Presents a video tour of a classroom of the future, featuring multiple display screens, flexible furnishings, ample size that allows for circulation, a mobile teacher workstation, abundant power outlets, wireless and video capability, sophisticated zoned lighting, quiet and locally controlled HVAC, and acoustical isolation.

Presents the British government's response to a July, 2007 select committee report reviewing the record of Great Britain's Building Schools for the Future program. 47 recommendations from the original committee report are followed by paragraphs stating the government's response. 23p.

Reviews preliminary results of Pennsylvania's "Classrooms for the Future " program, a three-year effort to provide laptop computers, high-speed Internet access, state-of-the-art software, and intensive teacher training and support to high school classrooms across the state in the core subjects of English, math, science, and social studies. Observers and students reported that teachers spent significantly less time in whole-class lectures and more time interacting with small groups and individual students. Teachers reported that students spent significantly more time working in groups and that the physical setup of classrooms often changed to accommodate more collaborative student learning. There was a notable shift in the nature of assignments given to students toward "real world" topics and toward teaching styles in which students participate in hands-on projects. A before-and-after analysis indicated students using the technology tools in learning spent significantly less time "off task" and that there was a significant increase in the level of engagement. 77p.

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. 2p.

Presents the ten top trends in school facilities, as determined by a large educational planning firm. 2p.

Discusses the creation of school facilities that anticipate and support educational change without expensive remodeling, outlining the main considerations of a flexible building that can accommodates future standards that are presently embryonic or nonexistent. 2p.

Reviews the record of Great Britain's Building Schools for the Future program, with regard to the creation of positive, sustainable learning environments. The conclusions, supported with extensive oral and written evidence, are that the visioning process for the creation of a new school should be lengthened to enable the inclusion of school staff and students; that greater design flexibility should be allowed at the local level; that individual institutions' technology integration experience should be made widely available, to the benefit of subsequent projects; that post-occupancy evaluations be conducted to determine what works and what doesn't; and that schools be as carbon neutral as possible. [There are two volumes, both available in PDF format. Scroll down the page to Reports, August 9, 2007.] 432p.

The educational planning firm DEJONG identified the most recent trends in educational facility planning: 1) Declining enrollment; 2) Life beyond Leave No Child Behind; 3) Any place, any time learning; 4) Flexible buildings; 5) Global focus; 6) Modernizing democracy; 7) Green buildings/sustainability; 8) Geographical Information Systems; 9) Safety and security; and 10) Renovations, modernizations, and replacements. 2p.

This annual environmental scanning report provides an analysis of trends that affect integrated planning in higher education institutions. The trends are categorized as Demographics, Economy, Environment, Global Education, Learning, Politics, and Technology. 11p.

Describes the process of cutting holes between classrooms to open up traditional, double-loaded corridor schools. The resulting floor plan creates clusters of connected rooms that can more easily accommodate contemporary educational delivery. 2p.

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.

At a Design for Learning Forum held in Minneapolis on October 11-13, 2006 to examine future forces shaping school design, forum participants arrived at 10 key findings: 1) recognize the paradigm change; 2) create new links to the national education reform effort; 3) build for a changing student population; 4) design for the age wave; 5) use technology to expand learning but recognize its limits; 6) design for health, safety, and sustainability; 7) blur bounderies by designing for community benefit; 8) involve citizen designers to reinvigorate the design process; 9) expand the research agenda; 10) develop a campaign for innovative design. 66p.

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.

This online video presentation traces the history of learning spaces from the early 1900's to present. The Mediasite program discusses the current environment of collaborative learning spaces and specific opportunities to engage students in the classroom. The presentation takes the viewer on a journey through successful learning space designs through universities in United States and England. Video footage is used to highlight the creation of a collaborative learning space in a library. The program concludes by showcasing best practices in developing new learning spaces which enhances teaching and learning.

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.

Discusses how educational space should reflect the pedagogy, the role of flexible furniture in learning spaces, and how boundaries between formal and informal learning spaces should be blurred. 19p.

This "call to action" identifies a number of core principles which support the creation of effective environments for learning in Great Britain. These include: 1) ensuring design is focused on the needs of teaching and learning; 2)guaranteeing participation in the design, build, and equipping process by children, teachers and others who will use the new buildings; 3) ensuring schools are built to sustainable standards; 4) streamlining procurement processes to make them easier for all those involved in building and equipping schools, allowing room for choice and diversity; 4) promoting ideas of quality design and standards to develop safe, attractive and functional buildings and equipment; and 5)encouraging a small school culture to help nurture individual development and innovation. 12p.

Proposes a "pattern language" with which planners can explore architectural details that can enhance their schools 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.

Presents a combination of text and video that envisions how students’ lives are being radically transformed, the general trends in education, and what skills and habits students will need in the future. 7p.

Describes present and future aspects of educational delivery, many of which impact facilites. These include community use of the school, technology integration, individualized learning programs, community involvement in instruction, new staffing structures, a longer school day and year, and a variety of school types to choose from. 9p.

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 authors 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.

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.

The generation born between 1980 through 2000 is most commonly known as the Millennails. This brief looks at research addressing what the schools of the future should look like, including a description of Philadelphia's School of the Future, a joint project with the Microsoft Corporation. 6p.

This interactive map presents a forecast of external forces that are important in shaping the context for the future of public education and learning in the next decade. The map was created by aggregating the opinions of relevant experts, including ethnographers, anthropologists who do intensive case studies based on field research. The map is structured as a grid that presents the intersection between six key drivers of change or trends and five critical impact areas which represent key areas of activity where the major trends are revealed from different perspectives. Each intersection is marked by one or more specific trends likely to affect education. Taken together, these multiple intersections suggest an emerging future landscape of issues, concepts, and phenomena that will shape the broader context for education and its stakeholders.

School 2.0 is a brainstorming tool designed to help schools, districts and communities develop a common education vision for the future and to explore how that vision can be supported by technology. School 2.0 provides a "big picture" perspective that allows for a common point of entry so that all community stakeholders can participate. Elements of the brainstorming tool include a people wheel, the learning ecosystem, horizontal technology layers, supporting elements, and planning and implementation.

These twelve case studies of primary and secondary schools in the United Kingdom provide schools and design teams with real-world examples of places that have addressed sustainability challenges. The publication includes: 1) emerging themes; 2) detailed case studies, with photographs and plans, of twelve schools; and 3) a brief description of the main tools that support sustainable design. 110p.

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.

Schools haven't changed much in 150 years. This looks at the existing models and provides examples of innovations, including open, collaborative environments, flexible spaces, technology, a 360 degree flexible classroom, community learning centers, and outdoor environments. 2p.

Presents an interview with an experienced school planner concerning the future of school design, the role of the community and student safety in school design, flexibility in school design, and other important features of planning viable, futuristic schools. 7p.

This British "provocation paper" was written to provoke more radical thinking about how the education system might be reorganized to harness wider social and cultural resources, learner experiences, and informal approaches to learning, especially through digital technologies. 6p.

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.

Mayo clinic doctors asked a simple question: do children really need to sit at desks while they learn? To find the answer they have designed what they believe to be the first chairless school -- complete with "standing" desks and a host of sophisticated learning technologies. Includes a slide show of an experimental classroom designed to keep students active while they are learning.

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.

Presents an interview with one of the designers of this school, in which he describes the facility's inception and creation, as well as how it's spaces were ultimately used by the students and teachers. Advice on creating similar facilities is offered, as well as ideas for developing future learning environments that help create ways for students to learn. 7p.

Addresses the design of entrances, teaching spaces, vocational teaching spaces, learning centres, and social spaces in higher education facilities. Within each category, issues of flexibility, future-proofing, bold look, creative design, supportive environment, and multiple use are covered. Numerous examples from British institutions, along with floor plans and photographs are provided. 34p.

Summarizes presentations at the British Council for School Environments first Global Learning Environments Summit. Expert opinions on future pedagogy and learning spaces are illustrated by nine international case studies. 16p.

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.

Profiles the innovative design of the Denver School of Science and Technology and how it supports learning. The 17-minute video and accompanying resource guide provide background information, design strategies, and additional resources for viewers, and introduces school design concepts that can help improve student achievement. The text describes concepts of flexible and inspiring learning spaces, community participation in design, a healthy school indoor environment, security through design, thorough technology integration, a building that is part of the learning process, personalized attention in a small school environment, access to the natural environment, and use of the school as a community center. 27p.

Sets the United Kingdom policy context and provides advice on how local authorities and schools can design facilities in partnership with their communities, other agencies, and the private and voluntary sectors to deliver before- and after-school services.. It includes key questions which all schools can ask themselves as they think about the future and how best they can use one of their buildings. 136p.

Describes the use the University of Dayton's Marianist Hall Learning Space, through a fictitious narrative involving students and faculty. The narrative is derived from observation of use of this facility, which places offices in close proximity to communal learning spaces, including a cafe and furniture-filled pathways through the building. Includes three references. 3.1-3.11p.

Presents an interview that describes this teacher's learning projects that focus on the school and community built environment, and are typically conducted in low-performing disadvantaged schools. Includes three references. 6p.

Focuses on less often discussed facets of learning space design: how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. The book begins with fourteen chapters by various authors discussing learning space design principles, followed by 29 higher education case studies. 446

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.

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.

The PowerPoint presentation explores the theory, physical planning, principles, and concret examples of places that support constructivist learning in non-traditional collaborative learning environments. Case studies include the Avalon School in St. Paul, Minnesota, the Canby High School Applied Technology Center in Canby, Oregon, the Montessori School in Jackson, Mississippi. Includes an extensive explanation of constructivist theory and contrasts in with traditional learning and planning. 37 slides

Presents summaries of educational facilities sessions that were offered at this convention. Sessions included 21st-century schools and their communities, project-based service learning, small high schools that respond to consumer demand and strengthen neighborhoods, meaningful measures for successful projects, high performance schools, urban school design, how school facilities transform academic outcomes, and a review of the Clark County (Nevada) School District's rapidly expanding building inventory. 5p.

Provides design guidance for innovative school environments. This British prospectus urges "bottom-up" innovation and a personalized approach to education and school design, led by the users rather than authorities. Problems with the traditional classroom format are cited and a case study of an innovative "360-degree Flexible Classroom" is provided. This classroom features a "wrap-around" design with instructional surfaces on all four walls, removable interactive whiteboards, and flexible furniture that can accommodate a variety of working arrangements and body positions. 54p.

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.

This presentation explores such questions as what do we want in the school of the future and what will define the school of the future. It discusses changing educational practices from the 20th century and what is now emerging in curriculum and instruction, and new relationships such as school/community connections. Includes a number of case studies. 40 slides

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

Emerging practices in career-technical education point to an integration of academic and technical learning. This PowerPoint presentation looks at changes in career-technical education, describes new strategies and practices, gives an educational context, discusses emerging practices, and gives examples of facility planning. It provides a number of case studies with photographs and plans, including the School for Environmental Studies in Apple Valley, Minnesota, Canby Applied Technology Center in Canby, Oregon, the Met School in Providence, Rhode Island, and the Cooloola Institute for TAFE in Queensland, Australia. 55 slides

This webpage provides access to the PowerPoint presentations of speakers at an international seminar held in London on May 26-28, 2004. OECD countries and PEB members shared ideas, best practices, and research on providing innovative, exciting and adaptable buildings, including current UK projects. Presentation topics include: Building Schools for the Future; Design Strategies for Tomorrow's Schools; the Joinedupdesignforschools Project; Classrooms of the Future; and Transforming Existing Schools.

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.

This report explores the relationship between the physical school environment and the teaching that it contains. It illustrates four scenarios for learning environments in 2024. It concludes with an agenda for schools of the future: issues, recommendations, and questions for future exploration. The study suggests that learning environments of the future should be: 1) flexible at different scales and timescales, allowing for variation in use, occupancy, and layout; 2) inspiring to those working, learning, and visiting; 3) supportive of effective teaching and learning, accomodating a wide range of experiences and activities; and 4) involving of the users and the wider community, and linking with other learning places.(Includes 38 references.) 34p.

Describes twelve pilot projects from British local education authorities creating innovative learning environments that are imaginative and stimulating, with the aim of inspiring children to achieve more. These primary and secondary schools feature increased community use of the buildings, partnerships with other cultural and scientific institutions, relocatable laboratories, sustainable design, and elevated service to rural communities. Includes drawing, plans, and color photographs. 80p.

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.

This guide provides a framework for community involvement in modernizing or building new public school buildings. The process is broken down into the five steps of assessment, envisioning, planning, development and implementation of the project. The chapters for each step are preceded by an overview of how facilities affect the quality of education and community, and how to initiate the process of improving a school building. 60p.

Presents 31 European (mostly Swiss) school designs representing new educational programs and expansion of day-care offerings. Extensive photographs, plans, sectional views, and elevations illustrate each project. The accompanying text discusses worldwide trends in classroom design, flexibility, security, school size, along with the Swiss response to facility assessment and planning guidelines. Comments of teachers, parents, and students are included. 224p.

Presents recent British school renovation case studies that illustrate the benefits of refurbishing some facilities, and replacing others. Also described is how each school's budget will be set, with guidance on how to make the best use of those funds according to the vision and ethos of the school. Project statistics, floor plans, and photographs are included. 95p.

Describes winning projects of the fifth annual awards competition sponsored by School Construction News and Design Share. A 15-member international panel reviews 63 projects, with comments focusing on emotional, sociological, psychological, and physiological needs of learners, in addition to sustainable, green environments.

Translates ancient Chinese interior decoration concepts to the school, providing teachers with strategies and suggestions for improving harmony and positive energy in their classrooms. The text gives suggestions for arranging the ideal classroom in such a way that the chi, or energy, can move freely. Key features of the ideal classroom are minimal clutter, many plants, calming sounds, and mobiles for movement. A room map, called a bagua, dictates the placement of color, furniture, and learning centers in the classroom. The book is intended for teachers of all grade levels who want to transform an impossible classroom arrangement into a focused learning environment. 128p.

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.

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.

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.

Analyzes research relating to the environment's impact on behavior and establishes five different archetypal environments that support learning in the current knowledge age, versus the prevalent but outdated agrarian- and industrial-age models: 1) Environments for Delivering Knowledge; 2) Environments for Applying Knowledge; 3) Environments for Creating Knowledge; 4) Environments for Communication Knowledge; and 5) Environments for Decision Making. 145p.

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.

Presents winning projects of the fourth annual awards competition, co-sponsored by School Construction News, the C/S Group, and DesignShare. An international panel of reviewers chose 71 projects to receive awards. Global sustainability was a key theme, with solutions ranging from low-tech, site sensitive design in developing countries, to sophisticated use of the latest daylighting software in industrialized nations. The first priority of the review team was a fluid integration of pedagogy and space. Students and teachers came first, planning and design ideas second, and the use of systems and materials came third.

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 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.

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.

Describes the Scottish Executive's objectives and strategies for their school facilities, the current condition of their schools, a vision for what a 21st-century school will be like, and how they intend to make it all happen. 40p.

This advises Britain's local education education authorities (LEA's) on innovative school design strategies. Various authors describe programs and experiences that include bringing students into the design process, creating healthy learning environments, preparing post-occupancy evaluation, and understanding the influence of buildings on student behavior. 12p.

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.

The British Design Council gave three teams of designers and manufacturers the challenge of producing innovative yet cost-effective school furniture that creates better learning experiences for pupils. In this publication, the teams explain the processes that led to three very different concepts including a radical reworking of the traditional classroom chair and table (featuring a swivel seat which orbits around an adjustable table); a unique primary school table that is easy to stack and group and can be adjusted to suit pupils of different heights; and a multi-purpose workbench that allows pupils to write, sketch, and carry out practical work in the same place. Extensively illustrated throughout, the publication also features examples of learning environments and resources from around the world. 64p.

This book looks at planning from a “lessons learned” perspective, using examples and narrative to relate the Cuningham Group's process and philosophy while demonstrating how to apply educational research in real world settings. The second edition includes updated graphics, additional case studies, and a new chapter that examines a sustainable approach to school design. Following an introduction, the discussion is broken down 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;" (7) “Schools That Fit Children;” and (8) “Schools That Fit The World.” The book is intended to be a resource for communities, schools, and districts as they explore how education impacts the learning environment. 72p.

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

A team from Princeton University's School of Architects followed a group of innovative educators in the Bronx High Schools as they rethought the architecture of small schools. Seeking to imagine the creation of educational spaces where students and teachers can truly learn through collaboration and challenge the traditional ways of thinking about size and scale, this report responds to the diversity of the Bronx, and offers ideas as to how to reclaim space administrative and obsolete spaces for use as classrooms. This toolkit's proposed strategy for the successful incubation and growth of new small schools begins with architecture, but also suggests the formation of design teams to take non-architectural interventions such as graphic design, furniture organization and educational planning just as seriously. 80p.

This synthesizes key learning theories and current practices into 30 strategies for reforming educational programs and for the facilities that accommodate them. These include interactive "learning studios" and "learning streets" instead of classrooms and halls, project rooms that can accommodate various specialities simultaneously, less "scheduled" use of resource and common areas, multi-age grouping, and areas for parent, community, teacher, and solitary student use. 23p.

This two-part article examines the future of the U.S. campus and, by extension, implications for its design. It first discusses four key change agents facing U.S. higher education: technology-driven growth of information and communication, globalization, competition, and accountability. It then describes positive changes that are needed and already occurring in many areas of higher education in response to these pressures: adopting student-centered models, becoming more market driven, developing "centers of excellence," being a good neighbor, integrating technology through distance learning and wireless applications, designing for flexibility, facilitating social interaction, and implementing new accountability measures. 7p.

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.

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