Information on designing school buildings, including school design guidelines, trends, principles, and examples, compiled by the National Clearinghouse for Educational Facilities. See also NCEF Resource Lists on Campus Architecture, Case Studies, Selecting Design Professionals, and many more related topics.
References to Books and Other Media
10 Current School Facility Features that are Obsolete
(School Design Matters, Jun 20, 2012)
Looks at school facility features that are obsolete today and yet are still in wide use: departmental organizations; learning in prescribed spaces; school corridors; traditional school libraries; computer labs; gyms without natural daylight; teacher centered classrooms; isolate classrooms; institutional food service; and large gang restrooms.
Forum Guide to Facilities Information Management: A Resource for State and Local Education Agencies
National Forum on Education Statistics
(National Center for Education Statistics, Washington, D.C. , Mar 2012)
This guide provides a framework for collecting, evaluating, and maintaining education facilities data. It is written to help officials design a school facility information system that supports policy and decision making; management and operation; capital budgeting and project management; public participation in school facilities planning; and the integration of facilities data into other education and municipal data sets. Best practices are given for the design, development, implementation, and use of facilities management information systems, along with a list of standard data elements. These elements can be used to develop indicators for measuring and comparing the quality of education facilities; and, in turn, answering policy questions and informing new education policies. The facility data elements presented in this guide are described in greater detail in the NCES Handbooks Online at http://nces.ed.gov/programs/handbook. 80p
Learn for Life. New Architecture for New Learning.
S. Ehmann, S. Borges, R. Klanten
(Gestalten, Feb 2012)
Diverse collection of inspiring architecture and interiors that support progressive models of acquiring knowledge. New interpretations of kindergartens, schools, universities, and libraries are featured along with architecturally innovative offices and conference rooms. These examples are rounded out by more experimental projects that offer further perspectives on the rapidly evolving topic of how best to learn in the new millennium.TO ORDER: http://usshop.gestalten.com/catalog/product/view/id/4630
The groundbreaking spaces promote learning by inspiring us, providing us with helpful tools, and facilitating opportunities for productive cooperation and the exchange of ideas within groups. In short, the work makes clear that the creative use of architecture and interior design not only provides a new physical framework for acquiring knowledge, but also revitalizes and advances the process of learning as a whole. 288p
EPA: IAQ Design Tools for Schools
(U.S. Environmental Protection Agency, 2012)
Website developed by the U.S. Environmental Protection Agency to help school districts and facility planners find the information resources they need to design new school facilities, and repair existing facilities. Topics include: high performance schools, school siting, pre-design, materials selection, HVAC, controlling pollutants, moisture control, construction, commissioning, operations and maintenance, renovation and repair, portable classrooms, IAQ Tools for Schools.
A History of School Design and its Indoor Environmental Standards, 1900 to Today.
(National Clearinghouse for Educational Facilities, Washington, D.C. , 2012)
Looks back at the designs of school buildings of the recent past, identifying trends in energy consumption, ventilation, heating, air quality, lighting, and acoustics. Sections include: Safety, Permanence and Endurance--School Building Prior to 1930; The Progressive Era (1930-1945); Post-war Boom (1945-1960); The Impulsive Period (1960-1980); Declines of the 1980s and the New Movements of the 1990s and 2000s; 21st Century School Environments: What does the future hold? 30p
Sims, Joel K.
(School Designer, Dec 2011)
Explores K-12 schools from all over the world that incorporate areas that students find both beneficial and enjoyable. Provides comments from students who have utilized the spaces and enjoyed the benefits first-hand. 118pTO ORDER: http://www.lulu.com/product/ebook/schooldesigner-student-spaces/18739202
Building Energy- Efficient Schools in New Orleans
(U. S. Department of Energy, Energy Efficiency & Renewable Energy, Dec 2011)
This case study presents the lessons learned from incorporating energy efficiency in the rebuilding and renovating of New Orleans K-12 schools after Hurricanes Katrina and Rita. The experiences of four new schools—Langston Hughes Elementary School, Andrew H. Wilson Elementary School (which was 50% new construction and 50% major renovation), L.B. Landry High School, and Lake Area High School—and one major renovation, Joseph A. Craig Elementary School—are described to help other school districts and design teams with their in-progress and future school building projects in hot-humid climates. 23p
Collective Intelligence. Facility's Response to the International Baccalaureate Curriculum.
(Perkins Eastman K-12 Group, Oct 2011)
Provides plans for accommodating the ideals of the International Baccalaureate (IB) program within an existing school facility, including Primary Learning Modalities, General Meeting & Collaboration, General Teaching Training, and Diploma College Preparation. Focuses on the library as a dynamic and active place for collaboration and exploration. Includes strategies to minimize costs while providing a first class 21st century educational experience. 16p
Designing for Education: Compendium of Exemplary Educational Facilities 2011
(OECD Centre for Effective Learning Environments , Sep 2011)
Showcases over 60 exemplary recently built or refurbished schools and universities from 28 countries and includes examples of early childhood, primary, secondary, vocational and higher education facilities spanning countries in six continents, from India, Uruguay and Portugal, to Australia, United States and Burkina Faso. Collectively, these projects demonstrate state-of-the-art design in this field and each one is lavishly illustrated with colour photos, plans and descriptions.TO ORDER: http://www.oecd.org/
Creating Quality School-Age Child Care Space.
(Local Initiatives Support Corporation/Community Investment Collaborative for Kids, Sep 2011)
Provides strategies for planning, designing, and equipping after-school physical environments for school-age children from kindergarten through eighth grade. After-school spaces offer an opportunity to create special crossover environments where children can learn in a low-stress setting, explore new interests, and develop meaningful relationships with friends and mentors. Covers the following topics: getting started, adjacencies; accessibility; greening your space; tips for maximizing shared space; entry/gathering area; program activities; indoor and outdoor active play; dramatic play, quiet games, and construction-based play; science; music and arts; academic support; computer/technology spaces; adult spaces; children's bathrooms; storage; maintenance; ambiance and aesthetics; equipment and furnishings; 40p
The Best School in the World: Seven Finnish Examples from the 21st Century
(Suomen Rakennustaiteen Museo, Jun 2011)
This catalog of a museum exhibition The Best School in the World features three expert essays and a detailed visual presentation of the schools. Architect Kaisa Nuikkinen discusses the various challenges of designing a school in her article Learning Spaces: How They Meet Evolving Educational Needs. Finland’s PISA performance is the main focus of Educational Progress in Finland and What We Can Learn from It, an expert article contributed by Pasi Sahlberg, Director General of the Finnish Centre for International Mobility (CIMO). Sirkka-Liisa Jetsonen, an architect at the National Board of Antiquities, provides an historical outline of the Finnish education system and its buildings in her article Setting the Scene for Learning. 80p
Database of Best Practices in Educational Facilities Investment
(OECD/CELE and the European Investment Bank , 2011)
The purpose of the database is to inform the planning, design, construction, management and evaluation of educational spaces by providing an international resource of exemplary school and university facilities, combined with a bibliographical reference tool for strategic investment in educational infrastructure. This database draws on two sources of information: Information collected in the framework of the joint CELE/European Investment Bank project on “Strategic Investment Planning for Educational Infrastructure”. The 60 exemplary schools and universities featured in CELE’s publication Designing for Education: Compendium of Exemplary Educational Facilities 2011. The database provides detailed information on each project, in addition to high-quality photos and plans and contact information for schools and architects. The database classifies each design project by category: flexible learning settings, school regeneration, access, new technologies, outdoor spaces, furniture, safety, comfort, community use and involvement, integrated services, special needs provision, multi-sensory environment, cultural and historical value; environmental sustainability, energy efficiency, cost efficiency, library/resource centre, music facilities, fine art facilities, science laboratories, vocational facilities, sporting facilities, etc). In due course, details of all the 166 submissions received during the publication’s preparatory phase will be uploaded on the database.
Optimal Learning Environments: Societal Expectations, Learning Goals and the Role of School Designers.
(Designshare.com, Minneapolis, MN , 2011)
Explores the effects of societal expectations on schools and investigates the relationship among those expectations, learning goals, and the learning theories that undergird schools. Through historical descriptions and practical ideas, advice is offered that can help designers of learning environments create flexible and responsive physical contexts. 7p.
Hille, R. Thomas
(John Wiley & Sons, Hoboken, NJ , 2011)
Presents a survey of exceptional 20th- and early 21st-century K-12 school designs, by architects from Frank Lloyd Wright to Morphosis. This in-depth design study explores the fundamental relationship between architecture, education, and the design of contemporary learning environments. Its focus is on the underlying design themes and characteristic features that support and enhance basic aspects of learning and, in the process, create an architectural expression that is both meaningful and lasting. Its scope covers influences of contemporary educational ideas and practices, related design concepts and strategies, and the resulting impact of both on real environments for learning. More than 900 contemporary and historical photographs and 200 plans of schools by many of the outstanding design architects of the modern era are included. The book is divided into three parts: Part I is an overview of school design, Part II and III present key paradigms of school design and in-depth case studies of projects, with applicable lessons for today's architect. 528p.
Educational Trends Shaping School Planning, Design, Construction, Funding and Operation.
(National Clearinghouse for Educational Facilities, Washington, DC , Sep 2010)
Assists educators and facilities professionals to prepare for an increasingly diverse, conflicted, and constantly evolving world of education. Fifteen trends are presented that are redefining education in the united states, and along with each, how it relates to the field of educational facilities. For each trend, a synopsis and discussion of consequence is offered. These trends cover demographic projections, analysis of disabled student populations, pre-school preparation, school size, teacher/pupil ratios, grade configurations, length of school year, attendance zones, technology integration, shifts in curriculum, green schools, and teacher census. 57 references are included. 16p.
Design for the Creative Age.
Illustrates international examples of collaborative and individual learning opportunities in a variety of learning spaces where large and small groups, as well as individuals in personal spaces can study. School/community connections, revealed structural elements, and dedicated interdisciplinary project spaces are addressed.
Designing Primary Schools for the Future.
Darmody, Merike; Smyth, Emer; Doherty, Cliona
(Economic and Social Research Institute, Dublin, Ireland , Jun 2010)
Explores the perceptions of students, teachers and key stakeholders of the interaction between school design and teaching and learning in the Irish context, specifically focusing on primary schools. In particular, the study draws on interviews with key stakeholders along with detailed case-studies of six primary schools. The research encompasses perceptions on existing primary schools, covering the range from older buildings to those built according to current design guidelines. School and classroom size, indoor and outdoor spaces and arrangements, and technology integration are addressed 169p.Report NO: Research Series #16
School 2.0 - Designing Tomorrow's Schools.
(Fielding Nair International , 2010)
Advocates the design schools to accommodate various modalities of learning: aural, visual, and tactile. Spaces where students can work in groups and problem-solve are described. These include creation of small learning communities within the classroom, social spaces. The opportunity to modifying an existing building in this manner is emphasized.
Building Better Schools: Methodological Concerns and The Need for Evidence-Based Research.
Edgerton, Edward; McKechnie, J.; McEwen, S.
(Comportements and Authors, Lausanne, Switzerland , 2010)
Describes how the difficulty in building high-quality school environments has more to do with a lack of knowledge rather than a lack of finance. Research supported decisions in planning schools are still badly needed. According to the author, there are many reasons why there is little high quality research on school environments, but, perhaps the main reason concerns the practical and methodological difficulties that exist in this "real-life" field of research. Issues such as access to schools and users, specifying what variables to measure, selecting appropriate tools and obtaining large, representative samples, result in many barriers that need to be overcome. With reference to two school environment studies (one completed and one on-going), the paper focuses on tool development, operationalization of variables and the necessity for longitudinal research. 9p.
Sustainable School Architecture: Design for Primary and Secondary Schools.
Gelfan, Lisa; Freed, Eric
(John Wiley & Sons, Hoboken, NJ , 2010)
Offers guidance on the planning, architecture, and design of schools that are healthy, stimulating, and will conserve energy and resources. The book emphasizes how eco-friendly practices for school construction can create an environment that students will emulate and carry into the world. Also included are a focus on the links between best sustainable practices and the specific needs of educational institutions, 19 international case studies of contemporary sustainable schools, information on the California Collaborative for High Performance Schools (CHPS) and the Leadership in Energy and Environmental Design (LEED) rating system, resources for incremental modernization and operation strategies as well as comprehensive transformation, tips on running an integrated, and contributions by experts on approaches to the sites, systems, maintenance, and operation of sustainable schools. 335p.TO ORDER: http://www.wiley-vch.de/publish/en/books/ISBN978-0-470-44543-3
Schools: Educational Spaces.
(Braun Publishing, Salenstein, Switzerland , 2010)
Presents 60 international schools of notable programming and design, offering a brief description of each, accompanied by plans, sections, and abundant photographs. 271p.TO ORDER: http://www.braun-publishing.ch/index.php?id=18&L=1&tx_ttproducts_pi1[backPID]
Evidence-Based Design of Elementary and Secondary Schools, 2nd Ed.
(John Wiley and Sons, Inc., Hoboken, NJ , 2010)
Advises design professionals on how to create schools that are an extension of their communities. With assistance from research-intensive principles, theories, concepts, research methodologies, and the behavioral sciences, the book provides strategies for establishing a design approach that is responsive to the changing needs of educators and their students. The book presents an overview of the current research and learning theories in education and how they apply to contemporary school design, explores the history of school design in the United States; examines the role of information technology in education, includes case studies of more than twenty school designs, and connsiders what learning environments may be in the near future. It also analyzes the current shift toward a modern architectural paradigm that balances physical beauty, social awareness, and building technologies with functionality to create buildings that optimize the educational experience for all learners. 348p.
Designing New Learning Environments to Support 21st Century Learning Skills.
(DesignShare.Com, Minneapolis, MN , 2010)
Uses examples of innovative school buildings designed for collaborative learning to illustrate how the familiar box-based design of most current schools was designed for an outdated factory-model agenda. The new learning formats of engagement, problem solving, and communication are accommodated by these "form follows function" designs. Includes 26 references. 32p.
Building Type Basics for Elementary and Secondary Schools, 2nd Ed.
Perkins, Bradford; Bordwell, Raymond
(John Wiley and Sons, Inc., Hoboken, NJ , 2010)
Advises architects, planners, engineers, and their clients through all aspects of school facilities design. Chapters address predesign, circulation, design concerns and process, site planning, codes, sustainability, systems, technology, materials, acoustics, lighting, interiors, wayfinding, renovation, international design issues, operation and maintenance, and financing. Appendices provide sample space programs for elementary, middle, and secondary schools. The book examines technology's influence in the classroom, along with current research that shows how school buildings can impact teaching and learning. Design guidance is illustrated with school case studies, photographs, diagrams, floor plans, sections, and details. 350p.
Learning and The Physical Environment-A Research Overview from Scandinavia.
(Comportements and Authors, Lausanne, Switzerland , 2010)
Presents a review of research done in Scandinavia on the relationship between learning and the physical environment. The paper discusses the interaction between children's learning and the physical environment of schools and their adjacent outdoor environments. The author stresses that learning in schools comprises both formal and informal learning, including play. She argues that both play spaces and learning spaces should have workshop-like qualities, preferably with clearly demarcated areas for different activities. Children need environments that inspire them to different types of practical activity. Learning environments should provide rooms for meeting and mixing with friends but also for seclusion. One way of assuring students' right to safe and developmental environments is to give them influence over the planning of their physical landscape. The local environment around the school is an opportunity in this respect. 6p.
Elementary School. [Whole Building Design Guide]
Vaughan, Ellen Larson
(National Institute of Building Sciences, Washington, D.C. , 2010)
Elementary school buildings are the setting for the first four to eight years of a child's formal education. This section of the Whole Building Design Guide describes the types of spaces in elementary schools and design considerations such as accessibility, aesthetics, cost effectiveness, functionality, historic preservation, productivity, safety and security, and sustainability. Includes emerging issues, relevant codes and standards, and major resources.
Secondary School. [Whole Building Design Guide]
Vaughan, Ellen Larson
(National Institute of Building Sciences, Washington, D.c. , 2010)
Secondary school buildings provide the setting for the second phase of a child's formal, compulsory education in the United States—high school or grades 9 through 12. This section of the Whole Building Design Guide includes junior or "community" colleges in the secondary school category. This describes the types of spaces in secondary schools and design considerations such as accessibility, aesthetics, cost effectiveness, functionality, historic preservation, productivity, safety and security, and sustainability. Includes emerging issues, relevant codes and standards, and major resources.
Rethinking Schools: A System of Adaptable Design.
(Thesis, University of Maryland, School of Architecture, Planning, and Preservation, 2010)
This thesis rethinks how schools adapt to change, by exploring themes of flexibility and adaptability. Flexibility in the short term allows learning spaces to be a platform for changing pedagogy or technology. In addition, adaptability in the long term allows for the architecture to absorb changes in enrollment. Education facilities around the world are constantly fluctuating between being over-crowded and under utilized. This thesis explores opportunities for the architecture of the school, from the master planning and organization of program to the construction methods of the building, to adapt to this change. A systematic approach is established where a pre-fabricated kit of parts is defined and utilized to create learning communities, which incrementally expand or contract from the core of the school. This thesis proposes this system of adaptable design as a solution to optimizing space utilization in public schools, grades pre-kindergarten through eight, in Washington D.C. [Author's abstract] 94p.
Designing Schools for 21st Century Learning. [Video]
(The Pearson Foundation and The Mobile Learning Institute with the Council of Educational Facility Planners International, Oct 18, 2009)
Architect Randall Fielding discusses cutting-edge school design while taking the viewer on a tour of schools. Presented at the CEFPI 86th Annual World Conference & Expo.
Optimal Learning Spaces: Design Implications for Primary Schools.
Barrett, Peter; Zhang, Yufan
(University of Salford, Salford Centre for Research and Innovation in the Builint an Human Environment, Salford, United Kingdom , Oct 2009)
Frames the multitude of opportunities within just a few major design principles derived from the basics of how people experience spaces in response to the environmental data they gain through their senses and synthesize in their brains that are more effective and comfortable. The report provides in-depth and practical suggestions for improving the quality of the internal and external learning environment so ensuring that pupils and teaching staff enjoy effective communication in comfortable spaces. This leads to a focus on naturalness, individualization and level of stimulation. The resulting practical opportunities are illustrated with case studies. When a new building is complete and is handed over to the teachers, the school can only be a finished beginning in which adaptations will occur. Only when spaces are seen to support learning and create a positive experience, can it be said that it was designed successfully. 55p.
Take 8. Learning Spaces: The Transformation of Educational Spaces for the 21st Century.
Newton, Clare and Fisher, Kenn
(Australian Institute of Architects, Oct 2009)
Focused predominantly on primary and secondary schools, this collection of interviews, articles and case studies presents a series of reflections by educators, designers and government policy initiators on the current landscape of learning space design and educational innovation in Australia. Articles commonly acknowledge the emergent relationship between pedagogy and space, leading to both revolutionary learning spaces and transformational teaching practice. While it is Australian-centric, the experiences and case studies reflected upon transpire relevance across the globe and will surely strike a chord of familiarity for those researchers, designers and practitioners who are negotiating similar pathways. 148pTO ORDER: http://www.architecture.com.au/
The Language of School Design: Design Patterns for 21st Century Schools.
Nair, Prakash; Fielding, Randall; Lackney, Jeffery
(DesignShare.com, Minneapolis, MN , Sep 2009)
Presents 28 design patterns, along with plans, sectional views, and photographs that illustrate existing innovative learning environments from around the world. Specific designs are offered for classrooms, entries, student display space, "home base" and individual storage, laboratories, the arts, physical fitness, supervision, dispersed technology, outdoor spaces, dining areas, furnishings, and flexible spaces, with additional recommendations on lighting and ventilation. The impact of the designs on learning, socialization, and health is discussed in each section. Appendices include illustrated essays on school design, the future of built schools, author biographies, and 21 references. 214p.TO ORDER: http://www.designshare.com/index.php/language-school-design/order-process
Directory of Acronyms.
(Coalition for Adequate School Housing, Sacramento, CA , Aug 26, 2009)
Lists typical acronyms used in the school facilities industry. The list addresses government agencies, planning, financing, design, construction, project management, operations, and maintenance. 28p.
15 Cool High School, College and University Building Designs.
(Web Urbanist, Apr 2009)
Profiles 15 mostly avant-garde designs of high school and university buildings from around the world. Photographs accompany each description.
(Autodesk, San Rafael, CA, 2009)
This online game helps educate everyone–from industry professionals to teachers, parents and students–about green building issues. The game presents in a quiz show and fast finger action format. RetroFits builds awareness about the benefits of green building renovation as players compete for a place on the high points leader board. Players can also stay up-to-date with the latest on green building issues by following RetroFits Twitter.
The Third Teacher: 79 Ways You Can Use Design to Transform Teaching and Learning.
(OWP/P Architects, Chicago, IL , Jan 2009)
Examines the link between how one learns and where one learns. Case studies, interviews, and written contributions are organized under 79 practical topics for how design can be used to transform teaching and learning. The book is a collaborative effort among school architects, school furniture suppliers, and designers. The Third Teacher encourages teachers to develop the knowledge, skills and dispositions of designers and understand that we all create the world in which we live. This book also shows how even the students can become designers of their learning environments. 257p.
Thinking Space: A Workshop Resource to Support Visioning of Learning Spaces for the Future.
(DesignShare, Minneapolis, MN , 2009)
Provides a workshop resource to support people who are thinking about, or currently undertaking school renovation or rebuilding projects. It includes a set of activities, tools and techniques that can be used to facilitate workshop sessions to help people in the visioning and pre-engagement phases of projects. It specifically aims to engage practitioners with activities to support critical and creative thinking about the future of education, related practices, approaches, relationships and technologies, and the implications these might have on future educational spaces. It also offers a set of workshop activities that can be undertaken with pupils as part of a wider commitment to actively engage and involve them in the redesign process. 122p.
Public Art for Public Schools.
(Random Hous/Monacelli Press, New York, NY , 2009)
Reviews the collection of more than 1,500 artworks has been assembled over nearly 150 years by the New York City Public School . The diverse collection ranges from stained glass by Tiffany Studios to mural cycles commissioned by the WPA to modern and contemporary works by Hans Hofmann, Ben Shahn, Romare Bearden, Faith Ringgold, and Vito Acconci. School construction and public art have expanded dramatically under current leadership, with new school buildings and art commissioned from noted architects artists. The book provides an account of the history and future of this program, illustrated with archival images and new photographs specially commissioned for this publication. 240p.TO ORDER: http://www.randomhouse.com/monacelli/
Planning Educational Facilities: What Educators Need to Know.
(Rowman & Littlefied, Lanham, MD , 2009)
Provides a detailed discussion of the processes involved in planning a school building, from a discussion on how to organize the local staff to the final evaluation of the building. Individual chapters address planning, educational program development, evaluation of existing facilities, enrollment projection, financial planning, development of the capital improvement program, development of educational specifications, site selection and acquisition, federal regulations, architect selection and employment, project management, commissioning, post-occupancy evaluation, technology integration, and green schools. 332p.
Life Between Classrooms: Applying Public Space Theory to Learning Environments.
Nair, Prakash; Gehling, Annalise
(www.designshare.com, Minneapolis, MN , Jan 2009)
Applies theories of space between buildings to space between classrooms. Corridors should be social, not just transit spaces. Formal and informal learning spaces replace classrooms. Outdoor spaces should provide a variety of group and individual spaces. 4p.
Linking Architecture and Education: Sustainable Design for Learning Environments.
Taylor, Anne; Enggass, Katherine
(University of New Mexico Press, Albuquerque , 2009)
Presents a holistic, sustainable philosophy of learning environment design based on the study of how schools, classrooms, playgrounds, homes, museums, and parks affect children and how they learn. The author argues that architects must integrate their design knowledge with an understanding of the developmental needs of learners, while at the same time educators, parents, and students must broaden their awareness of the built, natural, and cultural environment to maximize the learning experience. The book presents numerous examples of dynamic designs that are the result of interdisciplinary understanding of place. Also included are designer perspectives, forums derived from commentary by outside contributors involved in school planning, and numerous photographs of thoughtful and effective solutions to create learning environments from comprehensive design criteria. 471p.TO ORDER: University of New Mexico Press
Schools of the Future.
Walden, Rotraut, ed.
(Hogrefe and Huber, Cambridge, MA , 2009)
Provides a brief overview of the historical development of school buildings in different countries, followed by contributions from authors discussing how school buildings can work together with users' own creative responses and result in educational environments that are "alive." The give-and- take relationship between architecture and its users (students, teachers, parents, and the community at large) is emphasized from the point of view of architectural psychology and emerging considerations such as information technology. The "schools for the future" vision is to create spaces that people are pleased to return to, time and again, and that allow options for future modification in line with changing user requirements. Also proposed are criteria for the assessment of schools derived from a dual approach. The first is the call for a common language to be used by designers and educators, exemplified by a number of patterns that have been found to be salient in school design. Their common underlying premise is that learning environments should be learner-centered, appropriate to age and developmental stage, safe, comfortable, accessible, flexible, and equitable, in addition to being cost effective. The second approach presents instruments for the systematic assessment of school buildings according to facet theory, a tool that helps to structure the large number of possible influences and subjective indicators such as learning performance, expressions of well-being, and social behavior. 264p.TO ORDER: Hogrefe & Huber Publishers
References to Journal Articles
Education Design Showcase 12. Outstanding Design + Architecture in Education.
College Planning and Management; Jun 2012
Research and best practices lead to innovative yet practical solutions in planning, design and construction. Round up of schools, colleges, and universities projects submitted to the Education Design Showcase.
The Four Energy Zones of Schools
Monberg, Greg; Kacan, George
Educational Facility Planner; v46 n1 , p49-53 ; Jun 2012
Discusses how schools can provide each child with an environment where they can grow and thrive by creating facilities that support quality educational delivery and promote a high level of engagement. The authors describe the regression, stagnation, corruption, and actualization zones.
Fusing Technology Into the School Design Process For Today and Tomorrow
Strube, Marilyn; Thompson, Ann L.
Educational Facility Planner; v46 n1 , p39-42 ; Jun 2012
Discusses the many ways that students are bringing technologies into the classroom and the design implications for school design.
An Emerging Framework for School Design Based on Children’s Voices
Children, Youth, and Environments; v22 n1 , p125-144 ; Spring 2012
This paper explores the views and expectations of children regarding their school environments and has constructed a framework for the school design process based on children’s information and reflections. The research objectives required analyzing secondary data, as well as qualitative and quantitative empirical studies— each one leading to the next. The issues raised by children about school design emerged through an analysis of three previous studies in the UK. The empirical study involved 260 children (11-12 years old) in two secondary schools in England. The findings highlight the importance children attribute to various issues. The overall findings have been developed as a school design framework to guide the design and decision-making processes of architects and designers. [Author's abstract]TO ORDER: http://www.colorado.edu/journals/cye/index_issues.htm
Forming Playscapes: What Schools Can Learn from Playgrounds
Arch Daily; Mar 07, 2012
When designing classrooms, designers should look at spaces that welcome interaction with the environment and encourage the free reign of energy and imagination--the playground. Describes numerous schools around the world that can inspire the classrooms of the future.
Community-Oriented Architecture in Schools: How Extroverted Design Can Impact Learning and Change the World
Arch Daily; Mar 05, 2012
According to this article, the design of a school cannot just incorporate the necessary physical conditions for students; it must be designed with its cultural value to the community in mind, cognizant of the fact that a young mind’s commitment to learning is affected greatly by his/her family, society and culture’s value of education.
Citizens Fit for the 21st Century? The Role of School Design in Facilitating Citizenship and Self-Governance in Young People
Education, Citizenship and Social Justice; n1 , p19-31 ; Mar 2012
This article explores the relevance of school design in providing an important social-spatial context for promoting citizenship in young people. Drawing on a small-scale study that investigated the perspectives of pupils and teachers, it contrasts the ways in which the social control and monitoring of pupils differed in two secondary schools. Comparing features of everyday life in one new and one old-build school, this study found that school design could either heighten or lessen the need for teacher control of pupils. As a consequence the layout of the schools could enable or restrict young people's opportunities for self-determination, as well as encourage the normalization of the acceptance of control by others. The implications of this for the production of autonomous and self-governing citizens will be addressed. [Author's abstract]
Creating an Ultra-Flexible Learning Space
THEJournal; Feb 08, 2012
Designers of the Minnesota School of Environmental Studies (SES) were years ahead of the curve when it came to creating collaborative classrooms that would one day accommodate learning technologies that in 1995 had yet to be conceived--let alone developed and marketed to the educational sector. Cumulatively the various features that went into SES' design have withstood both the test of time and the onslaught of technology in the high school classroom.
Building Types Study: K-12 Schools
Architectural Record; Jan 2012
In-depth analyses of fifteen K-12 school buildings, with photos, drawings, specifications, descriptions and design solutions. Includes Evelyn Grace Academy, Zaha Hadid Architects London, United Kingdom; Gloria Marshall Elementary School, SHW Group, Spring, Texas; Leutschenbach School, Christian Kerez, Zurich, German; Machias Elementary School NAC Architecture, Snohomish, Washington; Marysville Getchell High School Campus, DLR Group,Marysville, Washington; Nathan Hale High School, Mahlum, Seattle, Washington; Pritzker Science Center, William Rawn Associates, Architects, Milton, Massachusetts; Samuel Brighouse Elementary School, Perkins+Will, British Columbia, Richmond, Canada; South Shore International College Prep High School, John Ronan Architects, Chicago, Illinois; Stoddert Elementary School & Community Center, EE&K a Perkins Eastman company, Washington D.C.; Summit Elementary School, Lee H. Skolnick Architecture + Design Partnership, Casper, Wyoming; W. F. Kaynor Technical High School, The S/L/A/M Collaborative, Waterbury, Connecticut; Cedar Ridge High School, Perkins+Will, Round Rock, Texas; Charles W. Morey Elementary School, Flansburgh Architects, Lowell, Massachusetts; Gary Comer College Prep, John Ronan Architects, Chicago, Illinois.
Innovations for Educational Facility Design
Architectural Record; , 7p ; Jan 2012
Describes the main issues affecting high-performance school design. Discusses strategies for enhancing learning environments using retrofit or renovation strategies to improve daylighting, flexibility of use, or energy efficiency. Provides examples of building techniques and technologies specifically designed to improve student health or the life cycle and durability of educational buildings.
School Architecture: Numerous Factors at Play
School Construction News; Dec 27, 2011
When it comes to school architecture, there is no one size fits all approach. A variety of design elements are at play — no matter if the facility is an elementary or middle school, high school or college — largely due to the various socioeconomic backgrounds, physical characteristics, learning styles and emotional intelligences that exist within the educational sphere. Discusses interactive design, building as a teaching tool, and how cluster design encourages learning. Includes several case studies.
Smart Building Spaces Redefine Traditional School Environments
School Construction News; Dec 13, 2011
Discusses serendipity spaces that manifest themselves in a variety of forms — from quiet study alcoves in a library, to a main traffic lounge complete with computer terminals and a nearby café; or a comfortable niche seating area adjacent to a window with a scenic view. These areas often reduce the sterility of classroom-oriented settings by featuring useful amenities such as private workstations, power outlets, wi-fi, convenient access to refreshments, televisions and reading material. Typically, these incorporate comfortable seating, such as couches and loungers with appropriately sized work tables. Such serendipity spaces are truly essential to allow the most efficient use of space and to offer reasons for students and faculty to interact outside the classroom walls.
Genius Loci: MacConnell Award Projects + Ewan Mclntosh's Seven Spaces
Baibak, Rebecca; Ruiz, Karina; Parker, Ross and Peters. Edward J
Educational Facility Planner; v45 n4 , p9-11 ; Dec 2011
Given the surge of technology use in the 21st century, explores the defining characteristics of schools of the future: group spaces, secret spaces, publishing spaces, performing spaces, participation spaces, and watching spaces.
STEM for All
Hutton, Paul and VandenBurg, Todd
Educational Facility Planner; v45 n4 , p19-23 ; Dec 2011
The authors share their insights into the proper role of and implementation for STEM within the K-12 sector. Discusses the following: lab function and layout; sustainable STEM buildings; buildings as sustainable teaching tools; buildings teaching math and science; thoughtful planning of technology.
21st-Century Learning Q&A
American School and University; Nov 2011
Twenty-five architects comment on the latest innovations in designing for future learning, as well as how design can support these trends. Questions answered include: What are the latest ideas/innovations in designing to support 21st-century learning?; How can the built environment support emerging trends in education?' What are some design trends in specialized classrooms or programs to support future learning styles/methods? and How is technology for today’s learning affecting school design?
Cost-Effective Design for Green Schools.
Hoyle, Terry and Corona, Rich
American School and University; Oct 2011
An integrated approach to green school design is the best bet for education institutions. When budget and sustainability are a priority, architects should design a project with a comprehensive understanding of how the final building systems will operate and make thoughtful design decisions that will enable these systems to work together to serve multiple purposes.
10 Ways to Create Schools Where Students Thrive
Learning by Design; , p14-17 ; Fall 2011
Describes 10 innovative strategies for creating 21st century schools: engage all stakeholders in the design process; seek education partnerships and joint use; maximize sites well connected to the community; adapt and reuse existing facilities; utilize the neighborhood and the world as a campus; use sustainable design for a high-performance learning environment; integrate technology throughout; facilitate learning everywhere; break down the scale of the school; and design in support of learning.
A Model School Facility for Energy
Spangler, Seth and Crutchfield, Dave
American School and University; Sep 2011
Building energy modeling predicts a facility's energy use and it can be a powerful tool for managing energy-reduction concepts for an institution. This describes energy modeling that can be carried out during the design, pre-construction and post-construction phases.
What Schools Can Learn From Google, IDEO, and Pixar.
Turckes, Steven; Kahl, Melanie
Fast Company Co Design; Aug 26, 2011
The process of planning and designing a new school requires both looking outward (to the future, to the community, to innovative corporate powerhouses) as well as inward (to the playfulness and creativity that are at the core of learning. This articles suggests learning from the country's strongest innovators that embrace creativity, play, and collaboration -- values that also inform their physical spaces.
What I’ve Learned After 15 Years of Designing Schools
Daily Journal of Commerce; Aug 25, 2011
Architect Steve Southerland picks nine favorite lessons to help lift school projects from merely functional to inspirational: know your client; classroom shape; rooms as backdrop; harden the finishes; refuge and prospect; teachable moments; social spaces; program the site; and access to the natural world.
Designing Schools for a Changing Future.
Ascent Magazine; , p26-31 ; Summer 2011
Discusses how new teaching techniques and sustainable-design requirements are reflected in design concepts that impact K-12 schools. Recommends learning spaces that offer a variety of group settings and focusing on green design. Designing on a budget leads to a growth in precast concrete use.
Education on Display.
School Construction News; v17 n5 , p17,18 ; Jul-Aug 2011
Relates principles of museum design, especially hands-on immersion, with best practices in new school design.
College Planning and Management; v14 n6 , p38,40,42 ; Jun 2011
Documents the following benefits of using metal for school construction and renovation projects: sustainability, durability, long-term cost savings, aesthetics, design flexibility, facility retrofits, and price.
Designed to Curb Obesity.
School Planning and Management; v50 n6 , p41-47 ; Jun 2011
Argues that convenience-based school design must be reconsidered and advocates design that encourages greater activity and physical movement in the drive to curb obesity.
Alternative Construction Methods.
School Planning and Management; v50 n5 , p38-41 ; May 2011
Describes insulated concrete forms, precast, tilt-up, cast-in-place, and autoclaved aerated concrete methods of construction.
New Rules for Educational Interiors.
School Planning and Management; v50 n5 , p20,22,24,26 ; May 2011
Proposes criteria for educational interiors that emphasize flexibility; enticing colors; and blurring the distinction between the corridor, the classroom, and the outdoors.
Learning Curve. How Museum Design Taught a New Elementary School.
Skolnick, Lee H. and Secor, Jo Ann
Museum; , p35-36 ; May-Jun 2011
Describes the design of Summit Elementary School in Casper, Wyoming that was influenced by approaches that are central to the best museum design practices: immersive environments, an array of multisensory experiences, entry point activities, and an interpretive look-and-feel approach.
Appropriate in Any Climate.
College Planning and Management; v14 n5 , p55-57 ; May 2011
Advocates the use of modular, insulated concrete form, and precast concrete construction for exterior walls in school. Construction ease, affordability, durability, and high insulating value are the main benefits.
When a Zero on the Report Card Is Good.
School Planning and Management; v50 n4 , p30,32-34 ; Apr 2011
Discusses the use of structural insulated panels (SIPs) in school construction. The modular insulation panels create super-insulated and extremely airtight building envelopes, enabling the specification of smaller HVAC equipment and extending its life.
Impact on Learning.
School Planning and Management; v50 n3 , p21,23,25,27,29,31,32 ; Mar 2011
Provides evidence and quantifiable results that the learning environment has an effect on students and staff. Innovative solutions are demonstrated at Christ Church Episcopal School, Greenville SC; St. Elizabeth Ann Seton School, Keller TX; Roy Martin Middle School, Las Vegas NV; Pleasant Grove High School, Pleasant Grove AL; and Cedar Creek High School, Cedar Creek TX. Topics include visual environment, use of color, room temperature, safe and supportive learning environments, and flexible furniture.
Clicks and Bricks: How School Buildings Influence Future Practice and Technology Adoption.
Educational Facility Planner; v45 n1/2 , p33-37 ; 2011
Describes six specialized school spaces that encourage digital learning and customized learning. These are secret, group, publishing, performing, participation and watching spaces.
School as a Place: A Phenomenological Method for Contemplating School Environments
Zur, Ayala; Eisikovits, Rivka A.
International Journal of Qualitative Studies in Education; v24 n4 , p451-470 ; 2011
The study presents a phenomenologically based research procedure, whose intent is to examine people's school experience and the meaning they ascribe to "school." Participants in this investigative endeavor are instructed to sketch an "ideal school," present their plan in a visual-schematic manner, and provide an oral and written description of their design. Proposals are presented through a Location Task--a tool originally intended for use by architects in their routine work with clients. We discuss the rationale behind this procedure and describe the research tool and its application potential. Finally, we illustrate the data processing via the analysis of one proposal designed by a 17-year-old male student.[Authors' abstract]TO ORDER: http://www.ingentaconnect.com/content/routledg/tqse/2011/00000024/00000004/art00004
Designing in a Tough Economy.
American School and University; v83 n3 , p235-245 ; Nov 2010
Presents responses of 27 architects to questions on how the economic downturn has affected education construction, how they are surviving, and how they have trimmed costs and used creativity to create high-quality schools.
American School and University; v83 n3 , p212-215 ; Nov 2010
Describes features of a learner-centered educational facility, including spaces that foster active engagement in learning, group-friendly collaboration areas, and technological connectivity.
New Design Concepts for Elementary and Secondary Schools.
Sullivan, C.; Horwitz-Bennett, Barbara
Building Design and Construction; v51 n6 , p53-56 ; Oct 2010
Anticipates an upturn in school construction in the near future, with indoor environments and energy savings being top concerns. Daylighting, displacement ventilation, and energy recovery from HVAC systems are emphasized.
Voice of the Teacher.
Catalyst (Publication of American Architectural Foundation); , p8-19 ; Summer 2010
Explores the relationship between school design and teaching. The American Architectural Foundation visited seven schools that have been recognized nationally for their innovative design, turning to the educators who work in them for insight. Describes two trends in particular revolutionizing the design of the learning environment: 1.the shift from the teacher as a “sole practitioner” to interactive team teaching and 2.the recognition that students have a variety of learning styles requiring varied and flexible learning situations.
Twenty Years of Interiors.
American School and University; v82 n13 , p145-156 ; Aug 2010
Presents the responses of 34 school designers to the following questions: 1) What are the biggest changes in educational interiors over the past 20 year? 2) What do you see as the future of the interior education space in the next few years? and 3) How as the emergence of green/sustainability changed the interior space?
American School and University; v82 n13 , p142-144 ; Aug 2010
Cautions against poor school design as a result of economic pressures, and offers affordable suggestions for producing a quality new school. These include a library that is as inviting as the local bookstore, destination dining, community-oriented athletic facilities, a "main street" common area, and adherence to environmental sustainability.
Student-centered Schools Put Learning First.
Seattle Daily Journal of Commerce; Jul 22, 2010
Advocates for school design that expresses the individual learning needs of the student. San Diego's High Tech High is briefly profiled as an example of such a flexible environment.
Camino Nuevo High School Los Angeles, California.
Architype Review; v4 n3 ; Jul 2010
Profiles this school on a long and narrow urban site, bounded by four busy streets. The solution was to create the common area on the interior of the building, as an open courtyard between two two-story wings. A list of project participants, photographs, and plans are included.
Walls, Ceilings, and Learning.
School Planning and Management; v49 n7 , p28-31 ; Jul 2010
Discusses the role of prevention of water intrusion into the school building envelope, ceiling tile selection, and insulation in creating a healthy, quite, and comfortable learning environment.
Whole Building Design Objectives.
Facilities Manager; v26 n4 , p20-23,25,26 ; Jul-Aug 2010
Discusses the Whole Building Design Guide (WBDG) Design Guidance Model to address safety and security design needs in the open spaces surrounding educational buildings. Sections of the article cover design guidance, objectives, and disciplines, and then safety, security and system dynamics.
Atriums and Energy: Designing for Performance.
College Planning and Management; v13 n7 , p52-56 ; Jul 2010
Discusses the benefits of atriums to educational facility aesthetics, occupant circulation, air quality, and lighting. Casual design of an atrium as merely an ornament is discouraged, and building modeling tools and technology that help incorporate into the whole building design are described.
The Secret of BIM.
Learning By Design; n19 , p18-20 ; Spring 2010
Discuses Building Information Management (BIM) and how its three-dimensional design renderings are advancing school design. Examples of how BIM was used to model existing educational facilities are described.
Pushing the Envelope.
School Planning and Management; v49 n3 , p36-39 ; Mar 2010
Discusses advances in Building envelope technology and materials that improve the energy performance of schools. Insulating foam and moisture barriers are emphasized.
Architectural Design and the Learning Environment: A Framework for School Design Research.
Learning Environments Research; v13 n2 , 127-145 ; 2010
Develops a theoretical framework for studying how instructional space, teaching, and learning are related in practice. It is argued that a school's physical design can contribute to the quality of the learning environment, but several non-architectural factors also determine how well a given facility serves as a setting for teaching and learning. Supporting evidence for this argument is drawn from research on school climate and organization, as well as from the author's study of three open-plan high schools. Facilities design, educational practice, school culture, and student learning are found to be interrelated aspects of a school's total learning environment. [author's abstract]TO ORDER: https://springerlink3.metapress.com/content/3tn372p337737866/resource-secured/?target=fulltext.pdf&sid=tisgdnq0vqyewe55oms1vg45&sh=www.springerlink.com
Planning for Change: Flexible Design Solutions.
Educational Facility Planner; v44 n2/3 , p17-20 ; Jan 2010
Cites Washington's Federal Way School District to illustrate cost-effective plans for constructing schools that do not need to be razed and re-built every 10 to 20 years. Plans for flexibility allow for easier adaptation of the existing facilities as educational philosophies change.
Schools as Architecture for Newcomers and Strangers: The Perfect School as Public School?
Masschelein, Jan; Simons, Maarten
Teachers College Record; v112 n2 , 533-555 ; 2010
Reflects on the public role of education on the occasion of the 50th anniversary of the publication of Hannah Arendt's essay, "The Crisis in Education." Based on Arendt's essay, the article explores that peculiar setting and architecture between family and world that is called “school.” The leading concern for this investigation is the school's public meaning. The point of departure is that today, the public role of education is an urgent concern, that is, the school's public role is questioned in view of the current processes of privatization, and what is critically described as the "capitalization of life." In this contribution, based on a reading of Arendt's essay and relying on the analysis of a specific school design by the architect Wim Cuyvers, two different ways of thinking the public meaning of school education are explored. The article shows that it is impossible to think "a new beginning in our world" without thinking the school as public space. It offers an outline for elaborating the Arendtian thinking of the "perfect school." This school is conceived of as a space where people are exposed to things, and being exposed could be regarded as being drawn outside that is, into public space. NoteTO ORDER: http://www.tcrecord.org/content.asp?contentid=15743
Building Blueprints: Classrooms/Small Learning Spaces.
Payne, William; Tyler, Charlesa
School Planning and Management; v49 n1 , p80,81 ; Jan 2010
Discusses four characteristics of effective classrooms: agility, transparent technology, optimized acoustics, and proper daylighting.
Pictures are Necessary but Not Sufficient: Using a Range of Visual Methods to Engage Users about School Design.
Woolner, Pamela; Clark, Jill; Hall, Elaine; Tiplady, Lucy; Thomas, Ulrike; Wall, Kate
Learning Environments Research; v13 , p1-22 ; 2010
Describes a consultation that was undertaken in a British secondary school as part of a participatory design process centered on the rebuilding of the school. A range of visual methods, based on photographs and maps, was used to investigate the views of a diverse sample of school users, including students, teachers, technical and support staff and the wider community. This article documents the experience of using these tools, considering the success of different visually-based methods in engaging a broad cross section of the school community and revealing useful information. The study, therefore, contributes to knowledge about specific visual research methods, appreciation of the relationship between tools, and a general methodological understanding of visual methods' utility for developing understanding of the learning environment. 46 references are included.
Don't Fall into the Box.
School Planning and Management; v48 n12 , p18,20,22 ; Dec 2009
Proposes creating educational spaces that conform to the habits of today?s multi-tasking students, with a variety of spaces of different sizes, configurations, and furnishings.
Cool for School: Architects Design for Education and Get an A+.
New York Times Magazine; , p16 ; Nov 08, 2009
Discusses recent schools designed by notable architects that challenge typical design aesthetics for schools. Photographs are included.
Some Very Welcome Changes.
School Planning and Management; v48 n10 , p6 ; Oct 2009
Reflects on the increase in smaller learning communities and extended learning areas in school facilities.
Integrated Sustainable Architecture.
School Planning and Management; v48 n10 , p44,45 ; Oct 2009
Outlines four key characteristics of a sustainable school master plan: 1) supporting learning through integration of varying spaces, furnishings, and technologies; 2) putting schools at the centers of communities; 3) creating high-performance facilities; and 4) taking a long-term view.
AIA Education Awards.
Architecture Week; , N1.1 ; Sep 23, 2009
Profiles the 13 schools named as 2009 winners by the American Insitute of Architects Committee on Architecture for Education. Detail on projects are provided with additional links from this online article. The schools selected include elementary, secondary, charter, higher education, and specialty schools.
How Codes become Law.
Facilities Manager; v25 n5 , p44,45 ; Sep 2009
Explains how building codes are written, how governing bodies incorporate them into law, where the boundaries of authority lie, and how to address perceived overreach of legislation.
Four Questions Can Lead to Better Ceiling Selection. [Four Ways to Evaluate Ceiling Quality.]
Building Operating Management; v56 n8 , p10,12 ; Aug 2009
Discusses considerations of aesthetics, acoustics, durability, and sustainability in ceiling selection.
Creating a Small School from Scratch.
School Planning and Management; v48 n7 , p54 ; Jul 2009
Advises on how to create a high school for 400 or fewer students, with recommendation for siting and co-locating the facility with other community facilities, as well as creating a gathering place that can accommodate the entire school population.
Alternative School Construction Methods.
Baty, Jim; Blyth, Todd
School Planning and Management; v48 n7 , p34-37 ; Jul 2009
Discusses the use of insulated concrete forms, modular units, and tilt-up concrete in school construction. The advantages to energy efficiency, construction speed, and cost are cited.
Piecing it Together.
College Planning and Management; v12 n7 , p37-39 ; Jul 2009
Discusses the use of insulated concrete forms and modular units in higher education construction. The advantages to energy efficiency, construction speed, and cost are cited, along with an example of a modular-built dormitory at the University of Scranton.
Locker Options: Thinking outside the Box.
School Planning and Management; v48 n7 , pS12-S14 ; Jul 2009
Addresses the aesthetics, acoustics, and contraband of school locker installations. Typical dysfunctions of design, construction, and placement are noted, as are solutions such as incorporating lockers into human-scale gathering places, noise abatement techniques, natural surveillance opportunities.
Dublin High School Looks to the Future with its Campus-Wide Master Plan.
CASH Register; v30 n5 , p14,15 ; May 2009
Reviews this California district's multi-year, multi-phase plan to increase the size and program of its high school without increasing its footprint or building a second high school.
Opening Up Learning: from Spaces to Environments.
Educause Review; v44 n3 , p62,63 ; May 2009
Reflects on the evolution of learning areas from spaces to environments, with the interweaving of classroom, libraries, labs, and informal spaces, as well as the call for all stakeholders to join in designing and developing the learning environment.
Don't Just Rebuild Schools-Reinvent Them.
Education Week; v28 n28 , p24,25 ; Apr 08, 2009
Advocates for rethinking of school design, rather than just renovating and repairing the current model. The author encourages recipients of federal stimulus funds to create personalized learning communities, integrate technology, connect to the outdoors, focus on student comfort, include the arts, embed sustainability, and engage the parents and community.
La Mirada High School.
CASH Register; v30 n4 , p12,13 ; Apr 2009
Profiles this California high school expansion that features four geometric structures connected by breezeways with planter seating to encourage socialization.
Trends in Urban School Design.
Schooldesigner; Apr 2009
Discusses sustainability, finding space, special education needs, and the school as community anchor, all of which figure prominently in the creating of inner-city schools.
Grow up, not out, with Green Design.
School Planning and Management; v48 n4 , p22-24,26,27 ; Apr 2009
Presents lessons learned in the creation of the CHPS-certified Brea Olinda High School in Orange County, California. These include designing the school like a custom home, hiring a good design team and trusting them, and looking for efficiency in every category of the building.
Shaping the Future of Learning Environments: Emerging Paradigms and Best Practices.
Open House International; v34 n1 ; Mar 2009
This issue of Open House International explores and investigate qualities and characteristics of learning environments at different scales and in different contexts, from classroom typologies to campus outdoor spaces. The 12 articles emphasize emerging paradigms in learning environments that involve a number of underlying issues including the academic house clustering, the school as heart of the community, the rising interest in new classroom spaces and forms, the user-centered processes, utilizing the learning environment as an open textbook, and the impact of recent advances in information technologies and globalization on the future of learning settings.TO ORDER: http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
Topographies and Shrines: Creating Responsive Learning Environments.
Open House International; v34 n1 , p45-54 ; Mar 2009
Proposes an approach to creation of learning environments through the intertwining of topographies - the owned and continual space of everyday life and dwelling; shrines - the spaces for the new, the exalted, the non habitual; and making by the community - the continual collaboration of the community, teachers and pupils in the design and re-design of the learning environments. All three counterparts are profoundly context related, soundly local and of uttermost significance to identity, belonging and hence wellbeing. The paper examines diverse sources, ranging from scientific to phenomenological research, from non-conventional community-specific learning environments to historical precedents, and from architectural theory to practical- professional experience of the authorTO ORDER: http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
Spatial and Educational Patterns fo Innovation for Charter Schools.
Open House International; v34 n1 , p55-67 ; Mar 2009
Presents ten school patterns and design examples, revealing some of the most relevant trends in educational design, drawn from research on charter schools. An interdisciplinary team of students in architecture, urban planning, business, education, and psychology have complied this series of case studies of best practices, as well as profiled charter schools locally, to develop patterns and guidelines for the facility planning and educational development of charter schools. This research addresses the connections between the designed physical environment and the learning innovations it supports, while encouraging the entrepreneurial charter school vision, emphasizing creativity in the renovation, adaptive reuse, and non-traditional use of existing buildings, efficiently maximizing student safety and learning, and adhering to best-practice standards of ecological design.
Research Based Design of an Elementary School.
Open House International; v34 n1 , p9-16 ; Mar 2009
Examines current learning styles and teaching methods in order to suggest a new form of learning environment for young students. Features such as different activity settings and small group activities aimed at enhancing learning resulted from the participation of students, teachers and parents in the design of the Gibsonville (North Carolina) Elementary School. Teachers, working in small groups, compared different classroom arrangements along with criteria to compare and evaluate each alternative and unanimously selected an "L" shape classroom, which became the basis for the design of the school. Another critical design feature that emerged from the teacher workshop was direct access from each classroom to the outdoors, allowing teachers to create outdoor classrooms that could enhance student's ecological awareness. The final design featured four academic houses of six L shaped classrooms each around an open courtyard. A post-occupancy evaluation was conducted several months after completion of construction and revealed a high level of satisfaction; however, the findings pointed to the need for a subsequent workshop to focus on the effective arrangement of furniture in L shaped classrooms. The participatory process was identified by the students and teachers as the key factor contributing to the design.TO ORDER: http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
Giving Change a Chance.
School Planning and Management; v48 n2 , p54 ; Feb 2009
Reflects on schools that were designed with collaborative and flexible spaces, but whose spaces are not being used as intended. Encouraging administrators and educators to adapt educational delivery to contemporary spaces is proposed.
Makovsky, Paul; Pederson, Martin; Cameron, Kristi; Greenberg, Randi
Metropolis; , p71-82 ; Feb 2009
Profiles eight K-12 school projects submitted by design firms as demonstrating an innovative approach, application, or idea. These facilities include wind turbines, green roofs, and buildings that serve as teaching tools.
In a World of "Us-Ness."
Educational Facility Planner; v43 n2-3 , p5-8 ; 2009
Discusses improving a child's sense of belonging to a school community by designing schools around students' needs, creating open plans that are adaptable to future learning modalities, and creating personal spaces within schools.
Theory vs. Bricks and Mortar-Forming, Norming, Storming, and Performing.
Robbie, Philip; Pickett, Fran
Educational Facility Planner; v43 n4 , p16-18 ; 2009
Reviews a 2009 design charette that examined three Florida schools in need of rebuilding, remodeling, or expansion. The elements of the design exercise are described, and the participants left with more understanding of what constitutes a high performance school.
Transparency Builds community.
Learning By Design; n18 , p168 ; 2009
Explores the advantages of transparency in educational facilities. Admitting daylight, supervision, and visual communication between groups is discussed.
Linking Architecture and Education: Sustainable Design for Learning Environments.
Educational Facility Planner; v44 n1 , p32,34-36 ; 2009
Details five key points that frame an approach to linking architecture and education. These are: 1) Begin with aesthetics and a philosophical frame of reference. 2) Develop and use a curricular organizing system to govern the school facility planning and development process. 3) Design and learn from the environment. 4) Aim for the future. 5) Foster ecological stewardship.