Evidence-based design of elementary and secondary schools

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Language: English
Cover of the book Evidence-based design of elementary and secondary schools

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320 p. · Hardback
An in-depth, evidence-based design approach to the design of elementary and secondary schools The contemporary school must be a vibrant, living extension of its community. Evidence-Based Design of Elementary and Secondary Schools instructs design professionals on how to successfully achieve this goal. With assistance from research-intensive principles grounded in theories, concepts, and research methodologies and with roots in the behavioral sciences this book examines and provides strategies for pooling streams of information to establish a holistic design approach that is responsive to the changing needs of educators and their students. This book: Delivers 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 exemplary school designs, based on research of the best physical environments for learning and education Considers what learning environments may be in the near future Evidence-Based Design of Elementary and Secondary Schools analyzes the current shift toward a modern architectural paradigm that balances physical beauty, and social awareness, and building technologies with functionality to create buildings that optimize the educational experience for all learners. Enlightening as well as informative, this forward-thinking guide provides educational facility planners, designers, and architects with the tools they need to confidently approach their next school building project. In addition, this guide provides administrators, educators, and researchers with design options for rethinking and creating innovative learning environments.
Preface.

Acknowledgments.

Chapter 1: Where Does Evidence-Based Design Fit in the Design Process for Creating Responsive Learning Environments?

Introduction.

Thinking Beyond the Aesthetic.

Normative Theories.

Changing the Role of the Architect.

Innovation in Design: Historical Overview.

Extending Design: A Responsive Approach.

Places for Learning: Primary and Secondary Environments.

Evaluating Settings as Passive and Active.

References.

Chapter 2: Responsive Design Approach: Defining Intentions.

Introduction.

Behavior Settings.

Communities of Practice.

Recognizing Schools as Learning Communities.

Two Ends of the Spectrum: Resistant and Reactive Design Approaches.

The Reflexive Design Approach.

The Responsive Design Approach.

References.

Chapter 3: Understanding Practice-Based Evidence, Evidence-Based Design, and Responsive Research as Approaches for Guiding the Design of Learning Communities.

Introduction.

Research Methodologies.

Case Studies.

Ethnography.

Postoccupancy Evaluation.

Specific Programmatic Purposes of Research.

Research in Practice: Programming.

Conclusion.

References.

Chapter 4: Historical Overview of School Design in the United States.

Introduction.

Colonial Period: Resistant Design.

Industrial Period: Reflexive in Execution.

Progressive Era: Responsive in Idea and Reflexive in Execution.

Crow Island School: A Responsive Approach to Design.

Modern Era.

Postmodern Era.

Twenty-First-Century School Design.

References.

Chapter 5: Technology in Education.

Introduction.

A Brief History of Instructional Technology Use and Alternative Learning Environments.

The History of the Internet.

The Open University.

Information Technology, Cyberspace, and Environmental Psychology.

Use of Instructional/Information Technology.

The Distance Learning Environment.

Distance Learning: Synchronous to Asynchronous.

Considerations for Virtual Classroom Design.

References.

Chapter 6: Learning Theories.

Introduction.

Genetic Determinism.

Behaviorism.

Theory of Multiple Intelligences, Constructivism, and Social Constructivism.

The Reactive Design Approach in Relation to Constructivism.

Practice Theory.

Practice Theory and Its Relationship to the Situated Nature of Knowledge Acquisition.

Conclusion.

References.

Chapter 7: Models for Twenty-First-Century Schools.

Introduction.

Reggio Emilia, Montessori, and Waldorf.

Twenty-First-Century Learning Communities.

Twenty-First-Century Learning Environments: Nothing New Under the Sun.

Conclusion.

References.

Chapter 8: Promoting a Framework for the Design of Learning Communities.

Introduction.

Constraints and Affordances of Creating Small Schools.

Considerations for How to Grow the Learning Community.

Guidelines for Creating Learning Communities.

Four Stages of Personalization.

Pattern for the Design of Learning Communities.

Primary Patterns: Administration, Athletic, Science, Art and Music, Media, and Cafeteria Precincts, and Neighborhoods within the Learning Community.

Secondary Patterns: Streets, Common Areas Outside the Home, Porch, and...