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. 2p.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

This 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.

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.

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

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Discusses open classrooms, noise, heat and performance, personal space, crowding, territoriality, educational theory and classroom design, home base, and special formations.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

Reviews examples of successful flexible school spaces, cautioning against attempts to design one space to serve too many purposes.

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.

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.

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.

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]

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.

Examines distinctive educational interiors, profiling nine facilities that feature exemplary learning spaces, conscientious finishes, and engaging common areas.

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.

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.

Profiles a classroom that was transformed according to Feng Shui principles, and offers several Feng Shui tips to remedy typical classroom design problems.

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.

Discusses school facility implications of the mandate to reduce class size.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Describes types of individual, group, and multi-disciplinary project-based classroom instruction and provides facility implications for each.

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.