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.

Examines the link between how one learns and where one learns. Case studies, interviews, and written contributions are organized under 79 practical topics for how design can be used to transform teaching and learning. 257p.

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.

Argues that university space influences the nature of the community and the culture that exist within it; that these phenomena transform space into place; and that it is place which affects academic outcomes. The idea of the university that is sustainable, in various senses, relates to these concepts. 15p.

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.

This video reviews some of the fundamentals of learning styles, how this impacts classroom shape, what resources can be developed outside of the classroom to support instruction, and how facilities will continue to adapt as we move through the 21st century. This is a beginner level presentation aimed at architects who have never designed a school before or are just beginning to practice in the educational market.

Analyzes the impact of voter-approved school bond issues on school district balance sheets, local housing prices, and student achievement. The paper uses California's system of school finance to obtain clean identification of bonds' causal effects, comparing districts in which school bond referenda passed or failed by narrow margins. The housing market estimates indicate that California school districts under-invest in school facilities. These effects do not appear to be driven by changes in the income or racial composition of homeowners, and the school bond impact on test scores cannot explain more than a small portion of the total housing price effect. The estimates indicate that parents value improvements in other dimensions of school output (e.g., safety) that may be not captured by test scores. 49p.

Explores various learning theories, the learning environments associated with each theory, the physical contexts designers have created to support them, and a perspective from which designers can conceptualize the creation of an optimal learning environment. 5p.

Presents the insights of a panel of architects regarding school design intent, classroom functionality, and building attributes for effective learning environments. The presentation includes a significant number of floor plans and photographs of recent schools that offer flexible classrooms, out-of-classroom learning and collaboration areas, and examples of "green" school features. 53p.

Summarizes research to demonstrate the difference that the British Building Schools for the Future (BSF) schools are making to young peoples attitudes towards education and learning, as measured by their levels of engagement and enthusiasm for school. Overall findings indicate that student attitudes had become more positive after the move into the new school buildings. The proportions of students who: 1) said that they felt safe at school most or all of the time increased from 57 to 87 per cent, 2) said that they felt proud of their school increased from 43 to 77 per cent, 3) Said that they enjoyed going to school increased from 50 to 61 per cent, 4) Perceived that vandalism in their school decreased from 84 per cent of respondents to 33 per cent, 5) perceived that bullying decreased from 39 per cent of students to 16 per cent, and 6) expected to stay on in the sixth form or to go to college increased from 64 per cent to 77 per cent. It is not possible to attribute a causal link between improved attitudes of the students and the move to the new BSF building, but the numbers and levels of positive findings suggest an association between the move to the new surroundings and improvements in students' outlooks regarding their experience of school and their expectation for the future. 31p.

Reports on a survey of college students to determine any correlation between five levels of cleanliness and academic achievement. The findings showed that eighty-eight percent of students reported that the lack of cleanliness becomes a distraction when cleanliness descends to the third level. Eighty-four percent reported that they desire the first and second levels of cleanliness to create a good learning environment. Cleanliness ranked as the 4th most important building element to impact their personal learning, after noise, air temperature and lighting. Seventy-eight percent reported that cleanliness has an impact on their health, providing 892 comments of how cleanliness affects their health and 681 comments on how to improve campus cleanliness. 144p.

Advocates federal spending to improve the condition of school buildings, noting the respective short- and long-term economic benefits of construction industry promotion and an improved learning environment. The document includes an examination of the size and condition of the U.S. school inventory, a discussion of the importance of school facility quality, details on how capital investment in schools can improve local economies and close achievement gaps between low- and higher-income students. Charts illustrate per student maintenance and operation expenditures, as well as construction spending according to school district levels of free and reduced lunch students. Includes 22 endnotes and references. 9p.

Presents the testimony of Kathleen J. Moore, Director of the California Department of Education School Facilities Plannning Division, before the U.S. House of Representatives Committee on Education and Labor. The testimony discusses the impact of school facilities on student achievement and teacher retention, Californias school facility need, the economic benefits of school construction, and successful federal school facility programs and the need for continued and expanded federal assistance. 12p.

Presents a reflection by the author regarding the impact of the educational facility on student achievement, based on the book Educational Facilities Planning:Leadeeship, Architecture, and Management, by C. Kenneth Tanner and Jeffery A. Lackney. The author reviews relevant portions of the body of research which were cited in the book regarding this topic. After a review of the body of literature, the author reflects on the meaning that such information had to her as a student, as a teacher, and will have to her as a future school leader in the elementary school setting. 8p.

Outlines emerging educational concepts that affect school design, including student engagement, personalization, connectivity of school to community, technological enhancement, lifelong learning, accountability, equity, accessibility, and investment. 66p.

Decries "prison-like" schools and suggests a complete national overhaul in school design. Among the author's additional 38 ideas to save America are the lengthening the school day and school year. 320

Examines the Manassas Park, Virginia, City Schools' 10-year turnaround from a low- performing district to one in which every school was accredited by 2005. The turnaround is largely credited to superintendent Tom DeBolt, who was hired in 1995. The author considers the district's turnaround from four organizational perspectives and addresses the critical role of professional and political leadership in overcoming the challenges of low morale, scarce resources, changing demographics, and dysfunctional school-community relations. The book offers lessons for any school system facing the challenges of low performance, underfunding, political turmoil, and a culture of low expectations, with special attention to school size and the impact of improved facilities. 182p.

Describes the background to Scotland's "Making Space 2010" program, which aims to focus international vision on the importance of school space. Awards that will be given and upcoming conferences are featured.

Explores the planning and design of educational facilities from a gender perspective, with a view to guiding future research and policy analysis. The article argues that social relations are influenced by the physical environment, and that social and physical aspects are often interlinked. The article reflects on how men and women use educational spaces, drawing on examples of completed school projects. It then explores gender-related issues and related research, and considers how to incorporate a gender perspective on educational facilities. 54 references are included.

Describes how investment in education paid large dividends for students in the Kalamazoo, Michigan, School District.

Outlines a research project that aimed to gather first-hand data from school users (pupils, teachers, school principals), as well as academic performance data from pupils. The project compared data obtained from users of "new and site-specific" and "standard" schools in order to show whether more attractive and site-specific designs have a positive effect on learning. Factors that may contribute to inconclusive results are discussed.

Investigates the effects of school facility conditions on the delivery of instruction from the perspective of school principals in the USA. The paper empirically investigated whether the quality of ten facility conditions affects the delivery of instruction after controlling three school and three student characteristics that also may affect the delivery of instruction. The conceptual framework of this paper envisions the physical capital, along with the human and social capitals, as one of the three main core elements for effective teaching and learning. The findings of the study indicated that six of the ten facility conditions are statiscally and positively associated with the delivery of instruction. These six facility conditions significantly predicted the delivery of instruction after controlling other extraneous or plausible variables.

Discusses how student engagement is on the increase, and how physical space supports it.

Examines the impact that the closing of some Chicago schools had on the students who attended these schools. The research focused on regular elementary schools that were closed between 2001 and 2006 for underutilization or low performance and asked whether students who were forced to leave these schools and enroll elsewhere experienced any positive or negative effects from this type of school move. Student outcomes, including reading and math achievement, special education referrals, retentions, summer school attendance, mobility, and high school performance were examined. Also examined were characteristics of the receiving schools and if the differences in these schools had any impact on the learning experiences of the students who transferred into them. Students ages eight and older who were displaced by school closings were compared to a group of students in similar schools that did not close. 48p.

Advocates for school facilities that do not encourage teaching aimed at better test scores, but that instead inspire students; teach math, science, and the environment; support the arts; encourage reading because they make students curious; and make technology universally available.

Cites studies in Virginia and Canada indicating higher student achievement in new schools and schools in good condition.

Cites research indicating a correlation between school facility quality and student test scores. New and modernized facilities improve test scores, student and teacher attitude, teacher retention, and community engagement.

The author conducted a 3-week qualitative case study at the School of Environmental Studies (SES), a senior public school with an environmental studies focus. He argues that SES's physical design facilitates collaborative, multidisciplinary teaching practices especially suited to the school's environmental studies curriculum. He also shows that the school's open plan architecture positively contributes to the social climate at SES. Students who were interviewed as part of the study expressed a preference for the open plan setting over conventional classrooms because the open design helps them socially connect with a larger number of peers than would be possible in a more enclosed environment. Students consequently felt more socially accepted at SES and better enjoyed their time in school in comparison with other high schools they had attended. [Author's abstract]

Discusses the importance of "sacred" spaces on campuses, either for ceremony, exploration, perspective, or refuge. Examples of notable and historic campus spaces are offered along with advice on identifying, cultivating, and preserving meaningful campus places.

Analyzes reactions of teachers and students to classroom and cluster prototypes, among other aspects, against a number of spatial requirements and educational objectives. The results of this investigation support the assumption on how the school environment has a direct impact on the way in which teaching and learning takes place. A conclusion envisioning the need for going beyond adopting prescriptive measures to address the quality of the learning environment is conceived by highlighting the need to utilize knowledge generated from research findings into school design process, to pursue active roles in sensitizing users about the value of the school environment in reaching the desired academic performance while increasing teachers productivity.

New Haven is hundreds of millions of dollars into a $1.5 billion campaign that began in 1995 to rebuild or renovate every one of its 47 public schools. When the program began, national researchers were focusing on the impacts school buildings had on children's learning abilities. Since then, the school rebuild scheme has been a hot topic. In order to analyze whether the program is working or not, the Advocate examined a decade's worth of Connecticut Master Test data from new and rebuilt schools and from the district as a whole.

This article considers school climate and perceptions of social disorder. When a school is characterized by disorder or physical risk, basic educational goals and processes are jeopardized. We use survey data from 33 public schools serving grades 6-8 in a large mid-Atlantic city to examine relationships among physical disorder (e.g., broken windows and poor building conditions), fear, collective efficacy, and social disorder. Path analyses reveal a direct association between physical disorder and social disorder even when prior levels of collective efficacy are controlled--a finding consistent with traditional broken-windows theories. Further, there is evidence that the effects of physical disorder may be operating through increased fear and decreased collective efficacy to affect perceptions of threatening or violent interactions among people. [Authors' abstract]

Examines the possible impact portable classrooms have on the teaching and learning process by exploring current related literature. The article takes a synthesis approach, analyzing current studies to assess the impact of portable classrooms on teaching and learning. The research found no significant impact of portable classrooms on teacher perception, teacher morale, teacher job satisfaction, student achievement, and behavior. Negative student attitude is found in one of the studies reviewed. Technical testing shows negative relationships between portable classrooms and health and safety conditions, but the permanent structures are sometimes worse. Still, the negative effects of deterioration or lack of maintenance cannot be underestimated; making implementation strategies, maintenance schedules, relocation plans, and plans for ultimate replacement vital.

The purpose of this paper is to examine the possible impact portable classrooms have on the teaching and learning process by exploring current related literature. No significant impact of portable classrooms on teacher perception, teacher morale, teacher job satisfaction, student achievement, and behavior is detected. Negative student attitude is found in one of the studies reviewed. Technical testing shows negative relationships between portable classrooms and health and safety conditions, but the permanent structures are sometimes worse. [Author's abstract]

Furthers development of an emerging thread of quantitative research that grounds investment in school infrastructure in a unified theoretical framework of investment in human, social, and physical capital. The author uses canonical analysis, a multivariate statistical approach that allows for multiple independent and dependent variables. Level of student poverty is added as a control variable given an extensive body of research that supports its negative impact on achievement. Descriptive statistics are generated as well as a Pearson product moment correlation matrix to diagnose and address potential issues of multicollinearity and simultaneity. Three national databases are used: United States Census Bureau, US Department of Educations National Assessment of Educational Progress test score data, and the US Department of Educations Common Core of Data. Years analyzed are 2003, 2005, and 2007. The findings indicate that investment in human, social, and physical capital accounts for between 55.8 and 77.2 percent of the variation in student achievement in fourth and eighth grade reading and mathematics. Investment in human capital is consistently the largest influence on student achievement followed by social and physical capital.

Investigates the possible relationship between the attitudes, teachers have about the condition of their classrooms when the classrooms were independently assessed. Previous research reported teachers in unsatisfactory classrooms felt frustrated and neglected to such an extent that they sometimes reported they were willing to leave the teaching profession. Eleven high schools in which the principals state the buildings are in unsatisfactory condition are identified and matched with 11 schools assessed as being in satisfactory condition. The differences between the responses of teachers in satisfactory buildings were significantly different than those of teachers in unsatisfactory buildings. The findings indicate that the physical environment influences attitudes of teachers, which in turn affects their productivity. Such effects could cause morale problems in the teaching staff.

Explores how the designers of newly built schools in Los Angeles--midway into a $27 billion construction initiative--may help to rethink and discernibly lift educational quality. This may be accomplished via three causal pathways that may unfold in new schools: attracting a new mix of students, recruiting stronger teachers, or raising the motivation and performance of existing teachers and students. The research tracks basic indicators of student movement and school quality over a five-year period (2002-2007) to understand whether gains do stem from new school construction. Initial evidence shows that many students, previously bussed out of the inner city due to overcrowding, have returned to smaller schools which are staffed by younger and more ethnically diverse teachers, and benefit from slightly smaller classes. Student achievement appears to be higher in new secondary schools that are much smaller in terms of enrollment size, compared with still overcrowded schools.

Describes the purpose of and strategies for conducting post-occupancy evaluations (POE?s) as a method for assessing school building performance. The authors describe research conducted within the newest generation of Sao Paulos schools. The various methods of POE, including expert walkthroughs, physical measurements, observations, behavioral mapping, user interviews, focus groups, and survey questionnaires were applied within a purposefully selected case study school were examined. The findings indicate that the POE carried out at Fernando Gasparian High School revealed limitations in the buildings design, particularly in light of the neighborhood context, thus raising significant concerns about safety and security. Users gave the construction quality of the building, a generally positive evaluation, however, there were some important aspects of the building design judged as deficient. In particular, researchers observed a significant mismatch between the building design and the realities of the surrounding community. This sort of incongruity introduced important challenges to principals, teachers, and staff, as they worked to ensure the safety of students who attend the school.

Argues that taking the educational purposes of schools into account is central to understanding the place and importance of facilities to learning outcomes. The paper begins by observing that the research literature connecting facility conditions to student outcomes is mixed. A closer examination of this literature suggests that when school facilities are measured from an engineering perspective, little connection to learning outcomes is evident. By contrast, when school facilities are rated in terms of educational functions, a connection to learning outcomes is apparent. Using the schools in a Canadian division, the condition of school facilities was measured in two ways, including both conventional, engineering tools and a survey capturing principals assessments. School facility ratings using these alternate measurement methods were correlated with schools' quality of teaching and learning environments (QTLE). Two central findings emerge. First, engineering assessments of facilities are unrelated to the QTLE in schools. Second, educators' assessments of school facilities are systematically related to the QTLE in schools.

Discusses the relationship of project-based learning to school facilities, abandoning the familiar double-loaded corridor design and seeking flexible learning spaces that are part of the curriculum. A brief history of school design and encouragement of student inclusion in the school design process are included.

The purpose of this study is to compare student achievement with three school design classifications: movement and circulation, day lighting, and views. Significant effects are found for Reading vocabulary, Reading comprehension, Language arts, Mathematics, and Science. The study's findings regarding movement and circulation patterns, natural light, and classrooms with views have implications for designing new schools or modifying existing structures.

Compares student achievement with three school design classifications: movement and circulation, day lighting, and views. From a sample of 71 schools, measures of these three school designs, taken with a ten-point Likert scale, are compared to students outcomes defined by six parts of the Iowa Test of Basic Skills (ITBS): Reading comprehension, reading vocabulary, language arts, mathematics, social studies, and science. This result, in each case, is defined as the effect of the schools physical environment on students' outcomes represented by achievement scores on the ITBS. The research finds significant effects reading vocabulary, reading comprehension, language arts, mathematics, and science. The study's findings regarding movement and circulation patterns, natural light, and classrooms with views have implications for designing new schools or modifying existing structures.

Examines aspects of classroom lighting and decor that can promote discomfort and impair task performance through glare, and imperceptible 100 Hz flicker from fluorescent lighting. In 90 United Kingdom classrooms, variables measured included flicker, illuminance at desks, and luminance of whiteboards. Results showed that 80% of classrooms are lit with 100 Hz fluorescent lighting that can cause headaches and impair visual performance. Mean illuminance was in excess of recommended design illuminance in 88% of classrooms, and in 84% exceeded levels beyond which visual comfort decreases. Ceiling-mounted data projectors directed at whiteboards mounted vertically on the wall resulted in specular reflection from the whiteboard, visible as a glare spot with luminance high enough to cause discomfort and disability glare. Ambient lighting, needed for close work at pupils' desks, reduced image contrast. Venetian blinds in 23% of classrooms had spatial characteristics appropriate for inducing pattern glare. There was significant variation between schools and local authorities. The findings may provide insights into small-scale reports linking pupils' attainment, behavior and learning to classroom lighting, and may also help explain some of the benefits of colored overlays for pupils' reading.

The connections between the design and use of space in higher education, and the production of teaching and learning, and of research, are not well understood. This paper reports on a literature review on these topics, and shows that higher education spaces can be considered in various ways: in terms of campus design, in terms of how space can support the development of a university community, the needs of specialist spaces, and the impact of technology on space use. Space issues are central to the operation of universities, and further research is needed to illuminate the connections between space and institutional effectiveness. [Author's abstract]

Examines the role of school attendance as a mediator in the relationship between facilities in disrepair and student grades in city and state tests. Data on building condition and results from English Language Arts (ELA) and Mathematics (Math) standardized tests were analyzed using a sample of 95 elementary schools in New York City. Variables relevant to academic achievement such as ethnicity, socioeconomic status, teacher quality, and school size were used as covariates. In run-down school facilities students attended less days on average and therefore had lower grades in ELA and Math standardized tests. Attendance was found to be a full mediator for grades in ELA and a partial mediator for grades in Math. This study provides empirical evidence of the effects of building quality on academic outcomes and considers the social justice issues related to this phenomenon. [Author's abstract]

Discusses three keys to the successful partnership of school curriculum and construction. These are: concepts that cross grade and subject boundaries, hands-on experiences, and relevant core values. The incorporation of the school facility into each of these concepts is particularly stressed.

Summarizes a publication with the same title that presents the results of a survey of college students to determine any correlation between five levels of cleanliness and academic achievement. The methodology and size of the survey are discussed, and graphs illustrate the the students' opinions of the effect of cleanliness on the ability to learn, their tolerance for levels of cleanliness, the impact of various building elements on their perceived ability to learn, and the impact of cleanliness on health. Six recommendations for improving cleanliness are included.

Examines the problem of assessing the effect of school facility condition on student achievement in Canada. While insufficient Canadian research exists to make a correlation, results from the Programme for International Student Assessment (PISA) research indicates that student achievement is lower in schools where the principals report substandard facility conditions.

Briefly summarizes the findings of several recent studies indicating the effect on student achievement of school building condition, thermal factors, lighting , acoustics, school and class size, and inclusive planning.

Investigated the possible effects of selected school design patterns on third-grade students' academic achievement. A reduced regression analysis revealed the effects of school design components (patterns) on ITBS achievement data, after including control variables, for a sample of third-grade students drawn from 24 elementary schools. The independent variable set for developing a possible explanation of student achievement was the school's physical environment, defined as four sets of design patterns: movement and circulation, large group meeting places, day lighting and views, and instructional neighborhoods (e.g., large and small group areas that accommodate wet and dry activities). Each of the four full regression models, which included subsets of the design elements, explained between 2% and 7% of additional variance in achievement when compared to the reduced model, which included a measure of school SES. Therefore, each of the four design variables was positively related to student achievement, even after controlling for school SES. [Author's abstract]

Reviews physical and sensory needs for school interiors, including carbon dioxide reduction, access to water fountains, thermal comfort, and the color selection and placement.

Discusses the positive impact of sustainable school building features on learning, attitudes, staff morale, and attendance, illustrated with a profile of Wisconsins LEED Gold certified North Pines High School.

This article examines various aspects of school physical characteristics relating to problem behavior among students. We hypothesize that an attractive physical environment will be associated with less truancy, cigarette, alcohol, and marijuana use, whereas a negative physical environment will be associated with higher levels of these behaviors. Analyses use data from nationally representative samples of 8th-, 10th-, and 12th-grade students who participated in annual surveys conducted by the Monitoring the Future project from 2000 to 2003. Analyses also use data collected from principals and field interviewers of the same schools. Results based on multilevel logistic and linear regressions indicate that students are sensitive to schools' ambience and that the association of various aspects of the school's physical environment with students' problem behaviors is greater for 10th-grade students than for 8th and 12th-grade students. The implications of these findings for school policies and practices are discussed. [Authors' abstract]

Managing the space in which learning takes place is subject to ongoing debate. Spatial management and movement can impact upon the construction of meaning within education and upon the dynamic of learning. It is suggested that there are now different learning goals and expectations and consequently a need for different learning environments. Many constraints, however, result in everyday experience not being of high-tech, impressively designed formal and informal spaces. This article contributes to a navigation of the realities of learning space. It recognizes that the literature may be leaving the profession behind and that for many educators the opportunities of design are merely aspirations. Taking as its focal point the small seminar room with sparse furniture, it presents two studies to contribute ideas on how such non-ideal spaces might be managed; one looking at an alternative education space, the museum, and the second drawing on interviews with colleagues about their experiences. [Author's abstract]

Well-designed university buildings and physical environments have a documented positive impact on student participation, engagement, and feelings of support and belonging. These factors are known to improve learning; however, it is hard to document the direct impact architecture has on student learning outcomes. This paper compares two different designs of remodeled, large lecture-theater designs: one with traditional tiered rows and one with swivel seating to facilitate face-to-face discussions during lectures and the impact these designs had on student learning. Both high- and low-performing students appear to have benefited from the swivel-seat discussions by the end of the semester, with potentially a larger benefit for stronger students.

Briefly reviews studies indicating links between classroom ventilation and student performance, and offers five easy steps to take for improved air quality.

CABSR, located at the New Jersey Institute of Technology, has been active in educational facilities research since 1991. The early emphasis was on the interaction between learning environments and information technology. More recently the focus has shifted to optimizing 'whole building' performance and exploring the links between school facilities and student performance.

CEEDS is a multi-disciplinary academic research center housed at the University of Washington in Seattle. CEEDS works to enhance and improve learning by involving children as active participants in shaping their school environment.

This is an online scholarly journal and resource compendium hosted by the University of Colorado, College of Architecture and Planning. The journal is the premier source for interactive information on physical environment conditions and interventions for young people around the world. The site features peer-reviewed research articles, reports from the field, book reviews, and searchable resources, including current news, a bibliographic database, and directories of organizations and individuals.

In collaboration with Labs21 and the Institute for Connecting Science Research to the Classroom, the College of Architecture and Urban Studies at Virginia Tech has created a new Center for High Performance Learning Environments. The Center serves as a resource for designers, engineers, system consultants, teachers, school administrators, facility managers, and others interested in improving the design and operation of K through 16 learning environments. The website focuses on a range of multidisciplinary activities, including energy efficiency, sustainability, systems integration, and integrating appropriate technology into a classroom of the 21st century.

An initiative between the College of Education and the School of Architecture at Mississippi State University dedicated to the design of innovative learner-centered environments. This website includes a reserach section with articles, projects, and publications.

EDRA is an international, interdisciplinary organization founded in 1968 by design professionals, social scientists, educators, facility managers and students. The purpose of EDRA is the advancement and dissemination of environmental design research to improve the understanding of the interrelationships between people, their built and natural surroundings, and helping to create environments responsive to human needs. This site includes a publications catalog, annual conference registration, special interest networks, and research grant information.

The National Center for the Twenty-first Century Schoolhouse supports the planning, design, and construction of school facilities from a learner-centered perspective through communication, research, and training.

New Designs for Learning, a program at the School of Education, Oregon State University, is a comprehensive approach to educational reform and revitalization. Its design recommendations equip educational leaders with new capabilities in designing learning experiences and environments. Key design themes include using active learning strategies; integrating subject matter areas; linking learning in school, college, and community-based settings; and leveraging partnerships among educational levels and with businesses and community organizations. Website includes design elements, executive reports, design updates, and applications to a variety of settings.

SDPL's mission is to advance the design and planning of safe, comfortable, developmentally appropriate learning environments for primary, elementary, middle, and high schools. This site contains full text research, research abstracts, literature reviews, best practices, articles, position papers, photographs, and links.

The Small Schools Project provides technical assistance to the many new small schools being established in Washington State and throughout the United States. Web site includes research summaries, articles, case studies of schools, organizations, tools, professional development, facilities, and jobs.

This site is dedicated to providing concrete solutions for improving the interior environments of schools. Originally conceived of as a research project at the University of Pennsylvania, the suggestions presented here combine public school student survey results, psychological research, a knowledge of the condition of existing schools, and a sense of the budgetary constraints that schools face.

Information on acoustical standards, studies, and methods of calculating acoustical quality in classrooms and other school spaces, compiled by the National Clearinghouse for Educational Facilities.

Information on school classroom design and layout, compiled by the National Clearinghouse for Educational Facilities.

Information on the effects of color on perception, physiology, and learning, compiled by the National Clearinghouse for Educational Facilities.

Information on the physical condition of school and university buildings across the country, compiled by the National Clearinghouse for Educational Facilities.

Information on the use of natural light to illuminate the interior of school and university buildings, compiled by the National Clearinghouse for Educational Facilities.

Information on high performance green school facilities, compiled by the National Clearinghouse for Educational Facilities, including sustainability and green design issues, cost and funding concerns, and educational and community benefits.

Information on healthy and environmentally safe school facilities, compiled by the National Clearinghouse for Educational Facilities. See also NCEF Resource Lists on Indoor Air Quality, Hazardous Materials, Green Cleaning, Pesticides and IPM, Mold in Schools, and more.

Information on the relationship between student achievement and the physical environment of school and campus buildings, compiled by the National Clearinghouse for Educational Facilities.

Information on the association between student achievement and the physical environment of green school buildings, compiled by the National Clearinghouse for Educational Facilities.

Information on indoor air quality issues in school buildings, compiled by the National Clearinghouse for Educational Facilities, including building materials, maintenance practices, renovation procedures, and ventilation systems.

Information on the issue of optimum school facility size, and class and classroom size, compiled by the National Clearinghouse for Educational Facilities.