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.

Delineates space standards and equipment requirements for designing a higher education teaching laboratory, electronic classroom or specialist teaching space, electronic teaching laboratory, and a lecture theater. 6p.

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.

This British research details survey results and site visits exploring technology's influence on higher education teaching spaces, open access spaces, social spaces and other learning spaces. Major findings include: 1) The difficulty of forecasting over five years in any area of technology indicates that building and refurbishment projects need to build in contingencies for future changes. 2) The use of wireless networking and mobile computing devices is growing, but there is still a need for the institution to provide wired networking and permanently fixed desktop computers. 3) The provision of power for mobile devices is very important and will continue to be necessary for the next few years. 4) The management and development of technological facilities within open access and social spaces is growing in importance. 5) The design of all learning spaces needs to reflect the trend to more student-centered, collaborative and group learning. 6) The use of learning technologies within social spaces is of growing importance. 7) Access to online services from outside the traditional institutional boundaries is growing rapidly. 154p.

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

Investigates the impact of good design on improved pupil supervision, increased attendance, better well-being, enhanced educational attainment, flexibility of teaching spaces, and other intangible benefits. The paper concludes by suggesting that improved understanding of the impact of design on outcomes, combined with new valuation methods for capturing intangibles, should raise awareness of appropriate levels of investment needed to achieve design quality and deliver particular outcomes. Includes 32 references. 7p.

This paper is meant to promote discussion on the design of future teaching and learning spaces. It includes some broad design principles and some obvious questions to ask. 3p.

Describes the influence of school architectural design on teachers' work by examining how teachers actually use their work environment, how their use of the facility compares with expectations of what their experiences should be, and how school design supports or constrains their work. Extensive diagrams and photographs accompany this case study that examines how 17 teachers in two high schools arrange, use, and move through their teaching spaces. Includes ten references. 63p.

This paper summarizes research conducted to assess how and to what extent teachers actively use and manipulate the physical classroom learning environment as part of their instructional design. A structured interview and participant observation were used to gather data from several teachers at all grade levels, including national board certified teachers. Preliminary findings include the design principles used by various teachers, which indicate that rather than receiving education on research-based design principles during their formal education, teachers have relied on trial-and-error methods. (Contains 19 references.) 9p.

Through questionnaires, observations, and interviews, this study revealed the degree to which 31 high school teachers altered their classroom spaces and/or adjusted their routines to meet their pedagogical goals at a temporary school site. Teachers emphatically desired: (1) an appropriate amount of space to rearrange student furniture, enabling them better interaction with students for planned activities; (2) an ability to control the location and amount of lighting during those activities; and (3) access to adequate computing tools for their students. The ability to control noise, temperature, and ventilation was also important. Teachers' mediation of classroom spaces appeared to be closely associated with individual teaching goals rather than physiological responses to the environment, although there was evidence of the importance of accommodating teachers' perceptions of their own physical wellbeing. The study also disclosed a noticeable social-cultural need for meeting places within the school for teacher peer interactions and equally negative responses to sharing teaching spaces with those with dissimilar tastes and goal aspirations. Four appendixes include consent forms and approval letters; questionnaire, observation form, and interview questions; data results; and classroom physical measurements. 101p.

Reports on a study to determine if involving teachers in the design process for school facilities would result in a commitment to change by the whole faculty. In one rural Minnesota school district a majority of the facility planning committee was made up of teachers. This committee was charged with articulating the educational activities that would take place in any new or renovated buildings by outlining seven critical attributes that would set the direction for the physical design and educational programs that would take place in the future. It was found that in this district, which attempted several reform efforts during the past 10 years, teachers agreed to change their teaching to conform to the committee's vision. 71p.

Presents the findings of a national survey of 1,050 public school teachers. The survey, which examines teachers' opinions regarding the relationship between interior design and academic performance, was conducted for the Carpet and Rug Institute and the International Interior Design Association Foundation. Survey results indicate that teachers from all grade levels across the country realize that a well-designed classroom enhances their ability to teach and their students' ability to learn. Results also suggest that most teachers see advantages of carpet in the classroom, particularly in regards to acoustics and comfort as well as the flexibility offered by carpet. 16p.

This paper addresses the key elements found in well-designed teachers' workspaces, including both classroom- and office-based workspaces; and highlights important development principles when designing these workspaces. Educational trends that have affected the rise of both classroom- and office-based work space are briefly discussed. 4p.

Presents this institution's teaching space guidelines covering different types of teaching spaces and the environment within them; physical access and movement; electrical, lighting, and mechanical services; acoustics; safety and security; audio-visual and video teaching considerations; computer laboratories. 31p.

This paper presents statistics from ongoing research on a unique learning environment developed at the University of Missouri-Columbia College of Education (MU-CoE). MU-CoE has developed a new approach to space devoted to learning, not teaching. This new concept of progressive learning and performance support integrates interactive networked technology with traditional media resources. The learning environment is based on the notion that learning takes place through providing appropriate facilities, equipment, software/hardware, and support staff. The environment encourages preservice teachers to become reflective practitioners. Data from surveys with user statistics, feedback from preservice teachers and other customers, and findings from student evaluation surveys indicate a strong need for a learning environment and human performance support system within teacher education programs and a strong need for technology in education.

This paper describes a study conducted at Neville High School (Louisiana) in 1996-1997 designed to examine the effects of facility renovation on faculty morale. Questions considered participant views of the renovation process; their levels of frustration; their concerns over changes in certain physical properties that may effect school tradition and heritage; and feelings of pride, motivation, and new attitudes. Findings show a wide spread of competing emotions, e.g., participants expressed negative comments about change while indicating how excited they were about the newness of it all. Despite numerous negative comments, overall morale appeared to be higher as a result of the renovations. 32p.

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.

This booklet presents suggestions for teachers, administrators, and parents about how to make a school better by improving the physical environment. Information comes from a study that analyzed environmental features which helped make a difference to students, teachers, and parents. During 1995-1997, two researchers examined classroom environments in rural, suburban, and urban settings. Through observations, interviews, and surveys, they made comparisons between what teachers actually had in their classrooms and what they said was important to have in the classroom learning environment. They compared the information to what parents and students believed. The study looked at five categories for comparison: furniture, aesthetics, comfort, instructional items, and professional items. Over 400 4th-8th grade teachers completed interviews and surveys. There were distinct differences between what was actually in the classrooms and what they ideally should have. 40p.

Discusses the classroom environment and its effects on the practice of teachers, examining through interviews the relationships between the designed classroom and how teachers use it. The ways in which architects understand and influence the learning environment are also explored. The interviews were cross-referenced to identify how the two groups perceive the classroom environment and how much interaction teachers and designers have. There are similarities in these perceptions but also conflicting views of how the interactions do happen and what they contribute to the process. 6p.

Tests the hypothesis that an open-space school building design is positively related to professional community, quality teaching practice, and pursuit of higher standards. A comparative study of two open-space and two-closed space schools in one school district relied on data from a teacher-reported survey and interview results, classroom observation, and building floor plans. Survey results were more similar than different across the four schools on all items because of the use of partitions to divide open-space clusters into individual classrooms, causing these classrooms to resemble closed-space classrooms in appearance and functionality. One remnant benefit of the open-space design was "professional growth" through "seeing and hearing" others, and spontaneously sharing materials and ideas. Another benefit of proximity was "developing a bond." 220p.

A student/teacher survey form is provided that addresses the question of what students' and staff's opinions are on the importance of school learning areas at the elementary school level. Samples of comments from students and teachers are listed as is a copy of the study questionnaire from which teachers expressed their ratings of an educational facility's importance in enhancing artistic expression; interpersonal relations; self-directedness, responsibility, and self-assessment; communication; analysis and problem solving; and questioning, inquiry, and research. Also provided is a list of sources that frequently address the subject of long range site and facility planning. (Contains 21 references.) 42p.

This publication illustrates examples and suggests an approach individual schools can use to assess their own design and technology accommodation requirements. Sections 1 and 2 give a guide to the number, type, and size of teaching spaces that are likely to be required, and describes the range of non-teaching support spaces, outlining key points to consider when planning the overall suite of spaces; and provide furnished layouts of typical specialist rooms. Section 3 provides detailed information on both teaching and non-teaching support spaces. Section 4 offers advice on the most typical furniture used in design and technology spaces. Section 5 describes typical workshop equipment and guidance on their accommodation needs. Section 6 outlines key points about servicing design and technology spaces. 84p

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.

This book advances the premise that teachers, in addition to students, must be viewed as customers of the school. Teachers' jobs and work environments must therefore be redesigned for maximum professional growth and development. Unless teachers are supported in developing a quality work environment, efforts to improve schools will be marginally successful. 120p.

This study was designed to observe, record, and describe the interface between educational facilities and learning climate in three elementary schools, comparing the results with results from a 1990 study. Study instruments included the Classroom Spatial Utilization and Migration Observation Form and the Teachers' Educational Facility Perception Questionnaire. Data analysis indicated that school facility had a definite impact on total learning climate. Specific physical features (space, equipment, maintenance, appearance, comfort, and general physical arrangement) had the ability to positively or negatively impact learning climate. Teachers had specific preferences regarding safety, aesthetic, instructional, and equipment features of their classroom. Results found that architectural features and general schematic arrangements relative to the physical location of the school could affect the learning climate in the area of safety and aesthetics. The open space (pod) design negatively impacted the learning climate in the area of comfort and space. Student movement in the classroom and school was affected by available space, learning centers, equipment, and other materials. Space outside the building had to be properly allocated for the ingress and ingress of vehicles and loading and unloading of students to ensure safety at all times. 340p.

This North Carolina study determined what stakeholders using middle school facilities deemed as important characteristics for educational facilities compared to the architects' perceptions. The study compared the perceptions between 300 middle school teachers, 100 middle school principals, and 100 architects on 13 common educational facility characteristics. Results reveal all three groups had significant disagreement in their responses. Data show teachers and principals ranked instructional items, i.e., features which enhance or aid in the delivery of instruction, most important while architects ranked as most important those areas related to design features which added to the visual impact of the facility or delivery of services within the structure. Appendices contain survey data and instrument. (Contains 63 references.) 164p.

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.

Research was conducted on three campuses during spring, 1989. Results of the study provided the following insights into the six components of the research question. (1) Building age, when considered alone, did not appear to impact learning climate. (2) Design and appearance of the facility appeared to impact learning climate. (3) Building square footage seemed to have a marginal impact upon school learning climate. (4) Size and organization of instructional space had a major impact upon the learning climate of a school. (5) Building maintainability appeared to impact learning climate. (6) Results of the study imply that campus location has a significant impact upon learning climate. Data for the study were obtained from parents, teachers, and administrators. Two forms of instrumentation were developed by the researcher: the Classroom Spatial Utilization and Migration Observation Form was developed by the researcher to enhance the observation of classroom spatial organization and movement patterns of students, and teachers within a specific instructional space. The Teachers' Educational Facility Perception Questionnaire was developed by the researcher to assess the feelings of teachers concerning the school building which they taught. 227p

This study determined the perceptions of 38 state Teachers of the Year (1988) had about how school facilities affected their ability to function as professionals. Data from a 105-item questionnaire revealed that, except for space utilization, the teachers were satisfied with all the physical environmental aspects of their schools instructional areas. They were also satisfied with noninstructional features except for telephones for teacher use; teacher to teacher conference areas; teacher professional libraries; and planning, lounge, and dining areas. Statistically significant differences in perception were found by gender, teaching level, and years of experience. The teachers ranked classroom furnishings, equipment, and ambient features as most important environmental features. They were least pleased with space utilization; acoustics; thermal conditions; equipment; and areas for planning, conferencing, and relaxation in their schools. The respondents also suggested features from their present facilities and features to add when planning new schools. 143p.

Research findings demonstrate that the way the classroom environment is arranged can have important consequences on the attitudes, behavior, and achievement of students. The concept of "synomorphy" is used to examine some of the research literature available on classroom design. Synomorphy refers to the similarity of structure or shape between the behavioral aspects of a school activity program and the physical aspects of the environment. Ecological theory predicts that when synomorphy is low, changes will occur in the physical milieu and/or in the kinds of behavior. The first section of the paper applies this theory to open plan schools. The schools were designed for open education, but teachers using traditional educational programs have modified programs and erected physical boundaries to bring the milieu closer to their teaching styles. The paper's next section cites studies of the classroom environments modified in order to improve the degree of synomorphy between the teacher's instructional program and the physical milieu. The final section examines the extent to which teachers ordinarily rearrange the classroom so that the milieu and the program remain in a state of synomorphy throughout the school day and year. An extensive bibliography is appended. 32p.

The relationships between schools' physical environments and the teachers who work in them were explored. Eleven middle school teachers were interviewed about their orientation toward and operation in their schools. They were asked what they thought were their schools' most important features, how they felt about the buildings, what were its good and bad points, and what changes they had made in their classrooms and buildings. Student behavior management arose as the dominant focus of the interviews; curriculum and instruction were nearly ignored. The teachers varied in their level of awareness or sensitivity to the school environment, its effect on them, and their perception of control over it. Adjustments to the classroom setting were uppermost in their minds, while adjustment to the school beyond their own classrooms was perceived as someone else's domain. Most did not indicate that they used the environment or saw its potential as a curriculum variable. In comments about instruction and the school environment, they were most likely to mention the convenience of having a classroom located near the library, a book storage area, or other resource materials. Wall space was seldom used for instructional purposes. Some indicated that they organized furniture to support instructional activities, although the typical arrangement remained straight rows of desks and chairs. Virtually all the teachers volunteered information on their use of the environment to control student behavior. Classroom location had some impact on the teachers' social activities and friendship patterns. It is important that preservice teachers be instructed on the effects and uses of school space. 18p.

Discusses the future of higher education space in the United Kingdom, based on interviews with several British higher education administrators. Physical spaces that universities require are related to their functions in complex ways, and the connections between space and academic performance are not well understood. Various influences of more, the same, and less available and needed space are covered. Space designations are blurring, increasingly multi-functional, and exploited more efficiently. Includes 23 references.

Profiles Kuztown University's new academic building which consists of seven high-tech lecture halls surrounding a 55-foot atrium featuring a central food court and comfortable lounges at the edges. The planning and design of the teaching spaces as well as the common areas are discussed.

Describes desirable features of teacher workspaces, including interdisciplinary mingling, small conference tables, and accessibility to students.

Profiles four school staff lounges deemed comfortable and relaxing by their users, with suggestions for creating or renovating a staff lounge.

In a new wave of plans to recruit and retain teachers who say they cannot afford to buy or rent homes in pricey school districts, officials are considering measures that would put affordable housing within their reach. Those who have had teacher-housing programs in place for a while say they have seen success, although the programs have not completely resolved housing-affordability issues for teachers. In Nevada's 292,000-student Clark County district, which includes Las Vegas, officials are working on a proposal for attainable housing based on a University of California, Irvine, model. Under the proposal, which would have to be approved by the school board, the district would use parcels of its own land to build houses that would then be offered to teachers at affordable rates.

Explores teacher stress and coping in restorative environments such as home, nature, city places, third places, and church. The findings are drawn from seventy-one survey responses of Chicago teachers and suggest restorative design interventions in teachers' in-school environments. Includes 39 references.

Discusses innovative school facilities being created in Hammond, Indiana. With extensive teacher input in place, the district boasts several new and remodeled facilities that feature optimal learning technologies, flexible spaces with operable walls, thoughtful casework and furnishings, and sound reinforcement technology.

Whether it's a new school being built or an older one being refurbished, the school building must support the work of the school. And it's up to educators and school architects to make sure that it does. This provides ideas for designing schools that are consistent with the needs of young adolescents, middle school reform, and teaching and learning in the future.

Pedagogy, the art and science of teaching, should be the driving force behind the design of any teaching facility. What is taught and how it is taught should determine the size, type, and configuration of educational space. The statement seems obvious, but often miscommunication and ill-considered compromises can divert a capital project from an institution's pedagogical mission. This report describes four steps that should be followed to ensure success.

Profiles the use of common teacher workspaces at Maine's Poland Regional High School to enable new and veteran teachers to converse about curricular and pedagogical decisions, student learning, administrative logistics, and professional learning. Teachers share classrooms. Co-teaching teams, cross-curricular grade-level teams, and content-area teachers share office space. Common planning time enables team teachers to plan their curriculum together, assess student work, interact with colleagues, and consult with parents and students in a group setting.

Describes Richmond, Virginia's Deep Run High School, which took design cues from nearby high tech office buildings and features adjacent teaching spaces for different subject areas, reflecting the school's integrated educational program. Photographs are included.

Discuses considerations for high technology presentation products and services in teaching spaces, such as microphones, speakers, recorders, and interactive whiteboards.

Describes the teacher workspaces at the Metropolitan Learning Center in Bloomfield, Connecticut. The shared spaces are situated in the distributed "learning houses" of the school and feature flexible, ergonomic furnishings, along with good visibility to corridors.

Why is the physical learning environment in schools largely ignored by teachers within pedagogical practice? The author contends that the "Knowledge Age" requires that school, college, and university classrooms once again be converted to make more functional sense, and that one way of accomplishing this is through a campaign that relates space directly to changes in pedagogy, curriculum and ICT by placing spatial literacy firmly on the agenda of teachers' own learning.

Presents the results of a study within two northern California high schools that examined how different teachers modified their traditional classrooms. Constraints placed on non-traditional teaching styles by traditional classrooms and furnishings are examined, as well as the ways teachers used, and avoided, the non-classroom workspaces provided for them. Includes five references. (Scroll down in PDF for article.)

The faculty office is the most familiar of institutional workplaces. In this article the author, having taught in five countries other than the United States describes how faculty offices are configured and outfitted in other countries. How these spaces are organized says much about who teachers are, the work ethic in other countries, and how highly faculty members are regarded in other cultures. The difference between the class room, and the office is also discussed.

Explores how the use of staffroom space can reflect significant hierarchies of power and influence in the school. The author contends that who sits where in a staffroom can reflect wider power relations within a school, so understanding this may be a clue as to other ways in which people and groups will interact.

This looks at the need to include the design of school buildings and other physical aspects of the learning environment when attempting to transform pedagogy and make other systemic reforms. The article explores how deeply held cultural assumptions, physically manifested in how space is organized, allocated, and used in schools, influenced one elementary school's efforts to implement a voluntarily adopted arts-based initiative known as the A+ Schools Program. This article presents an ethnographic case study of Rolling Meadow Elementary School (a pseudonym) that illustrates the school's struggles and successes with two simultaneous and sometimes conflicting reforms, the A+ Schools Program and an accountability system mandated by the state, the ABCs of Public Education. The intent of this paper is to show how Rolling Meadow serves as an example of how reform implementation can introduce new spatial challenges and inhibit implementation.

Describes an initiative to outfit New York City's 1,100 schools with teacher workstations. This is part of a growing national movement to upgrade, or, in some cases, introduce teacher work spaces in schools. Discusses the reluctance of some teachers to leave their home classrooms and cart their belongings to separate offices.

The days of every teacher having his or her own classroom are gone. Teachers must have their own spaces in which to work when they are not teaching in the classroom. This discusses location, components of workspaces, and aesthetics.

Discusses three "information age" trends that have colleges and universities re-examining their campus infrastructure flexibility to support these wireless communication needs. Trends examined are information technology; increased demand for flexible, technology- focused teaching spaces; and increased systems' interconnectivity.

For many parents, nothing in public education elicits as much scorn as a portable classroom. There are concerns about lack of bathrooms, long treks to the main building, small windows, bad air and poor maintenance. But trailers get a very different and more positive reaction from the students and teachers who use them.

Describes the unique qualities and organizational development of Cesar Chavez High School in Phoenix, Arizona, which may hold lessons for schools of the future. Discusses the collaborative effort mounted to create the school; the decision making process designed to break down barriers between teachers, support staff, and administrators; and the curriculum, which is designed to encourage team teaching.

A superintendent of a rural district in central New York State describes student, staff, parent, and community reactions to a brand-new K-12 building in their own words. Feelings of concern and doubt were dissipated by the time the building opened.

Discusses design options that can bring about a more secure education environment while helping staff to better supervise students and reduce outside interruptions that can disrupt the learning experience. Suggestions include eliminating stairwells, controlling access, and placing teacher planning rooms strategically along main corridors where teachers can keep an eye on students.

Investigates the impact of lecture facilities on the student learning experience by examining student responses to three lecture halls. Students were invited to rate the importance of 16 lecture theatre components. Tables illustrate the responses for each component, along with demographic information for the respondents. 33 references are included.

This article describes six strategies for teachers to use in organizing their desks and the space around them to make them more efficient and attractive.

Explains how to choose classroom furniture that complements the teaching methodology and fits classroom configurations and needs. Purchasing considerations beyond quality, price, and service are highlighted and include standardizing the products being purchased, carefully choosing fabrics, and considering aesthetics.

The authors suggest that classrooms must provide an appropriately stimulating environment that supports learning and provides teachers and students with a comfortable place to learn. Lists requisite factors of the school environment including furniture, aesthetics, color, carpet, building maintenance, decorating detail, comfort, space/design, lighting, classroom elements, instructional items, and professional items. According to the authors, color is the least expensive investment and the fastest change agent available.

Presents suggestions for organizing the early childhood classroom, focusing on play unit assessment and creating accessible areas that hold children's interest. Discusses how classroom design influences teacher behavior, children's independence, and social interaction. Examines the connection between classroom design and developmental and program goals, children's play, and educational philosophy. Presents tips and resources for effective classroom design

Passantino discusses how demographic changes, new teaching paradigms, the integration of technology, and community collaboration will affect educational facility design in the new millenium. New facility space will be needed to accomodate a growing student population. Classroom design will change to allow increased interaction in the classroom, with the teacher serving as a facilitator. The introduction of computer technology in classrooms will require more space per student. Community collaborations will lead to creative plans for shared space.

Inadequate school facility planning carries fiscal, human, and academic costs. Building a responsive school requires that future inhabitants participate in the planning process. The accommodation of various building-use patterns, teaching methods, and learning styles reflects how satisfactorily a school building performs for its users. New occupants' responses are important for making future building improvements.

Claims that almost none of the preschool design literature bridges the interest and technical concern of architects and teachers. Offers design suggestions for classrooms, outdoor spaces, shared spaces, offices, teachers' space, and a place for parents. Discusses general design issues such as textures and colors, materials, security and safety, as well as planning and budgeting.

Suggests teachers be involved in educational school facility planning efforts in order to fulfill educational program needs. The creation or vision process for facilities planning includes the program description, educational overview, imagining the future, storyboarding, a Gap Analysis to identify program needs, and a force field analysis to identify vision obstacles.

Over time, Bellevue, Washington, Public Schools will be able to renovate each of its 27 schools every 20 years. Site-based input for modernization worked in the district's most recent project. At Eastgate Elementary School a team was composed of the entire staff of 20 teachers, plus the principal and support personnel. A center room was created by changing the classroom configuration.

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.

Discusses new visions of learning and how educators and architects are creating "three-dimensional textbooks" that use the learning environment as a teaching tool. Suggests that there is a current revolution in education that requires the design of schools to be rethought. Examines the planning process known as architectural programming, wherein the community and those who will occupy a building are consulted in order to determine developmental needs, aesthetic preferences, and desired climate. Explores the challenge of translating goals that are established for the learners into an architecture that is a true learning environment.

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.

School architecture should be redesigned to match the vision for overall school restructuring. After explaining the need for improving educational facilities, this document describes the role of environmental variables in motivating and assessing improved student performance. The relationships between the environment and social attitudes and between the environment and future demographic, safety, and health concerns are mentioned and restructuring is defined as both product and process. Next, the conventional design process, in which the architect is the primary designer, is compared with the collaborative design process that involves educators, administrators, and community members in the building design. The "interactive environment,""learning community," and "activity appropriate environment" are described as constructs that need architectural expression. Three successful collaborative design projects are described: (1) The design of the Saturn School in St. Paul, Minnesota; (2) the physical redesigning of Hammond Public Schools in Indiana; and (3) the Saturn Project in Florida that led to the construction of 49 new schools. Last, questions regarding the process, design, implementation, and evaluation of school construction that fits restructuring visions are addressed.

Christopher explores the effect of school buildings on education. Although a quality building cannot make up for a poor curriculum, an exceptional environment can improve a program's implementation and inspire its users to perform better. An school building design should be an extension of its educational program, and create an environmentally friendly environment for students and teachers.

The physical environment has a psychological impact on teachers and students; and consequently, on teaching and learning. Shape, size, arrangement and decor of the room can be inviting or repulsive and can affect communication, sight, and hearing. A carefully designed classroom includes specific elements to maximize learning and minimize those factors that are detrimental to health and comfort. Elements to be considered include spatial relationships, climate control, visual and acoustical environments including colors of walls, floors, etc. Surface finish and colors not only affect psychological attitude, but significantly alleviate or worsen glare as a cause of fatigue and poor learning environment.

Research completed at the Department of Architecture, University of Nottingham, England, has asked these research questions: (1) what effect does the built environment have on the manner in which teachers and children utilize their teaching areas?; (2) what role does the teacher have on how children feel in their space?; (3) did architects over-zealously design openness where a more enclosed environment would have served as well?; (4) has the openness of American schools contributed to the seeming aimlessness and lack of control amongst our children?; and (5) can the physical environment be part of the problem? After comparing openness in British and American schools and after discussing societal trends and changes, educational goals, and teaching methods, the author concludes that there has been a conservative swing back to traditional teaching as evidenced, for example, by the "walling in" of open-space classrooms.

The proliferation in the use of portable classrooms prompted a research study focused on gaining information through a survey on portables as they compare to permanent buildings from a user's point of view. The study surveyed 128 teachers working in California's San Joaquin Valley who were currently teaching, or previously had taught, in both permanent and portable classrooms. Comparisons of satisfaction were made on 19 characteristics including such things as size, lighting, window placement, noise level, safety, maintenance, location, etc. While levels of satisfaction varied among individual characteristics, overall results showed 15% of the respondents expressing more satisfaction with portables, 48% expressing the same satisfaction as with permanent classrooms, and 37% expressing less satisfaction with portables. Some of the negative comments had to do with lack of seating flexibility due to shape of classroom and location of chalkboards, window placement, bounciness of floors, isolation on campus, and maintenance. Security was another concern.

Whether a facility is a traditional or open-space classroom design, there is impact upon learning, behavior and a sense of pride (ownership, belonging, comfort). School size, space and density, climate, lighting, acoustics and color play major roles in learning and in behavioral reactions of both students and teachers. When students feel welcome (impact of color, compact openness) vandalism and graffiti are minimized.

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]

Englehardt presents research showing a correlation between spacial attributes and teaching methods in science teachers. He discusses findings related to laboratory design, access to specialized spaces and equipment. His conclusions have important implications to the design on school facilies and science classrooms.

This article summarizes the results two studies, conducted 10 years apart, assessing teacher attitudes and practices in traditional and open space classrooms. Results show a preference for open space among teachers, along with increased multi-teacher practices and individual student practices in open space facilities.

The author addresses the environmental issues of lighting, noise and temperature and their affect on the learning process. He further suggests that teachers and administrators be made aware of these issues during one of their annual inservice training programs. He also suggests administering a diagnostic test containing 20 statements on environmental issues as a method of beginning the inservice training and raising the issues in the teaching profession.

Reports on junior high school student and teacher anxiety, which was higher in open-plan schools than in conventional plan schools. In the open plan schools, transition to new activities were more frequently needed and student off-task behavior was greater. Includes 35 references.

NCEF's resource list of links, books, and journal articles on the design and layout of school classrooms.

NCEF's resource list of links, books, and journal articles on the design and layout of classrooms for college and universities. See also NCEF Resource Lists on Classroom Design (K-12), Distance Learning Classrooms, Classroom Acoustics, Lighting, Furnishings, Campus Architecture, Science Facilities, Technology Integration, and more.

NCEF's resource list of links, books, and journal articles on the participation of students, teachers, parents, administrators, and community members in the planning and design of schools.

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.

NCEF's resource list of links, books, and journal articles on educational specifications for new and renovated school facilities.

NCEF's resource list of links, books, and journal articles examining the association between student achievement and the physical environment of school buildings.

NCEF's resource list of links, books, and journal articles on the design and use of portable and modular structures on school campuses.

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.

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.

NCEF's resource list of links, books, and journal articles on the effects of school facility condition on teachers.