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CLASSROOM DESIGN
Information on school classroom design and layout, compiled by the National Clearinghouse for Educational Facilities. 
Creating Environments for Learning: Birth to Age Eight.
Bullard, Julie (Pearson Education, Inc., Upper Saddle River, NJ , 2010)
Provides a textbook for study of the creation of early childhood and primary learning environments, with chapters on creating healthy and safe environments, arranging the classroom, design considerations, developing learning centers within the space that serve specific subject areas and play, outdoor learning spaces, and family areas. 447p.
TO ORDER:
http://www.pearsonhighered.com
Designing Learning Spaces for 21st Century Learners.
http://center.uoregon.edu/ISTE/uploads/NECC2009/KEY_43175395/Brook_DesigningLearningSpacesforContemporaryLearning16.6.09.pdf Brook, Diane (University of Oregon, Eugene , Jun 14, 2009)
Advocates learner-centered instructional spaces, considering the culture of the school; flexible, connected, and collaborative environments; rich technology; and consideration of physiology in furnishings, lighting, and acoustics. 9p.
School of One Design Charette.
http://www.archfoundation.org/aaf/aaf/pdf/School-of-One-Report.pdf (American Architectural Foundation, Washington, DC , May 2009)
Focuses on designing the space for New York City Schools' pilot concept entitled "School of One" which redefines the role of technology in the learning environment. The space has to accommodate asynchronous learning with different students working of varying lessons. In place of classrooms, a series of learning pods, some with fixed and some with movable furnishings were envisioned. 5p.
School of One, Program Overview Video.http://schools.nyc.gov/community/innovation/SchoolofOne/PersonalizedLearning/ProgramOverview.htm 2009
Describes New York City's multi-faceted School of One teaching program that combines classroom, individual, and virtual learning customized to a student's skills and interests. This educational delivery system relies on a variety of teaching spaces and personnel.
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, Order Department, 1312 Basehart Rd. SE, Albuquerque, NM 87106-4363. Tel: 1-800-249-7737.http://www.unmpress.com/Book.php?id=10347920745058
Patterns for Small Learning Communities at the Elementary Level.
http://www.schoolfacilities.com/_coreModules/content/contentDisplay.aspx?contentID=3079 Hill, Franklin (Schoolfacilities.com, Orange, CA , May 05, 2008)
Promotes the "L" shaped classroom as a model to accommodate small learning communities within elementary schools. Suggestions for creating zones within such a classroom are included. 7p.
Classroom Design for Living and Learning with Autism.
http://www.designshare.com/index.php/archives/901 Vogel, Clare (Designshare, Minneapolis, MN , May 2008)
Advises on classroom design for the autistic, emphasizing flexible spaces, spatial variety, non-treatening large spaces and spaces for refuge, cleanliness and absence of clutter, natural light, predictable navigation, safety for those who might injure themselves or others, and a residential rather than an institutional feel. Includes nine references. 4p.
Classroom of the Future.http://www.edtechpg.com/COTF/cotfflash.html (EdTech Planning Group, Mt. Kisco, NY, 2008)
Presents a video tour of a classroom of the future, featuring multiple display screens, flexible furnishings, ample size that allows for circulation, a mobile teacher workstation, abundant power outlets, wireless and video capability, sophisticated zoned lighting, quiet and locally controlled HVAC, and acoustical isolation.
Future-Proofing Schools: Strategies and Implementation, Part 2.
http://www.schoolfacilities.com/_coreModules/content/contentDisplay.aspx?contentID= 2915 Locker, Frank (Schoolfacilities.com, Orange, CA , Aug 21, 2007)
Offers specific design suggestions to ensure adaptability of a learning space to future educational delivery. Advice on how to create a suite of connected and varied learning spaces, convert circulation space to learning space, and create flexible casework are accompanied by examples of where these strategies have been implemented. (Part 1 is titled "Future-Proofing Schools." 2p.
Learning Journeys, Moving Towards Designs for New Learning Spaces: Two Truths and a Suggestion.
http://www.bcse.uk.net/downloads//69A_Learning_Journey.pdf (British Council for School Environments, London, United Kingdom , 2007)
Discusses how educational space should reflect the pedagogy, the role of flexible furniture in learning spaces, and how boundaries between formal and informal learning spaces should be blurred. 19p.
The Color of Debate: Chapter 1
http://www.designshare.com/index.php/articles/color-debate (Designshare, Minneapolis, MN , 2007)
Presents a debate between school designers over the impact of color in the learning environment. The debate contrasts the designers' instincts against the existence and quality of actual research-based evidence on the emotive effect of various colors in learning environments. 7p.
Does Visualization Affect Perceptions of Ethically Complex Policy Decisions: An Experimental Study.
http://www.educause.edu/sites/all/themes/educause/eq/EQM0916/Does%20visualization %20affec t%20perceptions.pdf Hahn, Deirdre; Shangraw, Rick; Keith, Mark; Coursey, David (Educause, Boulder, CO , 2007)
Explores what happens when laypeople are allowed to make a decision about an ethically challenging, human experiment and how age, race, gender, and communication mediums may influence this decision making process. Preliminary results indicate visualization environments are better than print media in communicating risks; older or more educated participants are less likely to approve scientific studies involving human subjects; race nor ethnicity are significant indicators of decision outcome. Direction of future research around each of these areas is discussed. 9p.
Classroom of the Future.
http://www.mayoclinic.org/feature-articles/levine-classroom-future.html (Mayo Clinic, 2006)
Mayo clinic doctors asked a simple question: do children really need to sit at desks while they learn? To find the answer they have designed what they believe to be the first chairless school -- complete with "standing" desks and a host of sophisticated learning technologies. Includes a slide show of an experimental classroom designed to keep students active while they are learning.
Primary Ideas: Projects to Enhance Primary School Environments.
(Dept. for Education and Skills, London, United Kingdom , 2006)
Presents a toolkit of design principles, creative ideas, and projects for primary school environments, aimed at inspiring staff, pupils and parents. Its aim is to help schools take an inclusive approach towards rebuilding, refurbishing and upgrading premises. The publication contains examples from the United Kingdom and overseas and includes case studies by the authors from work carried out in building two new classrooms at Ballifield Primary School in Sheffield. 86p.
TO ORDER:
The Stationery Office, Londonhttp://www.tsoshop.co.uk/education/bookstore.asp?FO=1205046&DI=568921
Learning Spaces.
http://www.educause.edu/learningspaces Oblinger, Diana, Ed. (Educause, Boulder, CO, 2006)
Focuses on less often discussed facets of learning space design: how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. The book begins with fourteen chapters by various authors discussing learning space design principles, followed by 29 higher education case studies. 446
TO ORDER:
4772 Walnut Street, Suite 206, Boulder, CO 80301-2538; Tel: 303-449-4430
LeBaron Hall Auditorium, Iowa State University.
http://www.educause.edu/ir/library/pdf/P7102cs9.pdf Twetten, Jim (Educause, Boulder, CO , 2006)
Profiles this new instructional auditorium that accommodates both lectures and group activities. The customized seat design that makes this possible is described. The chapter also describes how the space is used, what makes it successful, how technology is used, design principles, and what is unique about the project. Includes two references. 22.1-22.9p.
Importance of Informal Spaces for Learning, Collaboration, and Socialization.
http://www.educause.edu/Resources Gee, Lori; Hajduk, Terry (Educause, Boulder, CO , Sep 15, 2005)
Illustrates principles that are central to the importance of informal learning spaces: 1) The entire campus is a learning environment that provides opportunities for further learning. 2) Informal spaces for learning, collaboration, and socialization are critical components of both scheduled and unscheduled campus spaces. 3) Space drives behaviors and behaviors need to change for our society to realize its learning goals. The presentation explores these principles across a range of institutional examples 37p.
Informal Learning Spaces and the Institutional Mission.
http://net.educause.edu/ir/library/pdf/ELI0532.pdf Chism, Nancy (Educause, Boulder, CO , Sep 14, 2005)
Addresses a shared understanding of what might fall under the heading of "informal learning spaces," discusses what constitutes the "institutional mission" and its various dimensions, identifies how institutional mission and space intersect, examines different spaces and determines what they say about learning, and identifies informal learning space issues about which we need a greater understanding. 4p.
School Design Impacts upon Cognitive Learning: Defining "Equal Educational Opportunity" for the New Millennium.
http://www.schoolfacilities.com/_coreModules/content/contentDisplay.aspx?contentID=1792 Hill, Franklin; Cohen, Sarah (Schoolfacilities.com, Orange, CA , Aug 30, 2005)
Describes some design and planning impacts on cognitive learning and student performance. The classroom design impact discussion focuses on the relationship of students to instructional media at the front of the room. Extreme viewing angle or distance from the display results in distorted or missing information. Suggestions for educationally appropriate options are included. The site design discussion involves a school with a campus built on both sides of a ravine. The distribution of the educational program across these two halves resulted in a learning gap between gifted and traditional students, which was resolved by reorganizing the campus into team teaching neighborhoods. 6p.
Some Efficient and Effective Classroom Designs That Accommodate Technology for Promoting Learning.
http://www.eric.ed.gov/contentdeliveryhttp://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno= ED485299 Rogers, Vicki (School Design and Planning Laboratory University of Georgia, Feb 2005)
In recent years there has been an increased emphasis on the design of classrooms so that instructional technologies will enhance the learning environment. Good design does not happen accidentally, and when classroom designs are in the planning stages, the first priority should be the needs of the students. This paper discusses classroom design issues that can effectively and efficiently accommodate technology for promoting learning. 5p.
Facility Guidelines for General Classroom Design.
(Maryland State Dept. of Education, Baltimore , 2005)
Advises on classroom design, covering current educational theories, and then presenting two chapters that cover educational and architectural components for all classrooms, K-12. Individual chapters then consider classroom design for pre-K and kindergarten, grades 1-3, grades 4 and 5, grades 6-8, and then grades 9-12. Extensive photograps, plans, elevations, and 42 references accompany the text. 107p.
New Classroom Model is Sustainable and Replicable.
http://www.esd112.org/edtech/sustainableclass.html (Educational Technology Support Center, Vancouver, WA, 2005)
Five K-12 classroom teachers have been selected to develop a replicable classroom model of technology integration that is sustainable and that supports research-based instructional strategies through the careful selection of technology tools, the provision of technology-related professional development, and through ongoing support and collaboration. Interactive whiteboards, document cameras and projectors, wireless response systems and classroom audio systems will be used. This describes the sustainable classroom model, the various technologies, and provides supporting documents.
Teaching and Learning: Physical Layout.
http://www.learningandteaching.info/teaching/layout.htm Atherton, J.S. (Teaching and Learning Website, 2005)
This discusses different arrangements of the furniture of a classroom in order to promote a particular kind of interaction, such as teacher-centered teaching, whole-group discussion, and small working groups.
Best Practice in Classroom Design.
http://www.minedu.govt.nz/web/downloadable/dl10367_v1/ (Ministry of Education, Wellington, New Zealand , Jan 31, 2004)
Presents detailed results of surveys of New Zealand teachers, students, principals, board members, and design agencies, regarding the effect of good school design on learning outcomes. Survey results, conclusions, and recommendations are presented on the topics of space, shape and layout flexibility; air flow and temperature control; lighting; acoustics and noise management; furnishings; technology; teachers support spaces; student spaces; and grounds and school layout. 174p.
Classrooms of the Future: Innovative Designs for Schools.
http://publications.teachernet.gov.uk/eOrderingDownload/DfES-0162-2003.pdf (Dept. for Education and Skills, London, England , 2004)
Describes twelve pilot projects from British local education authorities creating innovative learning environments that are imaginative and stimulating, with the aim of inspiring children to achieve more. These primary and secondary schools feature increased community use of the buildings, partnerships with other cultural and scientific institutions, relocatable laboratories, sustainable design, and elevated service to rural communities. Includes drawing, plans, and color photographs. 80p.
Feng Shui for the Classroom: 101 Easy-to-Use Ideas.
Heiss, Renee (Zephyr Press, Chicago, IL , 2004)
Translates ancient Chinese interior decoration concepts to the school, providing teachers with strategies and suggestions for improving harmony and positive energy in their classrooms. The text gives suggestions for arranging the ideal classroom in such a way that the chi, or energy, can move freely. Key features of the ideal classroom are minimal clutter, many plants, calming sounds, and mobiles for movement. A room map, called a bagua, dictates the placement of color, furniture, and learning centers in the classroom. The book is intended for teachers of all grade levels who want to transform an impossible classroom arrangement into a focused learning environment. 128p.
TO ORDER:
814 N. Franklin St., Chicago, IL, 60610; Tel: 800-232-2187http://www.zephyrpress.com/
In Sync: Environmental Behavior Research and the Design of Learning Spaces.
Scott-Webber, Lenni (Society for College and University Planning, Ann Arbor, MI , 2004)
Analyzes research relating to the environment's impact on behavior and establishes five different archetypal environments that support learning in the current knowledge age, versus the prevalent but outdated agrarian- and industrial-age models: 1) Environments for Delivering Knowledge; 2) Environments for Applying Knowledge; 3) Environments for Creating Knowledge; 4) Environments for Communication Knowledge; and 5) Environments for Decision Making. 145p.
TO ORDER:
Society for College and University Planning, 339 E. Liberty, Suite 300, Ann Arbor, MI 48104; Tel: 734-998-7832, Fax: 734-998-6532, email: info@scup.org http://www.scup.org/pubs/books/is_ebrdls.html
Creating Flexible Middle School Classrooms.
Valeski, Victor (Doctoral Dissertation, University of Delaware, Newark , Apr 2003)
Investigates one school district's efforts to develop, design and construct optimum middle school classroom learning environments. Of particular interest to this author were the mandates, guidelines and processes that impeded optimization of middle school classroom facilities. A variety of stakeholder groups were surveyed and interviewed. Each group's unique perspective collectively led to two findings. The first was that the features of an optimal middle school classroom had not been identified and documented. Additionally, a protocol did not exist that appropriately communicated methodologies for middle school classroom optimization to educational decision-makers, planners and architects. Secondly, current design methodologies did not acknowledge or anticipate the dynamic instructional programming that is transforming both teaching and learning in current middle school classrooms. Consequently, the flexibility of middle school level instructional environments has been limited by the design mandates, guidelines and processes that were followed by educational decision-makers, planners and architects. A planning protocol was developed to help educational planners and decision makers allocate and prioritize limited classroom construction resources. The protocol is intended to identify the essential components of an optimal middle school classroom and permit the user to select from a range of negotiated outcomes. 381p.
Report NO: 3085488TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
Volume, Scale, and Shape.
http://web.archive.org/web/20030306225958/http:// Lang, Dale Christopher (University of Washington, Seattle, WA, 2003)
The terms volume, scale, and shape help to define a classroom space. This article discusses how children perceive space and how room volume or size may affect the process of learning based on the number of students and their activities. If furniture and classroom elements are thoughtfully considered for a child’s scale, a more positive learning attitude can result. Room shapes, such as the L-shaped classroom or ones with alcoves, can also affect a child’s learning process.
4p.
The Importance of Interior Design Elements as They Relate to Student Outcomes.
http://www.eric.ed.gov/contentdelivery Tanner, C. Kenneth; Langford, Ann (Carpet and Rug Institute, Dalton, GA. , 2003)
This study investigated the following questions: (1) "What are the perceptions that elementary school principals have concerning the influence of interior design elements such as floor and wall coverings, lighting, flexibility, acoustics, color, texture, patterns, cleanliness, and maintenance on student achievement, teacher retention, and student attendance?" (2) "Do the acoustics of the environment relate significantly to student achievement?" (3) What floor coverings in the classroom relate significantly to the acoustics of the classroom?" and (4) "Are there any possible links between floor coverings in the classroom and student achievement?" The study found that in all subject areas studied, students attending schools having carpeted classrooms had higher achievement scores than those attending schools having hard surfaced classrooms. The study also found that the importance of a school's interior design is slightly higher for school principals than for teachers. 49p.
Design Features for Project-Based Learning.
http://www.designshare.com/index.php/articles Wolff, Susan J. (DesignShare, Feb 2002)
This publication is a condensed version of a doctoral research study conducted to determine the features of the physical learning environment for collaborative, project-based learning, primarily at the community college level. The characteristics of the physical environment investigated in the study were scale, location, functionality, relationships, and patterns. The findings from the study resulted in 32 design features in the following categories: learning group size; functional spaces for learning activities; adjacencies; furnishings; psychological and physiological support of the learners; and structural aspects. [Author's abstract] 72p.
Teachers' Construction and Use of Space.
http://www2.arch.ttu.edu/haq/EDRAMOVE/2004/JBissell.pdf Bissell, Janice (Texas Tech University, Lubbock , 2002)
Describes the influence of school architectural design on teachers' work by examining how teachers actually use their work environment, how their use of the facility compares with expectations of what their experiences should be, and how school design supports or constrains their work. Extensive diagrams and photographs accompany this case study that examines how 17 teachers in two high schools arrange, use, and move through their teaching spaces. Includes ten references. 63p.
Children's Learning Environments [Australia]
http://ehlt.flinders.edu.au/education/DLiT/2002/environs/suyin/homepg.html Griffiths, Jasmine; Podirsky, Michaela; Deakin, Suyin; Maxwell, Scott 2002
This explores how different environments influence a child's learning and how best to use and design these environments for optimal learning. It features information about the design and layout of Australian classrooms in the past and the different types of classroom layout currently used. Discusses learning environments, factors to consider, and different types of learning including collaborative learning, cooperative learning, groups, individualistic learning, and competitive learning. Includes numerous photographs of classroom settings from the past and present, showing rows, groups, and alternative arrangements.
Reorganizing Primary Classroom Learning.
http://www.eric.ed.gov/contentdelivery Hastings, Nigel; Wood, Karen Chantrey (Open University Press, Philadelphia, PA , 2002)
This book addresses the issue of classroom organization in primary education, explaining evidence that it asserts should prompt primary schools to re-think the contexts in which children are expected to concentrate and learn. New ways of arranging classrooms are illustrated through case studies of teachers who take a flexible and strategic approach to the organization of learning. These are intended to demonstrate how children's attention and behavior can benefit from creating a better match between working contexts and tasks. Suggestions and resources are provided to help teachers review how they and their children work, and to plan and evaluate ways of using their classrooms more effectively to support learning. 152p.
Teachers as Placemakers: Investigating Teachers' Use of the Physical Learning Environment in Instructional Design.
http://schoolstudio.engr.wisc.edu/placemakers.html Lackney, Jeffery A.; Jacobs, Paul J. (School Design Research Studio at the University of Wisconsin-Madison , 2002)
This paper summarizes research conducted to assess how and to what extent teachers actively use and manipulate the physical classroom learning environment as part of their instructional design. A structured interview and participant observation were used to gather data from several teachers at all grade levels, including national board certified teachers. Preliminary findings include the design principles used by various teachers, which indicate that rather than receiving education on research-based design principles during their formal education, teachers have relied on trial-and-error methods. (Contains 19 references.)
9p.
Teacher Interactions within the Physical Environment: How Teachers Alter Their Space and/or Routines Because of Classroom Character.
http://www.eric.ed.gov/ERICWebPortal/ Lang, Dale Christopher (Dissertation, University of Washington, Seattle , 2002)
Through questionnaires, observations, and interviews, this study revealed the degree to which 31 high school teachers altered their classroom spaces and/or adjusted their routines to meet their pedagogical goals at a temporary school site. Teachers emphatically desired: (1) an appropriate amount of space to rearrange student furniture, enabling them better interaction with students for planned activities; (2) an ability to control the location and amount of lighting during those activities; and (3) access to adequate computing tools for their students. The ability to control noise, temperature, and ventilation was also important. Teachers' mediation of classroom spaces appeared to be closely associated with individual teaching goals rather than physiological responses to the environment, although there was evidence of the importance of accommodating teachers' perceptions of their own physical wellbeing. The study also disclosed a noticeable social-cultural need for meeting places within the school for teacher peer interactions and equally negative responses to sharing teaching spaces with those with dissimilar tastes and goal aspirations. Four appendixes include consent forms and approval letters; questionnaire, observation form, and interview questions; data results; and classroom physical measurements.
101p.
So Much Stuff, So Little Space: Creating and Managing the Learner-Centered Classroom.
Nations, Susan; Boyett, Suzi (Maupin House, 2002)
This is a straightforward guide to help kindergarten through fifth grade teachers make the most out of the least space by efficiently and effectively keeping track of all their stuff, from paperwork and lesson plans. to art supplies and bulletin boards. Individual chapters address how to handle disorderly closets and libraries, preparing for absences, keeping student information organized, and more. 69p.
Classrooms of the Future: Thinking Out of the Box.
http://schoolstudio.engr.wisc.edu/futureclassrooms.html Lackney, Jeffery A. Sep 04, 2001)
This presentation on educational facilities design emphasizes the overarching strategy of observing the activities of learning that take place in and out of the classroom setting, and the importance of taking a fresh look at what children do in school so that new ways can be found of approaching school design. The presentation addresses these questions: (1) Where is educational practice headed? In other words, what is or are the emergent paradigms of education that should be designed for? (2) How has the classroom changed over time to accommodate educational change? (3) What strategies can be used to start anticipating educational change? and (4) What are the big trends in school planning that designers should be aware of? The presentation also contains 14 school design case studies illustrating examples of "out-of-the-box" responses to 21st-century educational change. 18p.
A Survey Study of Elementary Classroom Seating Designs.
http://www.eric.ed.gov/contentdelivery Patton, James E.; Snell, Jennifer; Knight, Willis J.; Gerken, Kathryn; (Paper Presented at the Annual Meeting of the National Association of School Psychologists. , Apr 17, 2001)
This paper presents the results of a two-part study that investigated classroom seating design preferences among elementary classroom teachers. In part one, the researchers mapped and classified seating arrangements that were in actual use across 294 regular classrooms (grades K-5) in 21 public elementary schools. Subsequently, the researchers asked 138 elementary regular classroom teachers (grades K-5) to describe, in a survey, the occasions and their rationales for the seating designs they typically employed. In contrast to outcomes from research conducted a decade ago, and irrespective of grade level and school socioeconomic status, results showed that small group cluster designs were now used pervasively (i.e., in 76 percent of observed classrooms, and by 94 percent of surveyed respondents), apparently because many contemporary teachers believe that this type of seating arrangement contributes directly to students' educational growth through the effects of socially facilitated learning. 8p.
The Impact of ICT on Schools: Classroom Design and Curriculum Delivery, a Study of Schools in Australia, USA, England, and Hong Kong, 2000.
http://www.tki.org.nz/r/ict/pedagogy/churchillreport.pdf Eadie, Gillian (Winston Churchill Memorial Trust, Wellington, New Zealand , Feb 2001)
Evaluates current and possible future impacts of information and communication technology (ICT) on school timetables, curricula, and facilities. Facilities-related topics include new configurations of existing space, sharing of spaces, configurations and equipment for classroom flexibility, virtual and linked classrooms and campuses, wireless technology, changes to library areas, and reconfiguration of the teaching schedule. Includes 17 references and 42 website referrals. 46p.
Classrooms and Computers: An Elementary School Case Study.
http://web.archive.org/web/20060830162415 Bennett, Cheryl (Proceedings of the International Society for Occupational Ergonomics and Safety XV Annual Conference, Fairfax, Virginia, USA, International Society for Occupational Ergonomics and Safety. , 2001)
Children now use computers throughout their education. As schools have focused on purchasing computers and providing internet access, there has been little consideration of ergonomics. Even if educators and school administrators acknowledge students would benefit from better ergonomics, they may assume it is too expensive or not know where to begin. This paper describes the processes used to implement low cost ergonomic improvements and provide training for teachers, staff and students in an elementary school. 10p.
Classroom Spaces That Work. Strategies for Teachers Series.
http://web.archive.org/web/20070418111752 Clayton, Marlynn K. (Northeast Foundation for Children, Greenfield, MA , 2001)
Creating a physical environment that is organized, welcoming, and well-suited to the needs of students and
teachers can present a challenge to both beginning and experienced teachers. Based on the responsive classroom approach,
this guide for educators of kindergarten through grade 6 is designed to help teachers set up physical spaces that are
conducive to effective learning and teaching. Following an introduction, chapter 1 examines ways to make the classroom fit the
range of physical sizes in the group, accommodate children with special needs, and support students' developmental needs.
Chapter 2 presents strategies for developing and maintaining an orderly and predictable classroom, including furniture, storage
space, clustered work areas, and a personal space for each student. Chapter 3 focuses on the design of the whole-group
meeting area of the classroom. Chapter 4 examines how furniture, materials, and storage spaces can be set up for active
learning. Chapter 5 presents ways classroom displays can be used as a teaching tool. Chapter 6 discusses how to create
ambience in a classroom. Chapter 7 deals with avoiding health hazards in the classroom. The book concludes by suggesting
that small, simple changes in classroom design can have dramatic effects and that it is important to have a flexible attitude about
classroom design and to share ownership of classroom design changes with students. 192p.
TO ORDER:
Northeast Foundation for Children, 71 Montague City Road, Greenfield, MA 01301; Tel: 800-360-6332.
http://www.responsiveclassroom.org
A Survey Study of Elementary Classroom Seating Designs.
http://www.eric.ed.gov/contentdelivery Patton, James E.; Snell, Jennifer; Knight, Willis J.; Gerken, Kathryn (Paper presented at the Annual Meeting of the National Association of School Psychologists, Washington, DC. , 2001)
This paper presents the results of a two-part study that investigated classroom
seating design preferences among elementary classroom teachers. In part one, the researchers
mapped and classified seating arrangements that were in actual use across 294 regular
classrooms (grades K-5) in 21 public elementary schools. Subsequently, the researchers asked
138 elementary regular classroom teachers (grades K-5) to describe, in a survey, the occasions
and their rationales for the seating designs they typically employed. In contrast to outcomes from
research conducted a decade ago, and irrespective of grade level and school socioeconomic
status, results showed that small group cluster designs were now used pervasively (i.e., in 76
percent of observed classrooms, and by 94 percent of surveyed respondents), apparently
because many contemporary teachers believe that this type of seating arrangement contributes
directly to students' educational growth through the effects of socially facilitated learning. The
study did not specifically address the validity of this belief, but it did yield a number of relevant,
testable propositions. 8p.
Classrooms.
http://www.edfacilities.org/pubs/classrooms.pdf Butin, Dan (National Clearinghouse for Educational Facilities, Washington, DC , Jul 2000)
Addresses classroom design trends and key issues schools must consider to attain better classroom space flexibility and adaptability. Discusses classroom space design issues relative to technology. Reviews design considerations necessary in classrooms that must accommodate varying grade levels. Also discusses importance of nuances in lighting, furniture, classroom size ratios, and partition arrangement. Includes design principles important for all classrooms at all grade levels, including those relating to outdoor accessibility, clustering, the fostering of creativity and student engagement, and classroom adaptability. 4p.
TO ORDER:
National Clearinghouse for Educational Facilities, 1090 Vermont Ave., NW, Suite 700, Washington, DC 20005-4905; Tel: 888-552-0624https://www.nibs.org/index.php/resources/schoolfacilities
Multipurpose Spaces.
http://www.edfacilities.org/pubs/multipurp.pdf Butin, Dan (National Clearinghouse for Educational Facilities, Washington, DC , Jul 2000)
Examines multipurpose class spaces, educational trends influencing multipurpose classroom use, and key issues when using these spaces. Issues discussed include room location, technology integration, food services, acoustics, lighting, outdoor space, capacity, and storage. Design principles emphasized indicate that multipurpose classrooms should reflect the spirit of the school and foster flexibility and adaptability. 2p.
TO ORDER:
National Clearinghouse for Educational Facilities, 1090 Vermont Ave., NW, Suite 700, Washington, DC 20005-4905; Tel: 888-552-0624https://www.nibs.org/index.php/resources/schoolfacilities
Great Spaces, Fresh Places: How-To Improve Environments for School-Age Programs.
(Illinois Facilities Fund, Chicago Most, Chicago, IL. , 2000)
Demonstrates simple but effective solutions to the common problems many out-of-school time programs face regarding facilities and other space-related issues. The guide also highlights the importance of integrating facilities and programs in a coordinated effort, and it teaches school-age care providers how to approach facilities problems and implement realistic solutions within a budget. Chapters address how to think about the relationship between facilities programs; how to makeover classrooms; and how to consider all other aspects of space, including space planning and layout, color, traffic, noise, light, and furniture. The final section includes a resource list and selected bibliography. 26p.
TO ORDER:
Illinois Facilities Fund, 300 West Adams St.,Chicago, IL 60606, Tel: 312-629-0060.
http://www.iff.org
Design Guidelines for Montessori Schools.
De Jesus, Raquel (University of Wisconsin, CAUPR, School of Architecture and Planning, Milwaukee , 2000)
This report presents guidelines for use by architects, designers, and teachers in designing an environment that will complement and enhance the Montessori teaching method. Provides a history of the Montessori Method, analysis of books written by Montessori and her followers, review of methods and settings, and a section containing interviews and inventories done in six Montessori schools in Milwaukee, Wisconsin. Appendices contain school interview forms and pages describing "muscular education" from the book, "Montessori Method." 80p.
TO ORDER:
Center for Architecture & Urban Planning Research, School of Architecture and Urban Planning, University of Wisconsin-Milwaukee, P.O. Box 413, Milwaukee, WI; Tel: (414) 229-6165
http://gis.sarup.uwm.edu/caupr/
Design Standards for Children's Environments.
Ruth, Linda Cain (McGraw-Hill, New York, NY , 2000)
This 3-part book addresses the design or maintenance of spaces where children are the primary users covering both commercial and residential designs and products. Part I chapters provide anthropometric data of children from birth to age 18, offers dimensions for typical objects within the child's built environment; synthesizes the Consumer Product Safety Commission's safety guidelines for play areas; and provides dimensions of typical, and sometimes untypical, products that are often found in children's environments. Part II features a source list developed for designers that lists products appropriate for use in children's environments. Part III chapters outline the development of children's abilities and perceptions in the first stages of life from birth to age 10, and offers a bibliography of the most effective and highly regarded resources in the area of children's design. 306p.
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McGraw-Hill, 11 West 19 St., New York, NY 10011http://books.mcgraw-hill.com/
Modern Foreign Languages Accommodation: A Design Guide. Building Bulletin 92.
http://www.eric.ed.gov/contentdelivery Williamson, Beech; Watson, Lucy (Dept. for Education and Employment, Architects and Building Branch, London , 2000)
This document offers school design guidance for accommodating the needs for teaching modern foreign languages (MFLs) in secondary education. Section 1 outlines the range of spaces in a typical MFL suite and describes how to calculate the number of timetabled spaces required. It includes guidance on planning the suite and what to consider if there is to be community use. Section 2 describes the teaching and non-teaching spaces that might be found in the MFL suite. It gives guidance on the size and shape of spaces and shows typical furniture layouts. Section 3 describes typical MFL equipment and how it can be used most effectively. It also provides guidance on choosing and using furniture. Section 4 outlines the process of setting up and implementing a building project, from briefing to on-site construction. Section 5 presents case studies showing the issues covered in the rest of the document applied to real school projects. 50p.
Telematics and Electronic Communication and Their Effect on Educational Space.
http://www.eric.ed.gov/contentdelivery Morton, James E. (American Institute of Architects,Committee on Architecture for Education, Washington, DC , Jul 29, 1999)
A report examines technology's influence on the educational process as well as the physical classroom, and the needs and concerns these new technologies bring to architects and educators in designing an adaptable classroom. Technology and the classroom are examined in the following areas: the use of television; microcomputers and computer terminals; power and communication cable distribution; voice and data distribution; heating and air conditioning needs; furniture requirements; and security issues. 16p.
The Multigrade Classroom: A Resource Handbook for Small, Rural Schools. Book 2: Classroom Organization.
http://www.nwrel.org/ruraled/publications/multig2.pdf Vincent, Susan, Ed. ( Northwest Regional Educational Lab., Rural Education Program, Portland, OR , 1999)
Offers guidelines for classroom organization that will
accommodate the multiple activities occurring in the multigrade classroom. Outlines an activity-centers approach to classroom design that designates classroom areas for specific purposes. Defines general considerations for planning, including activity level and noise likely to occur during different learning activities, use of visual barriers to define activity centers, placement of teacher
and student resources, traffic patterns, age and physical size differences among students, and storage of student belongings. A list of questions clarifies classroom design
principles and aspects of a particular classroom plan. Presented in workbook fashion, a three-step design process involves describing the present classroom, identifying specific learning activities that will take place, and drawing the final plan. 37p.
Designing Successful Technology-Rich Elementary Schools
http://www.eurekalert.org/pub_releases/1999-02/HFaE-DSTE-010299.php McCreary, Faith; Reaux, Ray; Ehrich, Roger; Hood, Susan; and Rowland, Keith (Proceedings of the Human Factors and Ergonomics Society Society 42nd Annual Meeting, October 5-9, 1998. , 1999)
Computers and network connectivity in the classroom raise new challenges in workspace design. Unlike corporate or dedicated laboratory facilities, a technology-rich classroom plays multiple roles throughout its working day. Classroom design demands flexible and robust construction, particularly when applied in an elementary school setting. Using the PCs for Families project as a case study, this paper discusses design issues of a technology- rich networked classroom from ergonomic design to system support.
Designing For All Children.
http://www.whitehutchinson.com/children/articles/designforall.shtml Stoecklin, Vicki (White Hutchinson Leisure & Learning Group, Kansas City, MO , 1999)
This paper examines four key elements in the designing-for-all-children concept for school environments. Designing-for-all-children designs acknowledge that children pass through differing, yet recognizable, stages of development; and that children need usable environments free from physical and social barriers. Key elements address equitable use, safety, and flexibility; and includes a description of the multi-disciplinary, cross-functional team used for design development. 4p.
Learning Environments and Classroom Design.
http://web.archive.org/web/20041118100432/ Sturt, Gary (Psychology Department, Sixth Form College, Colchester, England, 1999)
Discusses open classrooms, noise, heat and performance, personal space, crowding, territoriality, educational theory and classroom design, home base, and special formations.
Educational Specifications: Milton J. Brecht Elementary School. Manheim Township School District.[Pennsylvania]
http://www.eric.ed.gov/contentdelivery (Manheim Township School District, Brecht Educational Specification Committee, Lancaster, PA. , Sep 25, 1998)
Presents recommended facility specifications for the Milton J. Brecht Elementary School in Lancaster, Pennsylvania, which are intended advance children's learning through theories relating to multiple intelligence and brain based learning. The report examines grade levels to be accommodated, expected enrollment capacities, curricular programs and activities, specific utilization plan, instructional procedures, learning space requirements, specialized instructional facilities, auxiliary areas/facilities, and site issues. Miscellaneous concerns such as intercommunications, waste management, heating and air conditioning, acoustics, and signage are also addressed. Appendices explain key points of multiple intelligence theory; a teacher's typical day at Brecht; a memo on wireless possibilities; thoughts concerning room specifications for art, music, and physical education; and a post occupancy classroom and building survey. 62p.
Computer Classroom and Laboratory Design: Bibliography
http://web.archive.org/web/20060412092246/ (University of North Carolina, Institute for Academic Technology, Aug 1998)
Incorporating computer technology into the education process involves redesigning the physical space where instruction takes place. Articles in this guide provide examples and advice on modifying existing classrooms to accommodate new technologies and on designing and building new teaching environments.
School Facility Recommendations for Class Size Reduction. [California]
http://www.cde.ca.gov/ls/cs/k3/recommend.asp Evans, Ann M. (California State Department of Education, Sacramento, CA , May 1998)
The California Department of Education encourages its school districts to make every effort to reduce classroom size and maintain the physical size of 960 square feet for elementary schools and 1,350 square feet for kindergartens. This report examines the Code of Regulations relative to classroom size in elementary, kindergarten, and special education classrooms. It also addresses class reduction and its affects support facilities such as toilets, ventilation, lighting, and fire exits. Concluding comments examine law pertaining to classroom size for self-contained classrooms and the site size issues involved as classroom size necessitates ever larger school sites. 4p.
Creating an Inviting Classroom Environment.
Foster-Harrison, Elizabeth S.; Adams-Bullock, Ann (Phi Delta Kappa, Bloomington, IN , 1998)
This booklet presents suggestions for teachers, administrators, and parents about how to make a school
better by improving the physical environment. Information comes from a study that analyzed environmental features which helped make a difference to students, teachers, and parents. During 1995-1997, two researchers examined classroom environments in rural, suburban, and urban settings. Through observations, interviews, and surveys, they made comparisons between what teachers actually had in their classrooms and what they said was important to have in the classroom learning environment. They compared the information to what parents and students believed. The study looked at five categories for comparison: furniture, aesthetics, comfort, instructional items, and professional items. Over 400 4th-8th grade teachers completed interviews and surveys. There were distinct differences between what was actually in the classrooms and what they ideally should have. 40p.
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Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789; Tel: 812-339-1156, Toll free: 800-766-1156http://www.pdkmembers.org/
Spotlight on New Learning Environments, 1997-98. Issues 1 and 2.
http://www.eric.ed.gov/contentdelivery Gerges, Gassia; Appert, Christine; Thomas, Tim; Epps, Beverly; Bourdeaux, Jerry; Ashburn, Donald L., Jr. (University of Virginia, Thomas Jefferson Center for Educational Design, Charlottesville, VA , 1998)
A two-issue volume presents articles describing innovative schools, classrooms, and alternative learning arrangements found in some of today's schools. Issue One contains three articles offering glimpses of an elementary school committed to the Core Knowledge curriculum of E. D. Hirsch, a renovated school devoted to early childhood learning programs, and a middle school experiential learning program. The three articles contained in the second issue highlight the Minnie Howard School in Alexandria, Virginia, a learning environment exclusively for ninth graders; The Center for Communications, a high-tech learning environment in Henrico County; and a case study of Gildersleeve Middle School in Newport News that follows the school's creation from initial conception to final construction. 64p.
Shared Visions? Architects and Teachers Perceptions on the Design of Classroom Environments.
http://www.lboro.ac.uk/departments/cd/docs_dandt/idater/downloads98/horne98.pdf Horne, Sandra (Loughborough University, Design Education Research Group, Leicestershire, United Kingdom , 1998)
Discusses the classroom environment and its effects on the practice of teachers, examining through interviews the relationships between the designed classroom and how teachers use it. The ways in which architects understand and influence the learning environment are also explored. The interviews were cross-referenced to identify how the two groups perceive the classroom environment and how much interaction teachers and designers have. There are similarities in these perceptions but also conflicting views of how the interactions do happen and what they contribute to the process. 6p.
Wonderful Rooms Where Children Can Bloom! Over 500 Innovative Ideas and Activities for Your Child-Centered
Classroom. K-2
Feldman, Jean R. ( Crystal Springs Books, Peterborough, NH , 1997)
This book for primary grade teachers provides over 500 ideas and suggestions for designing the environment
and developing learning activities in a child-centered classroom. Part 1 of the book focuses on the larger school environment,
with suggestions for making the whole school inviting for parents and children. Part 2 provides ideas for making the classroom
physical space attractive, creating student portfolios, and storing educational materials. Included in part 2 is a classroom rating
scale to identify strengths and weaknesses in classroom organization. Part 3 deals with creating a literate environment. Part 4
shows how to use children's art as a main focus in planning the classroom arrangement. Part 5 is devoted to learning centers,
providing management and documentation tips and ideas for creative, fun activities, while part 6 details several games to
challenge children's minds and build skills. 224
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Crystal Springs Books, Ten Sharon Road, Box 500, Peterborough, NH 03458-0500; Tel: 800-321-0401
Creating & Managing Learning Centers: A Thematic Approach
Ingraham, Phoebe Bell ( Crystal Springs Books, Peterborough, NH , 1997)
Providing a center-oriented classroom takes more than rearranging the furniture. This book offers guidance to
teachers in all aspects of creating learning centers in the classroom. The first section, comprised of five chapters, provides
information on using small areas of the classroom for specific activities or tasks. Chapter 1 explains different types of centers
and what centers offer students. Chapter 2 outlines physical changes in classrooms, including ideas on how to plan the
environment, maintain control, and relate learning centers to curricular objectives. Chapter 3 discusses how to teach students
to work in learning centers in an active yet productive way. Chapter 4 explains how the teacher can take student interests into
consideration and integrate the curriculum to ensure meaningful connections. Chapter 5 discusses assessment strategies to
monitor student progress. The second section, containing four chapters, provides advice on setting up specific centers,
including suggested activities for each center, materials, and resources. 199p.
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Crystal Springs Books, Ten Sharon Road, Box 500, Peterborough, NH 03458-0500; phone: 800-321-0401
A User Assessment of Workspaces in Selected Music Education Computer Laboratories.
http://www.eric.ed.gov/contentdelivery Badolato, Michael Jeremy (Doctor of Education Dissertation, Boston University, MA , May 1995)
A study of 120 students selected from the user populations of four music education computer laboratories was conducted to determine the applicability of current ergonomic and environmental design guidelines in satisfying the needs of users of education computing workspaces. Eleven categories of workspace factors were organized into a questionnaire encompassing 59 items, each representing a specific factor. Significant differences were found in user ratings across the four facilities as well as individual workspace factors. Analyses reveal a trend toward user satisfaction with workspace factors designed in accordance with ergonomic and environmental design guidelines. Included in the Appendices is a glossary of terms, student comments, and an equipment list of general workstation configurations of each lab. 297p.
Transforming the Learning Environment.
Christopher, Gaylaird; Lee, Kelvin K.; Taylor, Anne; Jilk, Bruce (Council of Educational Facility Planners, International, Scottsdale, AZ , 1994)
This explores areas that are considered important factors affecting the educational environment design. These include work spaces for students; innovative modes of assessment for new learning strategies; media centers as supportive assets to learning; the changing scope of physical education; community involvement in the educational process, and the importance of marrying the architectural environment both visually and functionally to the educational vision. It then presents information from four California booklets that offer restructuring guidelines for individual school districts and provide the groundwork for national educational reforms. These booklets address the needs of preschool students and the importance of ensuring that all students are ready to learn by the time they enter kindergarten; suggests a thinking-centered, interactive curriculum for elementary students; addresses quantum changes in middle school education; and explores the complex needs of high school students preparing for vocational and professional endeavors and for the rigors of higher education. Finally, design concepts are discussed that provide a connection between educator and designer that culminates in properly designing a physical learning environment.
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Council of Educational Facility Planners International (CEFPI), 9180 E. Desert Cove, Suite 104, Scottsdale, AZ 85260; Tel: 480-391-0840http://www.cefpi.org
Learning Environment: An Architectural Interpretation of a New Designs. Archetype High School.
http://www.eric.ed.gov/contentdelivery/ Jilk, Bruce A.; And Others (National Center for Research in Vocational Education, Berkeley, CA , 1992)
The New Designs for the Comprehensive High School project used the break-the-mold design-down process to
develop a prototype high school. The basic building block of this design is the personal workstation, not the classroom.
Combining the personal workstation with the desire for teaming leads to the idea of a small, flexible group space that
accommodates several personal workstations. High school students are grouped into approximately 100 pupils and gathered
around a resource/production space to facilitate project-focused tasks. Neighborhoods that are virtually stand-alone schools are
created. Along with the multiple-use commons, they give students a meaningful environment with a special identity. The flexible
studio frees the school organization from the limitations of the physical environment and allows for the complete integration of
vocational and academic subject matter. Support staff are located in as friendly and accessible a manner as possible. Learning
technology permits information to be everywhere. Instructional material centers, computer rooms, and the problems of
scheduling access to them no longer exist. Many places in the design provide for demonstration and display, now an important
part of assessment. This design connects students to their surroundings and provides space for the community in the school. 40p.
The Effect of Selected Physical Features of the General Elementary Classroom on the Learning Environment.
Koval, Joseph G. (Doctoral Dissertation, Indiana State University, Terre Haute , Aug 1991)
Examines the extent to which selected physical, aesthetic, comfort, and health and safety features of Indiana K-6 general classrooms are perceived by the school principals to affect the quality of the learning environment. The following conclusions were drawn: 1) rest rooms and a wet area for arts and crafts are essential physical features in a kindergarten classroom; 2) provision for technology, a silent reading area, an area for storage, and classroom arrangement by grade level are essential for grades K-6; 3) display areas for student work, student-oriented learning centers, and an abundance of maps and globes are aesthetic features to be included in the general classroom; 4) acoustical treatment, control of thermal conditions, the location of the classroom in relation to the media center, and distance from other noise centers are comfort features which affect the learning environment; and 5) appropriate ventilation, more than one electrical outlet per wall, adjustable classroom lighting, windows which open, a science lab area, close proximity to a rest room and an outside exit are features which provide a healthy learning environment. 135p.
Report NO: 9206046TO ORDER: Proquest, 300 North Zeeb Road, P.O. Box 1346, Ann Arbor, MI, 48106-1346; Tel: 734-761-4700, Toll Free: 800-521-0600, email: info@il.proquest.com http://disexpress.umi.com/dxweb
The Design of Educational Environments: An Expression of Individual Differences or Evidence of the "Press toward Synomorphy?"
Ross, Rhonda P. (Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY, March 19-23, Mar 1982)
Research findings demonstrate that the way the classroom environment is arranged can have important consequences on the attitudes, behavior, and achievement of students. The concept of "synomorphy" is used to examine some of the research literature available on classroom design. Synomorphy refers to the similarity of structure or shape between the behavioral aspects of a school activity program and the physical aspects of the environment. Ecological theory predicts that when synomorphy is low, changes will occur in the physical milieu and/or in the kinds of behavior. The first section of the paper applies this theory to open plan schools. The schools were designed for open education, but teachers using traditional educational programs have modified programs and erected physical boundaries to bring the milieu closer to their teaching styles. The paper's next section cites studies of the classroom environments modified in order to improve the degree of synomorphy between the teacher's instructional program and the physical milieu. The final section examines the extent to which teachers ordinarily rearrange the classroom so that the milieu and the program remain in a state of synomorphy throughout the school day and year. An extensive bibliography is appended. 32p.
Open Space Schools.
(American Association of School Administrators, Arlington, VA , 1971)
Presents numerous examples of noteworthy open space schools. In addition, the authors have drawn from their own experiences with the planning, design, and construction of open space schools. The book explains the justification for, programming, and creation of open space schools, and offers suggestions that might prove helpful, and to report on the state of the art. Includes photographs and plans. 112p.
Contrast Rendition in School Lighting.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.0707.pdf Sampson, Foster K. (Educational Facilities Laboratories, New York, NY , Jan 1970)
Presents results of measuring and analyzing eighteen significantly different classroom lighting systems in order to determine how contrasts from different light sources affect the ability to see visual tasks in the school room. Using criteria and techniques established from previous lighting research, the lighting systems are evaluated according to their characteristics regarding contrast rendition of pencil handwriting. The comparisons and conclusions presented should be helpful in selecting classroom lighting systems. 105p.
Electronic Classroom.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.0229.pdf Price, Harry A. (Educational Facilities Laboratories, New York, NY , 1966)
Discusses the conversion of a limited-use auditorium at Middletown, New York’s Memorial Elementary School into an electronic classroom to be used as a flexible instructional space. 13p.
Acoustical Environment of School Buildings.
http://archone.tamu.edu/crs/engine/archive_files/EFL/6000.0807.pdf Fitzroy, Dariel; Reid, John L. (Educational Facilities Laboratories, New York, NY , 1963)
Discusses results of a field study made of the acoustical environment of schools designed for increased flexibility to meet the spatial requirements of new teaching methods. Questionnaires were sent to teachers in thirty-seven schools in all parts of the country. Teams of acoustical consultants then analyzed each school to accurately determine noise reduction, reverberation, speech interference level and articulation index. The collected data, discussion, and conclusions are presented for each school studied. 129p.
Classrooms.
http://www.schooldesigns.com/ProjectSearch.asp American School and University; v81 n13 , p62-67 ; Aug 2009
Profiles six classroom areas selected for the 2009 American School and University Magazine Education Interiors Showcase. The projects were chosen for their ability to integrate current and future technology, innovative use of materials, life-cycle cost versus first cost, timelessness, safety and security, clarity of design concept, and accommodation of an enhanced educational mission. Photographs and project statistics accompany a brief description of each project.
The New Classroom Look.
http://www.edweek.org/dd/articles/2009/06/17/04classroomlook.h02.html Manzo, Kathleen Education Week; Jun 2009
Describes the technology-rich learning environment of the future, using Sacramento’s Tracy Learning Center as an example. The K-12 charter school has no classrooms or textbooks, with students working at computer stations and in digital projection areas.
Opening Up Learning: from Spaces to Environments.
http://net.educause.edu/ir/library/pdf/ERM09311.pdf 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.
The Users in Mind: Utilizing Henry Sanoff's Methods in Investigating the Learning Environment.
Salama, Ashraf Open House International; v34 n1 , p35-44 ; Mar 2009
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.
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http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
The Future Setting of the Design Studio.
Senyapili, Burcu; Karakaya, Ahmet Open House International; v34 n1 , p104-112 ; Mar 2009
Explores the impact of virtual classrooms as an emerging classroom typology in comparison to the physical classrooms in the design process. Two case studies were held in order to infer design students classroom preferences in the project lifecycle. Although the students acknowledged many advantages of web-based communication in the virtual classroom, they indicated that they are unwilling to let go off face-to-face encounters with the instructors and fellow students in the physical classroom. Utilizing the positive aspects of both communication techniques, a hybrid setting for the design studio is introduced, comprising the physical classroom as well as the virtual one. The proposed use for the hybrid setting is grouped under 3 phases according to the stage of the design process; as the initial, development and final phases.
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http://www.openhouse-int.com/volissudisplay.php?xvolno=34_1
Giving Change a Chance.
Abramson, Paul 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.
The Mobile Classroom.
Busuttil, Lucy 21 Century Schools; v4 n1 , p22-24 ; 2009
Profiles the learning "Plaza" at the New Line Learning Academy in Maidstone, Kent, United Kingdom. The large gathering space features furniture with wheels, 360-degree projection, and divisibility by room dividers.
Making Spaces.
Cross, Cathy; Willetts, Ben 21 Century Schools; v4 n1 , p10-14 ; 2009
Describes the remodeling of two school spaces into multi-sensory exploration spaces linking narrative, video, and subject knowledge. Theatrical experience can be conducted within the rooms to create participatory history and science lessons.
Learning Spaces: A Tutorial.
http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolu m/Learni ngSpacesATutorial/163854 MacPhee, Larry Educause Quarterly; v32 n1 ; 2009
Focuses on the design of informal and formal learning spaces mostly inside campus buildings, although many of the concepts could be applied in other spaces, including virtual ones. After looking at some examples of learning spaces and considering their general attributes, the details are then discussed-- those specific attributes that can make a learning space effective in supporting pedagogy and widely used by the campus community. That attention to detail transforms a learning space, whether formal or informal, into a space that facilitates student engagement and learning.
In a World of "Us-Ness."
Pratapchandran, Sarat 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.
Building Blueprints: Flexible Spaces Promote Student Engagement.
McCreery, John School Planning and Management; v47 n12 , p44,45 ; Dec 2008
Advises on creation of extended learning areas (ELA's) in schools. These group spaces require flexible seating, storage, access to amenities, and connection to other resources. Examples of how some schools utilize their ELA's for self-sufficient learning, tutoring, and teamwork are included.
Designing Classroom Spaces to Maximize Social Studies Learning.
O'Mahony, Carolyn; Siegel, Suzanne Social Studies and the Young Learner; v21 n2 , p20-24 ; Nov-Dec 2008
In this article, the authors discuss how teachers can use the physical environment to promote social studies learning.
Teaching and Learning.
Locker, Frank School Planning and Management; v47 n10 , pF14,F16,F17 ; Oct 2008
Cites the influence of recent research into learning, technology integration, and diverse educational delivery practices on classroom design. 11 examples of innovative schools are included.
Classrooms.
American School and University; v80 n13 , p68-76 ; Aug 2008
Profiles seven K-12 and higher education classroom installations that were recognized in the American School and University Magazine s Educational Interiors Showcase. The projects were selected for their sustainability, character, long-term appropriateness of materials and colors, innovation, adaptability, collaborative spaces, and safety. Photographs and project statistics accompany a brief description of each project.
Don't Skimp on Classroom Size.
Abramson, Paul School Planning and Management; v47 n7 , p54 ; Jul 2008
Recommends classrooms of at least 900 square feet, in order to provide sufficient space for current teaching modalities.
Pods vs. Corridors.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1857 Abramson, Paul School Planning and Management; v47 n6 , p72,7382 ; Jun 2008
Advocates for the organization of classrooms around open, or common, spaces, noting the requirements for and advantages of the open space.
Writing on the Wall: Specifying Green Ideas for Whiteboards.
Lipchik, Mike The Construction Specifier; v61 n3 , p63-68 ; Mar 2008
Reviews design and materials for markerboards, citing features that make them easy to write on, erase, and clean. The impact resistance, sustainability, and durability of components are considered, as are certifications, warranties, installation, and moisture resistance.
Bent on Designing Flexible Spaces.
http://schooldesigner.com/newsletter/2008/02_08newsletter.html Sims, Joel Schooldesigner Newsletter; n18 ; Feb 2008
Reviews examples of successful flexible school spaces, cautioning against attempts to design one space to serve too many purposes.
Teacher Environmental Competence in Elementary School Environments.
http://www.colorado.edu/journals/cye/18_2/18_2_06_TeacherEnvCompetence.pdf Lackney, Jeffery Children, Youth and Environments; v18 n2 , p133-159 ; 2008
Investigates teachers' understanding and effective use of the physical environment to meet instructional goals. It examines organizational factors that contribute to poor environmental competence in school environments. The action research approach employed in this study includes a set of interconnected training, research and action activities. Once teachers were introduced to a means of communicating their environmental experience through the training component, they were able to articulate specific environmental concerns, see their interrelationship, and make judgments of priority. The paper suggests avenues for raising the environmental competence of educators within the context of educational reforms advocating for collaborative, learner-centered environments.
Open Plan School in Portugal: Failure or Innovation?
http://www.oecd.org/dataoecd/4/12/41533062.pdf Martinho, Miguel; da Silva, Jose PEB Exchange; 2008/12 ; 2008
Offers a brief history of the rise and fall of the open plan school design, along with its advantages and its adoption in Portugal. The case of Portugal’s Escola da Ponte, a successful open plan school requested and embraced by its teachers is then detailed. Includes 15 references.
Swivel Seating in Large Lecture Theaters and Its Impact on Student Discussions and Learning.
Ogilvie, Craig A. Journal of College Science Teaching; v37 n3 , p50-56 ; Jan 2008
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.
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A Classroom's Size Determines Its Capacity.
Abramson, Paul School Planning and Management; v46 n12 , p54 ; Dec 2007
Reviews the evolution in classroom capacity as educational programming has changed and offers a contemporary formula for determining a classroom's capacity based on its size and the furnishings, technology, and storage that accompany a proper learning environment.
A Movable Feast.
http://www.thejournal.com/articles/21715 Waters, John T.H.E. Journal; Dec 2007
Reviews concepts for continuously adaptable classroom design, noting that wireless technology liberates arrangement from being fixed around the technology, that the L-shaped classroom provides new possibilities, and that areas outside the classroom are learning spaces too.
Appealing Spaces.
http://asumag.com/Furniture/university_appealing_spaces/ Dittoe, William; Porter, Nat American School and University; v80 n2 , p26,28,29,30,32 ; Oct 2007
Discusses the trend away from traditional school space design based on numbers of students, toward design based on achieving educational outcomes. Features of improved learning space and furnishings in classrooms, hallways, libraries, and residences are included.
Voting with Their Seats: Computer Laboratory Design and the Casual User.
Spennemann, Dirk H. R.; Atkinson, John; Cornforth, David Behaviour & Information Technology; v26 n5 , p409-420 ; Sep 2007
Student computer laboratories are provided by most teaching institutions around the world; however, what is the most effective layout for such facilities? The log-in data files from computer laboratories at a regional university in Australia were analysed to determine whether there was a pattern in student seating. In particular, it was investigated whether students and academic staff usage was affected by the layout of a computer laboratory and therefore a preference by students in where they were seated. It was found that the layout of the computer laboratories does not affect which computer layout a student will use. Further, it was found that academic staff prefer to use a computer laboratory designed along a more traditional lecture room layout when working with first-year students. This research will be valuable to institutions designing new computer laboratory facilities. [Authors' abstract]
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http://www.informaworld.com/smpp/content~content=a769528854
Classrooms.
American School and University; v79 n13 , p80-82 ; Aug 2007
Profiles three classroom facilities honored in American School and University Magazine's Educational Interiors Showcase. The two higher education and one elementary school projects were selected for their high performance principles, innovation, functionality, contextual relationship, humanism, and building quality. Photographs and building statistics accompany a brief description of each project.
Variety Is the Spice of Education! (Part 2)
http://www.schooldesigner.com/Articles Sims, Joel Schooldesigner Newsletter; Aug 2007
Examines distinctive educational interiors, profiling nine facilities that feature exemplary learning spaces, conscientious finishes, and engaging common areas.
Change is Constant.
http://www.schoolconstructionnews.com/ME2/Audiences Perry, Amy School Construction News; v10 n5 , p23-25 ; Jul-Aug 2007
Presents an interview with a school designer that emphasizes the virtues of flexible learning environments. Features of both flexible space, which can be altered by design and construction professionals, and flexible place, which can be altered by the users, are enumerated.
Wall-to-Wall Coverings.
Sturgeon, Julie College Planning and Management; v10 n6 , p64-68 ; Jun 2007
Reviews advances in wall coverings that make them impact and scratch resistant, easily cleaned, sound absorbing, and able to reproduce desired graphics to create instant wall murals. Weight categories and cleaning techniques for wall coverings are also described.
Space Craft.
http://www.edutopia.org/space-craft Edutopia; v3 n2 , p18,19 ; Mar 2007
Profiles a classroom that was transformed according to Feng Shui principles, and offers several Feng Shui tips to remedy typical classroom design problems.
A Giant Half Step.
http://www.peterli.com/archive/spm/1314.shtm Abramson, Paul School Planning and Management; v46 n3 , p70 ; Mar 2007
Reviews possibilities for contemporary classroom arrangement when a more traditional "double-loaded corridor" school design is desired. Size of classrooms, technology integration, and clustering configurations are covered.
The Politics of Education Reform.
http://www.peterli.com/archive/spm/1226.shtm Moore, Deb School Planning and Management; v45 n11 , p10 ; Nov 2006
Discusses school facility implications of the mandate to reduce class size.
Display Technology: Picture This!
http://thejournal.com/articles/19492 Villano, Matt T.H.E. Journal; v33 n16 , p16-20 ; Nov 2006
From interactive whiteboards to handheld tablets, from digital projectors to newfangled video-editing systems, these products are grabbing student attention. Statistics indicate that kids prefer to learn in a visual world and like to have information at their fingertips. Across the board, the latest and greatest classroom display products meet these needs. This article discusses a spate of new multimedia tools that is putting a whole new face on the learning process.
Management of the Physical Environment in the Classroom and Gymnasium: It's Not "That" Different
Culp, Brian Teaching Elementary Physical Education; v17 n5 , p13-15 ; Sep 2006
This article extends information from a text by Weinstein and Mignano (2003) to address classroom organization in terms of the physical environment. That text is an extrapolation of Steele's (1973) outline of six functions within the classroom setting: (1) security and shelter; (2) social contact; (3) symbolic identification; (4) pleasure; (5) task instrumentality; and (6) growth. Each of the functions has potential significance for effective physical education. This article discusses each environment separately to examine similarities and differences between classroom and the gymnasium. The comparisons demonstrate that management in the classroom and gymnasium share many of the same qualities.
Classrooms.
American School and University; v78 n13 , p79-83 ; Aug 2006
Presents a middle school, high school, and three higher education classroom facilities selected for the American School & University 2006 Educational Interiors Showcase. The projects were chosen for their creative renovations and use of existing conditions, engaging and delightful spaces, use of natural light and sustainable materials, technology integration, functionality, and flexibility. Building statistics, a list of project participants, and photographs are included.
From Bricks to Clicks: Blurring Classroom/Cyber Lines.
http://www.aasa.org/SchoolAdministratorArticle.aspx?id=7930 Pape, Liz The School Administrator; v63 n7 , p18-25 ; Aug 2006
Discusses online learning programs in various schools, including blended learning that occurs in a web-enhanced or hybrid classroom. In the hybrid classroom model, the class typically meets only three or four days per week in the classroom, with the balance of instruction being delivered online. Advantages and disadvantages to these formats are presented.
Children's Brains Are the Key to Well-Designed Classrooms.
http://www.aia.org/aiarchitect/thisweek06/0623/0623eberhard.cfm Eberhard, John AIArchitect; Jun 2006
Recommends consideration of children's brain function when designing classrooms for young children, emphasizing smaller private spaces appropriately scaled to children's spatial preferences, minimal background noise, variation of light to offset natural daylight, age-appropriate color selection, and thoughtful wayfinding.
Master Classroom.
http://www.designshare.com/index.php/articles/master_classroom Nair, Prakash; Fielding, Randall; Lackney, Jeffery Edutopia; v2 n4 , p26-28 ; Jun 2006
Using the studio arrangements and work habits of Leonardo DaVinci, Albert Einstein, and Jamie Oliver, the authors propose three classroom configurations suitable for contemporary educational models.
Wonderful Walls
Greenman, Jim Exchange: The Early Childhood Leaders' Magazine ; n168 , p62 ; Mar-Apr 2006
In this article, the author emphasizes the importance of "working" walls in children's programs. Children's programs need "working" walls (and ceilings and floors) which can be put to use for communication, display, storage, and activity space. The furnishings also work, or don't work, for the program in another sense: in aggregate, they serve as sight and sound conditioners. When effective, they modulate and direct sensory stimulation in service of program goals. The author presents tips on how to make "working" walls wonderful.
Opening the Doors to Learning.
Van Schelven, Michael American School Board Journal; v193 n3 , p54,55 ; Mar 2006
Describes Forest Hills Eastern High School of Ada, Michigan. The LEED-certified school features hallways without lockers and classrooms with double doors that incorporate the corridors and adjacent open areas into the learning space.
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Your Ideal Classroom
Cookson, Peter W., Jr. Teaching Pre K-8; v36 n5 , p14, 16 ; Feb 2006
This article provides suggestions for designing a classroom that will offer creative learning opportunities for students--a classroom where work flows throughout, materials are ready and abundant, students feel safe, and there is a logical classroom organization that promotes learning.
Building Blueprints: Classrooms and Teaching Spaces.
Monberg, Gregory; Monberg, Laura School Planning and Management; v45 n2 , p56,57 ; Feb 2006
Discusses innovative school facilities being created in Hammond, Indiana. With extensive teacher input in place, the district boasts several new and remodeled facilities that feature optimal learning technologies, flexible spaces with operable walls, thoughtful casework and furnishings, and sound reinforcement technology.
School Design Effects on Cognitive Learning: Defining "Equal Educational Opportunity."
http://asbointl.org/asbo/files/ Hill, Franklin School Business Affairs; v72 n1 , p15-18 ; Jan 2006
Urges consideration of the learning process when designing classrooms, and not just stopping with abundant natural lighting and good looks. Students should be equitably seated around instructional media, without extreme distances or viewing angles. Schools should be sited and designed so that traditional and gifted students will intermingle.
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The Relevance of Project-based Instruction.
Kelly, Frank Educational Facility Planner; v 40 n 3/4 , p19-23 ; 2006
Describes types of individual, group, and multi-disciplinary project-based classroom instruction and provides facility implications for each.
Thinking Outside the Box: Reinventing the Traditional Classroom.
Nigaglioni, Irene Educational Facility Planner; v 40 n 3/4 , p3-8 ; 2006
Discusses shortcomings of traditional learning environments and provides examples of classroom designs appropriate for contemporary educational delivery. These designs accommodate flexibility, variability, extended learning areas, interdisciplinary teaching, and technology integration. Includes 17 references.
Setting the Stage for Student Engagement.
Richards, Jan Winter 2006
This article presents suggestions for teachers that can increase the chances that their students will be fully engaged during a lesson. The issues of time (length of lessons), space (arrangement of desks), materials (readily available and easily accessible), and relationships (teacher's personality and teaching style) are discussed. p92-94
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Classrooms.
American School and University; v77 n13 , p79-88 ; Aug 2005
Presents eight classroom facilities selected for the American School & University 2005 Educational Interiors Showcase. The projects were selected for their functionality, sustainability, craftsmanship, cost-effectiveness, and community connection. Building statistics, designer information, and photographs are included.
No More Bland Interiors.
http://www.peterli.com/archive/spm/971.shtm Fickes, Michael School Planning and Management; v44 n8 , p27,28,31,32-33 ; Aug 2005
Cites five schools for the creative interiors that respectively bring surrounding outdoor elements into the design, reflect the maritime history of the neighborhood, express a finished industrial look, give an aquatic center a zoo theme, and create excitement with innovative furniture.
Closing Up an Open School.
http://www.peterli.com/archive/spm/917.shtm Abramson, Paul School Planning and Management; v44 n4 , p62 ; Apr 2005
Describes an open school that parents, and some teachers, want to divide into classrooms. The infrastructure of the school must be repaired, but common areas work well as they are and certain aspects of the open plan work well with the educational program.
In This School, the Classroom Revolution Is Now a Reality - All 360 Degrees of It
http://education.guardian.co.uk/newschools/story/0,14729,1426539,00.html Thorpe, Vanessa; Asthana, Anushka The Guardian; , 2p. ; Feb 27, 2005
This article describes an experimental classroom in the Liverpool area of England that may change the shape of classrooms to come for British schoolchildren. Known as the 360 degree flexible classroom, it challenges the techniques used by teachers down the ages. Instead of simply standing at the front, the teacher circles students on a curved 'racetrack', occasionally taking up a position on a podium in the center of the room. Students sit at their own Q-Pods, special table and chair units on wheels. White writing boards can be used by the students then fit back on to the walls of the classroom so the class's work can be discussed. The wall boards can also become screens for computer projections, while the temperature and light in the room are electronically controlled. Mirrors mounted at three points serve as eyes in the back of the teacher's head.
Classrooms and Their Impact on Learning.
Gardner, Dwayne School Planning and Management; v44 n2 , p44,42 ; Feb 2005
Discusses the importance of classroom design on learning. Teaching methodology should inform design, as should the non-traditional ways that classrooms are used by teachers, students, after-school programs, parents, and volunteers. Size, flexibility, accessibility, scale, layout, environment, security, and aesthetic issues are also discussed.
Let the Walls Teach.
http://asbointl.org/asbo/files/ Chan, Tak Cheung; Arasi, Anthony School Business Affairs; v71 n1 , p35,36 ; Jan 2005
Suggests many uses for classroom walls that enhance teaching. Displays can be used for educational, aesthetic, promotional, competitive, celebratory, and teaching of values functions. Suggestions on wall finishes, colors, and display aesthetics are offered.
The L-Shape Classroom: A Pattern for Promoting Learning.
http://www.designshare.com/index.php/articles/the-l-shaped-classroom/1/ Lippman, Peter C. DesignShare; , 9p. ; Oct 01, 2004
Re-examines the "Fat L" classroom as a design that supports a range of classroom activity settings, defines the activity settings, examines the shape in practice, evaluates examples from the United States and the Netherlands, and considers how this classroom shape might influence learning activities throughout the school environment.
Death of the Classroom? And, Thank You—It’s Been Great Fun
http://www.campus-technology.com/article.asp?id=9941 Long, Phillip D. Syllabus; Sep 01, 2004
Traditional classrooms have not exactly facilitated the flexible transition from one learning mode to another. The author asks: "So where are the classrooms going, and are we building them to what we currently "know," based on our past and current experiences, or for tomorrow?"
Classrooms.
American School and University; v76 n13 , p68-76 ; Aug 2004
Presents eight classroom projects selected for the American School & University 2004 Educational Interiors Showcase. The awards were based on the jury's estimation of the projects' adaptability, innovation, humanism, appropriateness to site, sustainability, and timelessness. Building statistics, designers, and photographs are included.
Required Changes in the Classroom Environment: It's a Matter of Design.
Burke, Karen; Burke-Samide, Barbara Clearing House; v77 n6 , p236 ; Aug-Sep 2004
The New York City Department of Education has recently set forth new mandates for the redesign of classrooms. Teachers must be taught how to redesign their classrooms correctly so that all students will be provided with the necessary space to accommodate their environmental learning-style preferences. By altering the classroom, teachers give some students the opportunity to work in formal areas--desks, chairs, and tables--and other students the chance to choose informal areas--couches, rugs, soft chairs, and so forth. Within the areas of every classroom, adaptations can be made for sound preferences, lighting needs, and temperature controls. Research findings pertaining to the environmental elements validate the importance of harmonizing individuals' learning-style preferences with congruent educational environments in all school systems. Students should not be expected to change their environmental preferences or to learn regardless of them. Instructional environments should be modified in accordance with individual needs and preferences.
Revoicing Classrooms: A Spatial Manifesto
http://www.wwwords.co.uk/pdf/ FORUM: For Promoting 3-19 Comprehensive Education; v46 n1 , p36-38 ; 2004
Why is the physical learning environment in schools largely ignored by teachers within pedagogical practice? The author contends that the "Knowledge Age" requires that school, college, and university classrooms once again be converted to make more functional sense, and that one way of accomplishing this is through a campaign that relates space directly to changes in pedagogy, curriculum and ICT by placing spatial literacy firmly on the agenda of teachers' own learning.
Teachers' Construction of Space and Place: the Method in the Madness.
http://www.school-works.org/pdf/FORUM%2046_1_web.pdf Bissell, Janice Forum; v46 n1 , p28-32 ; 2004
Presents the results of a study within two northern California high schools that examined how different teachers modified their traditional classrooms. Constraints placed on non-traditional teaching styles by traditional classrooms and furnishings are examined, as well as the ways teachers used, and avoided, the non-classroom workspaces provided for them. Includes five references. (Scroll down in PDF for article.)
Space, Power and the Classroom.
http://www.school-works.org/pdf/FORUM%2046_1_web.pdf McGregor, Jane Forum; v46 n1 , p13-18 ; 2004
Examines the spatial relationships of teachers and pupils in the classroom, showing how space is used to create and maintain particular forms of relationship and power structure, and illustrated with examples. Includes 25 references. (Scroll down in PDF for article.)
Dr. Fred Jones's Tools for Teaching:
More Time on Task, Less Goofing Off
http://www.educationworld.com/a_curr/columnists/jones/ Jones, Fred Education World; Aug 2003
A classroom management specialist shares his ideas on ways to arrange classrooms and "work the crowd" to create more time on task and cut down on "goofing off." Jones includes diagrams of arrangements that allow teachers to supervise with the least steps possible.
Classrooms.
American School and University; v75 n12 , p80-90 ; Aug 2003
Presents K-12 and college classrooms considered outstanding in a competition which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent 2 days reviewing projects, focusing on concepts and ideas that made them exceptional. For each citation, the article offers information on the firm, client, total area, total cost, total cost/square foot, cost of project entry category, cost/square foot of project entry category, and completion date.
Space Utilization.
http://www.peterli.com/archive/spm/487.shtm Boyer, Michael L. School Planning and Management; v42 n8 , p14-21 ; Aug 2003
Describes the development of an Intermediate Center, adjacent to the existing K-12 schools, within a fast-growing community. Designed for children in 5th-7th grades, the center includes a special education classroom that incorporates the needs of students with a variety of disabilities. The L-shaped classroom allows for teacher eye contact with all students while still providing a defined area for alternative, small group instruction.
ABCs of Successful Classroom Renovations.
Lopez, Rob School Planning and Management; v42 n8 , p36-37 ; Aug 2003
Asserts that successful classroom upgrades involve an examination of five areas: program fit within an existing building, technology utilization, regulatory compliance, building systems, and aesthetics. A successful renovation project also requires an extensive planning process that includes input from teachers, school administrators, and parents.
Home and School Density Effects on Elementary School Children: The Role of Spatial Density.
Maxwell, Lorraine E. Environment and Behavior; v35 n4 , p566-578 ; Jul 2003
Reports findings of an investigation into classroom spatial density effects on elementary school children. The research indicates that amount of space per child in the classroom may be as important as the number of children in a classroom.
Optimizing the Design of Computer Classrooms: The Physical Environment.
Williams, Margot T.,Oostenink, Richard J.,Burns, Mathew B.,Reber, Emily S.,Reed, Virginia A.,Jernstedt, G. Christian,Huffman, Heather B. Educational Technology; v43 n4 , p9-13 ; Jul-Aug 2003
Suggests two guiding principles as a framework to interpret the research findings of environmental psychology that focus on effective classroom design: effective design promotes attention in the classroom and allows for periodic shifts of learner activities. Examines these principles as they apply to the design of a computer classroom, reviewing components of the physical classroom environment. Elaborates on classroom design techniques that ease the transition between different tasks.
School Construction: Technology Is Changing the Way Kids Learn. . . and the Classrooms in which They Do It.
http://archrecord.construction.com/resources/conteduc/ Daniels, Stephen H. Architectural Record; v191 n3 , p159-63 ; Mar 2003
Examines recent trends in technology education and how learning success can be influenced by effective design. Describes several technology labs, including those in which modular units replace typical classrooms and curriculum, and discusses the environments necessary to accommodate successful project-based learning. [Free subscriber registration is required.]
Small Learning Groups Revive the Open Classroom.
http://www.schoolconstructionnews.com/ME2/Audiences Jones, Morgan School Construction News; v6 n3 , p16 ; Mar-Apr 2003
Describes educational program and facility design solutions that can help make an open classroom plan successful. Small learning groups are provided with a variety of open, semi-enclosed, and enclosed spaces in which to conduct activities of varying noise levels.
Activity-Enhancing Arenas of Designs: A Case-Study of the Classroom Layout.
Amedeo, Douglas; Dyck, James Journal of Architectural and Planning Research; v20 n4 , p323-343 ; Winter 2003
Perceptions of how five different classroom spatial layouts differ in the way they influence teaching and learning activities were elicited from primary teachers and evaluated in terms of their educational perspectives. Teachers' beliefs about properties of various spatial designs were assessed by evaluating their spatial layout preferences and by evoking their comments about the relative merits each layout has with respect to facilitating the conduct of activities in the classroom. Results suggest that teachers perceive the influences exerted by various classroom spatial layouts on teaching and learning activities to differ, but their perceptions of such differences are clearly qualified by their educational perspectives.
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Classroom Space: Right for Adults but Wrong for Kids.
Duncanson, Edward Educational Facility Planner; v38 n1 , p24-28 ; 2003
Describes the inadequacy of traditional classroom arrangements for children. More square footage with flexible furnishings are required so that open learning areas can be created. (Includes 12 references.)
Impact of Design on Learning: Multimedia in the Classroom.
http://www.schoolfacilities.com/cd_418.aspx Hill, Franklin Educational Facility Planner; v38 n3 , p7-10 ; 2003
Describes proper lighting and audiovisual arrangements to create learning environments where occupants can see without distortion or glare from inappropriate viewing angles.
Design Issues Related to the Creation and Delivery of Asynchronous Multimedia Presentations
Lightfoot, Jay M. Journal of Educational Technology Systems ; v31 n3 , p343-356 ; 2003
Technology has advanced to the point where it is now possible to create and distribute digital multimedia recordings of class lecture over the Internet to remote learners. More importantly, the price of this technology has decreased to the point where it is also affordable to most instructional institutions. The main factor limiting its widespread use is the knowledge required to setup and apply the technology. This article attempts to alleviate this situation by providing a detailed design for a multimedia-enabled classroom. The design includes components, physical layout, and pricing considerations. It concludes by profiling an actual implementation of the design and discussing future research plans that take advantage of the unique capabilities provided by the room[Author's abstract]
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New and Renovated Schools: Design of "Instructionally High Performance Learning Spaces."
Richardson, William M.; Wheeler, Lloyd B. Educational Facility Planner; v39 n1 , p11-14 ; 2003
Discusses school layout design and furnishing options for maximum use of technology in education.
Educated Walls.
http://www.peterli.com/archive/spm/553.shtm Wittl, Rob School Planning and Management; v42 n1 , p17-18 ; Jan 2003
Discusses the advantages for educational facilities of using movable walls, including flexibility, reusability, environmental responsibility, and improved features.
Classrooms.
American School and University; v74 n12 , p76-82 ; Aug 2002
Describes the design of notable school classrooms, including the educational context and design goals. Includes information on architects, suppliers, and cost, as well as photographs.
How Do You Make Your Classroom an Inviting Place for Students To Come Back to Each Year?
Schmollinger, Connie S.; Opaleski, Kristie-Anne; Chapman, Marcee L.; Jocius, Roberta; Bell, Sherri English Journal; v91 n6 , p20-22 ; Jul 2002
Presents five high school teachers' ideas about how to create a desirable environment for their students' learning in English classrooms.
Accessorizing the Classroom.
http://asumag.com/mag/university_accessorizing_classroom/ Kennedy, Mike American School and University; v74 n10 , p35-37 ; Jun 2002
Describes how, as is the case with the desks they purchase, schools should choose other furnishings such as computer workstations by balancing aesthetics, architects' recommendations, staff preferences, durability, flexibility, and cost.
Space Matters: The A+ Schools Program and the ABCs of Education.
http://findarticles.com/p/articles/mi_qa3971/is_200204/ai_n9069118/pg_1 McKinney, Monica B Educational Foundation; v16 n2 , p77-91 ; Spring 2002
This looks at the need to include the design of school buildings and other physical aspects of the learning environment when attempting to transform pedagogy and make other systemic reforms. The article explores how deeply held cultural assumptions, physically manifested in how space is organized, allocated, and used in schools, influenced one elementary school's efforts to implement a voluntarily adopted arts-based initiative known as the A+ Schools Program. This article presents an ethnographic case study of Rolling Meadow Elementary School (a pseudonym) that illustrates the school's struggles and successes with two simultaneous and sometimes conflicting reforms, the A+ Schools Program and an accountability system mandated by the state, the ABCs of Public Education. The intent of this paper is to show how Rolling Meadow serves as an example of how reform implementation can introduce new spatial challenges and inhibit implementation.
Minimizing Minimal Hearing Loss in the Schools: What Every Classroom Teacher Should Know.
Dodd-Murphy, Jeanne; Mamlin, Nancy Preventing School Failure; v46 n2 , p86-92 ; Winter 2002
This article explains minimal hearing loss in children and implications for the regular classroom setting. It describes audiograms and discusses developmental effects of minimal hearing loss, identification of minimal hearing loss, intervention, environmental modifications, and teacher strategies. Emphasis is on accommodations that can be provided in the regular classroom.
Using Technology To Enhance the Classroom Environment.
Levine, Lawrence E. T.H.E. Journal; v29 n6 , p16-18 ; Jan 2002
Addresses the use of technology to enhance teaching and learning in a classroom environment. Discusses classroom setups, including networks and Internet connections; utilizing resources, including lecture notes, software demonstrations, and simulations; the use of laptop computers; and examples of technology use where students don't have access to computers.
A Tale of Two Classrooms.
Chism, Nancy New Directions for Teaching and Learning; n92 , p5-12 ; Winter 2002
Offers a rationale for increasing attention to learning space design, providing an overview of relevant literature and highlighting implications for learning spaces suggested by modern learning theory.
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The Built Environment's Effect on Learning: Applying Current Research.
Dyck, James A. Montessori Life; , p53-56 ; Winter 2002
This article focuses on six physical attributes of the Montessori "prepared" environment that should be addressed in environmental design: aesthetics, spatial factors, light, noise, color, and thermal factors. Current literature is reviewed.
Using a Technology-Enriched Environment To Improve Higher-Order Thinking Skills.
Hopson, Michael H.; Simms, Richard L.; Knezek, Gerald A. Journal of Research on Technology in Education; v34 n2 , p109-19 ; Winter 2002
Examined the effects of a technology-enriched classroom on student development of higher-order thinking skills and student attitudes toward computers in grades five and six. Describes use of the Ross Test of Higher Cognitive Processes and the Computer Attitude Questionnaire, compares results with students in traditional classrooms, and suggest implications for classroom design.
Arranging the Classroom with an Eye (and Ear) to Students with ADHD.
Carbone, Eric Teaching Exceptional Children; v34 n2 , p72-82 ; Nov-Dec 2001
Discusses arrangement of the classrooms furnishings, equipment, activity areas, and supplies to address the ADHD student's issues with hyperactivity, impulsivity, distractibility, and disorganization.
Building Blocks; How Schools are Designed and Constructed Affects How Students Learn.
http://web.archive.org/web/20070607165116 Black, Susan American School Board Journal; v188 n10 , p44-47 ; Oct 2001
Studies show that deteriorating school facilities take their toll on students' and teachers' health and morale. Classrooms should be accessible to the outdoors; clustered around a commons; adaptable and flexible; and aesthetically pleasing. Architects say natural lighting and noise reduction are routine parts of their job. Research studies support the concept of small schools or subdivisions that create a sense of smallness. Sidebars list factors school officials should keep in mind when choosing an architect, and selected references.
Do Seating Arrangements and Assignments=Classroom Management?
http://www.education-world.com/a_curr/curr330.shtml Dunne, Diane Weaver Education World; Apr 04, 2001
Explores comments from classroom management experts and experienced educators about decisions teachers make on whether students will be allowed to select their own seats and about the impact on classroom discipline and effectiveness of instruction created by the physical arrangement of the classroom.
General Classroom Space.
Crane, Steve School Planning and Management; v40 n4 , p54-55 ; Apr 2001
Illustrates how a Utah school district created classroom learning environments in their elementary schools that prepared students for life-long learning by teaching them in a collaborative, interactive, hands-on way. Arrangement of classrooms as learning centers that foster a team atmosphere are stressed.
Designing the Electronic Classroom: Applying Learning Theory and Ergonomic Design Principles
Library Hi Tech; v19 n1 , p77 - 87 ; Mar 2001
This article applies learning theory and ergonomic principles to the design of effective learning environments for library instruction. It discusses features of electronic classroom ergonomics, including the ergonomics of the physical space, environmental factors, and the workstations. Includes classroom layouts.
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Classroom Size and Number of Students Per Classroom.
Tanner, C. Kenneth Educational Facility Planner; v36 n2 , p11-12 ; 2001
Discusses what size classrooms should be and what research is revealing on the concept of social distance and its influence on classroom size considerations. A standard classroom size chart is provided.
The Classroom: Size versus Density.
Tanner, C. Kenneth School Business Affairs; v66 n12 , p21-23 ; Dec 2000
Classroom density may be a more important planning consideration than size. The
lower middle range for human social distance is 7 feet--not met in most classrooms containing 20
to 25 students. Students need ample space, since crowding causes behavior problems and
increased maintenance costs. (Contains 10 references.)
Computer Labs: A Sensible Solution for the Foreseeable Future.
Smith, Molly School Planning and Management; v39 n6 , p24-25 ; Jun 2000
Discusses how to create effective school computer labs covering such topics as programming, planning considerations, planning a flexible infrastructure, and controlling the environment. Top considerations in designing a good computer lab are listed.
Engaged Learning.
http://asumag.com/mag/university_engaged_learning/ McDonough, James American School and University; v72 n9 , p60,63-64 ; May 2000
Notes that research on how students learn and retain knowledge is changing not only how teachers teach, but also how facilities planners and architects design a classroom’s shape, size, organization, and furnishings. Suggests that classrooms need to be flexible and dynamic, must integrate new technologies, must be large enough to accommodate transformation, and must include furnishings that move easily and convert from one use to another.
Analyzing Rectangular Classrooms
Al-Haboubi, Muhammad H. Journal of Architectural Engineering; v6 n1 , p1-5 ; Mar 2000
The shape of classrooms is usually rectangular with various lengths and widths. Certain parts of the classroom are better than others for viewing the board depending on the viewing distance and horizontal viewing angle. Other parts are not as good in viewing the board where students are expected to commit errors in copying from the board and may take longer time in reading. This study attempts to analyze five sections of any classroom size, and an index is developed for each section in a particular academic term to reflect cumulative hours spent in each section by students. A case study is included to apply the concepts of classroom sections. Finally, a new classroom design in the shape of a trapezoid is recommended to maximize the best area for viewing the board. Architectural engineers and architects may find it challenging to design a building with classrooms of nontraditional shape. [Author's abstract]
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Trailer Classrooms Suprisingly Popular
Matthews, Jay Washington Post; , pA9 ; Feb 15, 2000
For many parents, nothing in public education elicits as much scorn as a portable classroom. There are concerns about lack of bathrooms, long treks to the main building, small windows, bad air and poor maintenance. But trailers get a very different and more positive reaction from the students and teachers who use them.
Planning the Middle School Science Classroom.
http://www.peterli.com/spm/resources/articles Biehle, James T. School Planning and Management; v39 n1 , p60-61 ; Jan 2000
Examines the planning requirements for designing a middle school's science classroom, including the areas of casework and sinks, surfaces, furniture, gas, storage, power, ventilation, and safety issues.
Planning for Flexibility, Not Obsolescence
http://www.designshare.com/Research/EEK/Ehrenkrantz1.htm Ehrenkrantz, Ezra Design Share; , 9p ; Sep 1999
This keynote speech discusses computer lab/classrooms and the issue of properly combining space, pedagogy, and technology when facility planning to better enhance student learning and support the teaching process. Several case studies illustrate classroom computer workstation configurations and how these may help or impede student learning and instructional methodology. Also addressed is the rapidly changing tools of education and the ways for achieving the flexibility today's schools will need to adequately embrace these changes. It is suggested that enough space must be allocated to allow for a variety of learning environments to be adopted, both large and small, that fit with the curriculum and teaching needs, and be appropriate to the requirements of the students. It is argued that without enough space in the school design to help schools be flexible enough to accommodate changes in learning and teaching over time, the useful life of new schools will be shorter than their predecessors of 20 years earlier.
A Learning Curve.
http://asumag.com/mag/university_learning_curve/ Keown, Cheryl American School and University; v71 n12 , p116-19 ; Aug 1999
Discusses the importance of establishing a learning-technology plan when bringing electronic technology into classrooms. Conducting the classroom audit and synthesis phases of the plan are described as are the need to understand the modes of teaching and learning, classroom type, and types of equipment. Tips are offered on properly assessing teaching needs and requirements.
Sounding Off.
http://asumag.com/mag/university_sounding_off/ Day, C. William American School and University; v71 n11 , p51-52,54 ; Jul 1999
Discusses how proper classroom design and technology can compensate for poor acoustics and enhance student comprehension. Examines issues that need to be discussed with the school architect. Explores the use of sound amplification systems to ensure that, acoustically speaking, every student is in the front row.
The Death of the Classroom, Learning Cycles and Roger Schank
http://www.designshare.com/index.php/articles/death-of-the-classroom Fielding, Randall Design Share; May 1999
Roger Schanks ideas regarding the abandonment of classrooms as the central learning environment and changing the delivery of education are examined. Schank believes todays learning cycles should be divided equally between computer work, talking with others, and making something; none of which requires a formal classroom. Emphasis is placed on doing something as the best way for learning to occur, and computer simulations that engage students to take action, wrestle with failure, and develop emotional connections with the experience is the best solution for this task. Further, Schank believes that virtual universities via the Internet will eventually be in direct competition to the existing secondary and university system.
Designing the Classroom of the Future.
Gomez, Raymond School Planning and Management; v38 n5 , p32-34 ; May 1999
Explores different K-6 classroom designs that address the changing learning space needs of students. The hexagonal modular design is described as one answer to a classroom that is flexible as well as accommodating to educational technology, now and into the future.
The Future of the Classroom.
http://www.designshare.com/index.php/articles Butterfield, Eric Design Share; , 7 ; Apr 1999
An interview with Dr. William DeJong concerning his thoughts on new teaching models, the advent of computers, and the media hype surrounding school safety. Dr. DeJong addresses what the space requirements are for departmentalized versus interdisciplinary education; what problems he sees affecting elementary schools differently versus high schools; why the high school level was the most resistant to the interdisciplinary approach; what types of materials and furniture he specifies when designing classrooms for block scheduling; how different instruction methods are changing the way he designs elementary schools; how the demographic shift of students from elementary schools to high schools, as a result of the Baby Boomer's children growing older, is now focusing higher construction levels on high schools; whether economic trends will impact school building; and what types of design elements he is using to enhance the safety of schools.
The Future of the Classroom.
Butterfield, Eric School Construction News; v2 n2 , p12-13, 14 ; Mar-Apr 1999
Discusses the teaching methods shaping the classroom of tomorrow, where sixth graders carry laptops and teachers work in teams. Space requirements for departmentalized vs. interdisciplinary education are examined as are the types of materials and furniture used in design classrooms for black scheduling, and differing instruction methods changing elementary classroom design.
Preparing the Inclusion Classroom for Students with Special Physical and Health Needs
Wadsworth, Donna E. Dugger; Knight, Diane Intervention in School and Clinic; v34 n3 , 170-75 ; Jan 1999
The Classroom Ecological Preparation Inventory (CEPI) is designed to aid in inclusion of students with
physical impairments and health needs in the general-education classroom. The CEPI focuses on health and medical concerns,
arrangement of the physical environment, assistive equipment, instructional adaptations, and social-skills management. A
sample CEPI and case examples are provided.
The Impact of Lecture Theatre Design on Learning Experience.
http://www.emeraldinsight.com/ Fleming, David; Storr, John Facilities; v17 n7/8 , p231-236 ; 1999
Investigates the impact of lecture facilities on the student learning experience by examining student responses to three lecture halls. Students were invited to rate the importance of 16 lecture theatre components. Tables illustrate the responses for each component, along with demographic information for the respondents. 33 references are included.
Flexible Spaces that Work: Renovating Today for Tomorrow's Needs.
Pantano, Phil School Planning and Management; v38 n1 , p74-75 ; Jan 1999
Discusses one architectural design firm's answer to designing educational facilities that can grow and change with the times using technology and space planning. Design ideas for libraries/media centers and mini-labs are discussed. The concept emphasizes flexibility in giving teachers a wide range of options in conducting their classes and students a wide range of resources.
The Netherlands Study House: New Designs for New Pedagogies.
http://www.oecd.org/dataoecd/18/42/1821495.pdf Fisher, Kenn PEB Exchange; n35 , p12-13 ; Oct 1998
Discusses the Netherland's approach to help students meet the basic competency requirements of employers and tertiary institutions. The new pedagogical approach, called Study House, integrates a nontraditional curriculum delivery that fosters students working in teams and setting their own tasks within an innovative classroom design.
Four Fantastic Floor Plans for Elementary Schools.
Ranyak, Mark W.; Wickstrom, Douglas M. School Planning and Management; v37 n4 , p20-26 ; Apr 1998
Examines four elementary school floor plans designed for efficient and flexible delivery of educational programs while limiting operational problems. Plans examined are the cluster approach, the corridor approach, the urban block school, and the courtyard/campus concept.
Finding a Place To Stand: Negotiating the Spatial Configuration of the Networked Computer Classroom
Kent-Drury, Roxanne Computers and Composition; v15 n3 , 387-407 ; 1998
Theorizes the spatial dynamics of both traditional and Internet-networked classrooms to reveal that both exhibit
indeterminate spatial characteristics, but that network connectivity renders this indeterminacy visible. Argues that networked
classrooms need not be disorienting, if students recreate a center by designing a class Web site, creating personal Web sites,
and collaboratively analyzing the Internet and its demographics.
Solitaire Confinement: The Impact of the Physical Environment on Computer
Training.
http://web.archive.org/web/20041019213931/ McDermott, Irene E. Computers in Libraries; v18 n1 , p22,24-27 ; Jan 1998
Institutions spend millions of dollars on computer training rooms yet give little
thought to lighting, temperature, ambient noise, furniture arrangement, and other physical
factors that affect learning. This article examines some problems and suggests remedies:
changing furniture, controlling monitors, and redesigning rooms. Lists selected
computer-training hardware and software suppliers and products.
Making the Best Decisions: Designing for Excellence!
Bullock, Ann Adams; Foster-Harrison, Elizabeth S. Schools in the Middle; v7 n2 , p.37-39,60-61 ; Nov 1997
The authors suggest that classrooms must provide an appropriately stimulating
environment that supports learning and provides teachers and students with a
comfortable place to learn. Lists requisite factors of the school environment including
furniture, aesthetics, color, carpet, building maintenance, decorating detail, comfort,
space/design, lighting, classroom elements, instructional items, and professional
items. According to the authors, color is the least expensive investment and the fastest change agent available.
Z-Shaped Classroom Supports Technology, Enhances Learning.
Nies, Jim; Hougsted, Steve School Planning and Management; v36 n10 , p34-36 ; Oct 1997
Examines the benefits of the Z-shaped science lab classroom
configuration as a means of learning enhancement. Each section of the
classroom is illustrated and described. Also discusses construction and
cost considerations.
Parents Speak Out: What Should Schools & Classrooms Look Like?
Foster-Harrison, Elizabeth S.; Peel, Henry A. Schools in the Middle; v7 n1 , p.42-47 ; Sep-Oct 1997
Examines attributes of middle level classrooms and schools perceived by parents as
inviting, and attributes related to student behavior and achievement. Notes that inviting
schools/classrooms are characterized by a clean, neat building, student work
displays, and pleasant wall colors. Environmental features that parents believe are
related to student behavior and achievement include appropriate furniture, learning
centers, and manual temperature control.
Flexing with the Times.
http://asumag.com/mag/university_flexing_times/ Pettit, Jon American School and University; v69 n12 , p87-89 ; Aug 1997
Explains how schools can be designed to meet the changing needs in
education, such as changes in classroom function, educational
technology, curriculum, and enrollment. Ideas for creating interior design
flexibility that optimizes space utilization without increasing cost demands are suggested. Each teacher brings a unique style to the classroom and demands the room function accordingly. Teaching different things in different ways means spaces need to support a variety of activities. Schools need areas for independent study, small-group projects, full-group lessons and two- or three-class presentations. Rooms must allow the possibility of any and all demands.
American Trends in School Design
Passantino, Richard J. CEFPI Journal; v35 n3 ; May-Jun 1997
Passantino discusses how demographic changes, new teaching paradigms, the
integration of technology, and community collaboration will affect educational
facility design in the new millenium. New facility space will be needed to
accomodate a growing student population. Classroom design will change to
allow increased interaction in the classroom, with the teacher serving as a
facilitator. The introduction of computer technology in classrooms will require
more space per student. Community collaborations will lead to creative plans for
shared space.
Split-Level Flexibility
Roberson, Kelly Texas Architect; v47 n1 , p76-77 ; Jan 1997
Presents photographs and the floor plan of a middle school whose split-level design separates "noisy" areas, such as the band room and gymnasium, from the academic wing. The design encourages teaming and flexibility through its classroom clustering and mobile partitions between classrooms. Additionally, all classrooms possess windows and natural lighting, including a rectangular courtyard in the academic wing that can serve as an outdoor classroom.
Classroom Clusters
Williamson, Susan Texas Architect; v47 n1 , p74-75 ; Jan 1997
Presents photographs and the floor plan of a pre-kindergarten through fifth grade school building that is designed with teaching and support areas arranged around a large, triangular room that serves as an auditorium, cafeteria, and overflow teaching space. The school also includes a circular media center and rectangular gymnasium.
Fitting New Technologies into Traditional Classrooms: Two Case Studies in the Design of Improved Learning Facilities
Green, Edward E.; et al. Educational Technology; v36 n4 , p27-38 ; Jul-Aug 1996
Examines research on the influence of classroom design on student
learning attitudes and behavior and presents two case studies on the
remodeling of five classrooms in two high schools to accommodate new
instructional technology for teaching algebra. Highlights include lighting,
color, surface materials, noise, climate control, and seating.
A Loft-y Idea for Learning
George, Jack Educational Leadership; v53 n3 , 56-57 ; Nov 1995
A fourth-grade teacher describes educational uses of a loft he constructed in his classroom. After drafting a
constitution, the children brainstormed possible uses as reading/writing nook, small-group work area, and time-out space.
The loft also serves as a minilibrary, private conference room, test makeup room, and staging area.
Reality Check. It Pays to Keep Your Sense of Humor
Whaley, Kanda W. Learning; v23 n5 , p24-25 ; Mar 1995
A former elementary school teacher shares suggestions for decorating a
classroom on a low budget. The article includes tips for decorating bulletin boards and keeping
them up-to-date, organizing workspaces and storing materials, and creating appropriate seating
arrangements.
Tasks and Tables: The Effects of Seating Arrangements on Task Engagement in Primary Classrooms.
Hastings, Nigel; Schwieso, Joshua Educational Research; v37 n3 , p279-91 ; Winter 1995
One primary class moved from seating in rows to groups to rows, the other from groups to rows to groups. In both, on-task behavior was higher in rows. In a second study using rows for individual work, time on task increased substantially and, for a target group of three disruptive pupils, it increased dramatically.
The Case for the L-Shaped Classroom.
Dyck, James A. Principal; v74 n2 , p41-45 ; Nov 1994
Classroom shape is an important variable in educational quality. The traditional squat rectangle may be
counterproductive to the learning process. The fat L-shaped classroom, compared to H, X, and T shapes, offers good separation,
is more compact, and provides good visibility and ease of movement for the teacher. It has excellent nesting capabilities and can be
easily grouped into pods, clusters, or wings.
Classrooms of the Future
Farley, Raymond P. American School Board Journal; v180 n3 , p32-34 ; Mar 1993
A New Jersey high school district built four prototype classrooms to measure the impact of new technology and
telecommunication tools on instruction, assess alternative instructional strategies, and determine the training and development needs of the staff.
Changing the Architecture of Teachers' Minds.
http://www.colorado.edu/journals/cye/10_2/10_2article7.pdf Nelson, Doreen; Sundt, Jule Children's Environments; v10 n2 , p88-103 ; 1993
Presents a collection of case studies that point toward the vital importance of multi-use architecture in the not-as-yet-realized symbiosis between architects and educators. The article argues that only architects as teachers, and teachers as architects, can begin to educate young minds to hypothesize, envision and invent the future instead of replicate it. It also underlines the fact that the classroom talked about, dreamt of, and designed with students and colleagues does not yet exist. Includes nine references.
Psychological Aspects of Classroom Planning
White, Ernest K. CEFP Journal; v28 n5 ; Sep-Oct 1990
The physical environment has a psychological impact on
teachers and students; and consequently, on teaching and learning. Shape, size, arrangement and decor of the room can be inviting or repulsive and can
affect communication, sight, and hearing. A carefully designed classroom includes
specific elements to maximize learning and minimize those factors that are
detrimental to health and comfort. Elements to be considered include spatial
relationships, climate control, visual and acoustical environments including colors of walls, floors, etc. Surface finish and colors not only affect psychological attitude, but significantly alleviate or worsen glare as a cause of fatigue and poor learning environment.
Distraction, Privacy, and Classroom Design.
Ahrentzen, Sherry; Evans, Gary Environment and Behavior; v16 n4 , p437-452 ; Jul 1984
Examines the effect of elementary classroom environment on distraction and sense of privacy among teachers and students. Teacher adjustments to curriculum to prevent distraction, the effect of student private study areas, and explanations for different reactions from students and teachers are also discussed. Includes ten references.
TO ORDER:
http://eab.sagepub.com/cgi/content/abstract/16/4/437
Environments and Interaction in Row-and-Column Classrooms.
MacPherson, J. Environment and Behavior; v16 n4 , p481-502 ; Jul 1984
Reports findings of an ethnography of Australian high school stduents showing the importance of pupil definition of the classroom arrangement. These categories include control over classmates and teachers, sociability, and academic commitment. Includes 19 references.
Children Planning an Ideal Classroom: Environmental Design in an Elementary School.
Environment and Behavior; v13 n3 , 349-359 ; May 1981
Disscusses the conceptual merging of influence from open education, behavioral psychology, environmental psychology, and architecture into an approach that can be labeled "environmental design." In this study an elementary school teacher and an architect trained a group of third grade students in the principles of designing an ideal classroom. An evaluation of the training demonstrated that the subject's ability to observe and design environments was significantly greater than comparable students not receiving the training. The study demonstrated that children as young as eight or nine can be systematically taught to participate in the designing of their own environments. [Author's abstract[
TO ORDER:
http://eab.sagepub.com/cgi/content/abstract/13/3/349
Location and Interaction in Row-and-Column Seating Arrangements.
Koneya, Mele Environment and Behavior; v8 n2 , p265-282 ; Jun 1976
Reports on the connection between high- and low-verbalizing students and classroom seat selection, and the effect of seat location on students with moderate verbalizing behavior. Includes 26 references.
Blackstock School Smart Classroom Designs.
http://web.archive.org/web/20050309134853/ Blackstock is an Oxnard, California junior high that has created webpages showing the school's "Smart Classrooms," including Two Smart Science Classrooms, a Smart History Classroom, a Smart Language Arts Classroom, a Smart Technology Lab 2000, a Smart English as a Second Language Classroom, and a Smart Math Classroom. Includes a description of each classroom, photographs, and a layout.
Classroom Design
http://web.archive.org/web/20030605083910/http:// According to its creator Dale Lang, a doctoral candidate at the University of Washington, Seattle, this website is constructed for use by educators and designers interested in essential environmental criteria that touches the learning process. It includes research and examples of connections about education and architectural design.
Classroom Design Forum
http://www.classroomdesignforum.org/ Design information on classroom design layout and media placement, including video monitors, projectors, flat screens, rear-view projection, multimedia consoles, and electronic whiteboards. Discusses multimedia room layouts, lighting issues, and wiring. Website established by Ronald E. Baker who describes the information as a distillation of knowledge gained from designing and renovating classrooms at a major midwestern university over a period of 40 years.
Classroom Design: Layout
http://www.emints.org/ethemes/resources/S00001368.shtml This includes links to the following information applicable to both K-12 and higher education settings: drawing floor plans, designing a classroom/lab local area network, computer tables and furniture, common design guidelines for classrooms, recommended room layout guidelines, classroom setup charts, and small classroom layout. Compiled by eMINTS National Center at the University of Missouri.
Classrooms of the Future Initiative
http://www.teachernet.gov.uk/management/resourcesfinanceandbuilding/schoolbuildings/ The aim of the United Kingdom's Classrooms of the Future initiative was to challenge current thinking on school building design. Twelve local education authorities are sharing nearly £13 million to develop 30 pilot projects focusing on the creation of innovative learning environments that are imaginative and stimulating, with the aim of inspiring children to achieve more, as well as being designed for wider community use. The lessons learned from the pilots will be absorbed into new design guidance and will help to shape the design of schools in the future. The website includes illustrated profiles of the projects.
Learning Spaces at Flickr.com
http://www.flickr.com/photos/tags/learningspaces/ This section of Flickr.com features photograph albums of classroom spaces from a variety of locations and photographers.
Scale-Up: Student-Centered Active Learning Environmnet for Undergraduate Programs
http://scaleup.ncsu.edu/ Shares designs for state-of-the-art learning studios, teaching methods, and instructional materials that are based on more than a decade of discipline-based education research. As a visitor to the site, you can view classroom designs and find contact information for dozens of colleges and universities that are offering highly interactive, collaborative, guided-inquiry-based learning to their students.
Accessibility in School and University Facilities http://www.edfacilities.org/rl/accessibility.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information compiled by the National Clearinghouse for Educational Facilities on how school and university buildings and grounds can accommodate students with disabilities, including references to federal requirements.
Career and Technical Education Classrooms and Facilities http://www.edfacilities.org/rl/tech_ed.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the planning and design of technical laboratories and technology education facilities in schools and colleges, compiled by the National Clearinghouse for Educational Facilities.
Classroom Acoustics http://www.edfacilities.org/rl/acoustics.cfm (National Clearinghouse for Educational Facilities, Washington, DC) 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.
Classroom Design--Higher Education http://www.edfacilities.org/rl/classroom_design_HE.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the design and layout of classrooms for colleges and universities, compiled by the National Clearinghouse for Educational Facilities.
Distance Learning and Videoconferencing Classrooms http://www.edfacilities.org/rl/distance_learning.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the design of classrooms and the implementation of technologies for distance education, e-learning, and videoconferencing in school and university facilities, compiled by the National Clearinghouse for Educational Facilities.
Early Learning Facilities http://www.edfacilities.org/rl/earlychildcenters.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on early learning environments, including design guidelines, quality indicators, and safety requirements, compiled by the National Clearinghouse for Educational Facilities.
Portable Classrooms and Modular Construction http://www.edfacilities.org/rl/portable.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the design and use of portable and modular structures on school campuses, compiled by the National Clearinghouse for Educational Facilities.
School Design http://www.edfacilities.org/rl/design.cfm (National Clearinghouse for Educational Facilities, Washington, DC) 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.
School Furnishings http://www.edfacilities.org/rl/furnishings.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the selection, safety, ergonomics, and maintenance of school and university furniture, compiled by the National Clearinghouse for Educational Facilities.
School Lighting http://www.edfacilities.org/rl/lighting.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the planning and design of indoor and outdoor lighting of school buildings and campus facilities, compiled by the National Clearinghouse for Educational Facilities.
School Science Facilities Design--K-12 http://www.edfacilities.org/rl/science.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on planning and design of school science laboratories, including lab configuration, standards for ventilation, treatment of hazardous materials, and environmental concerns.
Space Requirements for School Facilities
http://www.edfacilities.org/rl/space_requirements.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the space requirements of school and university buildings and grounds, including square footage requirements, and selected state standards and guidelines.
Special Education Accommodation http://www.edfacilities.org/rl/special_ed.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on special education classroom and facility design, compiled by the National Clearinghouse for Educational Facilities.
Teachers Working Conditions http://www.edfacilities.org/rl/teachers_workplaces.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the effects of school facility condition on teachers.
Technology Integration 2006-2010
http://www.edfacilities.org/rl/technologyII.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on integrating technology into new or renovated school buildings, compiled by the National Clearinghouse for Educational Facilities.
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