is an advocate and resource for planning effective educational facilities, and represents more than 3,000 members in the United States, Canada,Australia and other nations worldwide.
DesignShare
http://designshare.com/ DesignShare provides a service as a facilitator of ideas and resources about best practices and innovation in schools from early childhood through the university level. Since 2000, over 400 award-winning case studies have been collected that showcase innovative learning environments from over 30 different countries. The detailed case studies include information on the design team, narratives, costs, images, plan diagram, and reviews. The website also publishes conference proceedings, original research, and practical design guidelines, and includes an e-newsletter, blog, and calendar.
Education Design Showcase
http://www.educationdesignshowcase.com/ A comprehensive database of cutting-edge projects, innovative solutions, and inspiring designs for education from School Planning & Management and College Planning & Management magazines. The project database can be searched by grade level, category, state, and alphabetically. Each project includes photographs and a detailed fact sheet.
IAQ Design Tools for Schools [U.S. Environmental Protection Agency]
http://www.epa.gov/iaq/schooldesign/ Website developed by the U.S. Environmental Protection Agency to help school districts and facility planners find the information resources they need to design new school facilities, and repair existing facilities. Topics include: high performance schools, school siting, pre-design, materials selection, HVAC, controlling pollutants, moisture control, construction, commissioning, operations and maintenance, renovation and repair, portable classrooms, IAQ Tools for Schools.
Monolithic Dome Schools
http://www.monolithic.com/topics/schools Offers several examples of monolithic dome schools, as well as monolithic dome news, advice when building a monolithic dome, and suggestions on hiring an architect.
National Center for the 21st Century Schoolhouse at San Diego State University
http://edweb.sdsu.edu/schoolhouse/ The National Center for the Twenty-first Century Schoolhouse supports the planning, design, and construction of school facilities from a learner-centered perspective through communication, research, and training.
Programme on Educational Building (PEB)
http://www.oecd.org/edu/facilities The OECD Programme on Educational Building (PEB) promotes the exchange and analysis of policy, research and experience in all matters related to educational building. PEB members consist of individual governments and research agencies throughout the world. Its work is of relevance to policy-makers in national and regional authorities responsible for educational facilities, to architects, system level and institutional managers, and to researchers in the field.
School Buildings Information Centre.
http://www.teachernet.gov.uk/ This is the website of the Schools Building and Design Unit of the United Kingdom's Department for Education and Skills. It promotes best practice in design, use and management of school facilities. The site gives information on topics of interest, reviews recent publications and how to order them and highlights current initiatives. Topics include design and guidance, schools for the future, asset management plans, regulatory information, and environmental health and safety.
School Design and Planning Laboratory (SDPL), University of Georgia
http://www.coe.uga.edu/sdpl/sdpl.html SDPL's mission is to advance the design and planning of safe, comfortable,
developmentally appropriate learning environments for primary, elementary, middle,
and high schools. This site contains full text research, research abstracts, literature
reviews, best practices, articles, position papers, photographs, and links.
School Design Research Studio
http://schoolstudio.engr.wisc.edu/ School Design Research Studio seeks to advance the knowledge of effective physical environments for learning by promoting collaborative design and cooperative research.
School Works
http://www.school-works.org/ School Works is an innovative British not-for-profit company which specialises in secondary school design. School Works focuses on how the design of school buildings can stimulate lifelong learning locally, and how funding and procurement methods can be adapted to enable the creation of beautiful, functional schools. This website includes sections on Why School Works?; Thinking Design; Involving Users; Evaluating What Works; Inspiring Young People; and Sharing Good Practice.
SchoolDesigner.com
http://www.schooldesigner.com/ Created to showcase high-quality school designs, this website features Designer Elements (details of a specific school project); Designer Products (photos of products show how they are used in a school); and Designer Professionals (directory of architects, engineers, and consultants). Includes monthly newsletter
SchoolDesigns.com
http://www.schooldesigns.com/ Searchable database of photos, project descriptions and floor plans for
schools across the country that have been featured in American School &
University's Architectural Portfolio and Educational Interiors Showcase issues. The database is also searchable by firm name, project city and state, and special subcategory such as renovation or landscape.
Building Schools for the Future http://www.edfacilities.org/rl/future.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, and journal articles on the planning and design of learning environments for the 21st century.
Campus Architecture http://www.edfacilities.org/rl/campus_architecture.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of documents, reports, links, books, and journal articles on the planning and design of college and university facilities.
Case Studies--Charter School Buildings http://www.edfacilities.org/rl/charter_schools.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of documents, reports, links, books, and journal articles, many with photographs and floor plans, that identify and discuss details of charter school facilities projects.
Case Studies--Community Use of Schools http://www.edfacilities.org/rl/case_studies_community_use.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of books and journal articles that identify and discuss schools that have opened their facilities and grounds to use by the community.
Case Studies--Elementary School Buildings http://www.edfacilities.org/rl/case_studies_elementary.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of books and journal articles, many with photographs and floor plans, that identify and discuss details of specific elementary school facilities projects.
Case Studies--High Performance Green Schools and Universities http://www.edfacilities.org/rl/casestudies_HPS.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of documents, reports, links, books, and journal articles chronicling the sustainable, educational, and operational aspects of high performance school and university facilities projects.
Case Studies--High School Buildings http://www.edfacilities.org/rl/case_studies_high_school.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of books and journal articles, many with photographs and floor plans, that identify and discuss details of specific high school facilities projects.
Case Studies--Higher Education Facilities http://www.edfacilities.org/rl/case_studiesHE.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of documents, reports, links, books, and journal articles, many with photographs and floor plans, that identify and discuss details of specific college and university facilities projects.
Case Studies--Middle School Buildings http://www.edfacilities.org/rl/case_studies_middle.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of books and journal articles, many with photographs and floor plans, that identify and discuss details of specific middle school facilities projects.
Case Studies--School Buildings K-12 http://www.edfacilities.org/rl/case_studies.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of documents, reports, links, books, and journal articles, many with photographs and floor plans, that identify and discuss details of specific elementary, middle, and high school facilities projects.
Educational Facilities Planning -- Overview http://www.edfacilities.org/rl/edfacilities_planningII.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, and journal articles on planning for new or modernized school and campus facilities. See related NCEF Resource Lists on Educational Specifications, Master Planning, Community Participation in Planning, School Design, Facilities Assessment, and many more topics.
Prototype School Buildings
http://www.edfacilities.org/rl/prototype.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links and journal articles showing examples of state and municipal prototype school designs and discussions on implementation of prototype standards.
School and University Design Awards http://www.edfacilities.org/rl/awards.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, and journal articles on award-winning designs for school and university facilities, with photographs and project details.
School Design -- International http://www.edfacilities.org/rl/school_design_international.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, and journal articles on designing and building school facilities outside the United States. See the related NCEF resource list on School Design in the United Kingdom.
School Design -- United Kingdom http://www.edfacilities.org/rl/British_Initiative.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, and journal articles on designing and building school facilities in the United Kingdom.
School Facilities Planning and Design Guidelines -- State and Local http://www.edfacilities.org/rl/facilities_guides.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, and journal articles with examples of guidelines and regulations published by states, counties, and municipalities regarding school facility planning, design, and maintenance.
Selecting School Design Professionals http://www.edfacilities.org/rl/design_professionals.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, and journal articles on hiring, contracting, and working with design professionals on school facility projects, including architects, landscape architects, and educational facilities planners.
Space Requirements for School Facilities
http://www.edfacilities.org/rl/space_requirements.cfm (National Clearinghouse for Educational Facilities, Washington, DC) NCEF's resource list of links, books, and journal articles on the space requirements of various components of school and university buildings and grounds, including square footage requirements, and selected state standards and guidelines.
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