Examines the history of architectural education and building form; typologies of schools for architecture; and strengths to encourage in future designs, along with weaknesses to avoid. Some of the findings on the design and process extend to all kinds of buildings on campus and elsewhere. The book offers specific guidelines for future schools of design, as well asguidelines with broader application to interiors for educational buildings and other building types, such as how to plan offices and gathering places to build community. 318p.

Discusses the history and design of the buildings and gardens at Smith College, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 163p.

Describes the forms, fame, and fate of the landmark higher education buildings frequently called "Old Main." These edifices came into being as intentional examples of institutional aspirations and accomplishments, track stories of neglect and renewal, and illustrate how some lost through human and natural disasters are now remembered with inspiring campus designs. Reasons why Old Main and comparable buildings and landscapes deserve a prominent place in comprehensive campus plans, and workable methods to achieve that objective are also offered. Graphics include a collection of historic picture post cards that help support the premise that a rounded view of Americas collegiate enterprises would be incomplete without understanding and acknowledging the contributions these edifices have made to campus development. 138p.

Narrates the history of a partnership to build model schools for southern African- American children from 1912-1932. Beginning with Booker T. Washington, and with the backing of the Tuskegee Institute and Sears, Roebuck & Co. president Julius Rosenwald, The Rosenwald Project created more than 5,300 schools and auxiliary buildings in 15 Southern states. Many of these schools remain today, as they were designed for maximum efficiency, space for learning, and serving as a cultural and social center of African American communities. This book examines their contributions to architecture, community, education, and their role in formalizing a state education program that would one day include African-American children. 422p.

Discusses the history and design of the buildings and landscape at the University of Chicago, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 195p.

This summarizes the history of the American schoolhouse from colonial times through the time of the one-room country school building. This is part of chapter one in the 2005 textbook "Educational Facilities Planning: Leadership, Architecture, and Management" by C. Kenneth Tanner and Jeff Lackney. The chapter is titled "Educational Architecture: History and Principles of Design."

Discusses the history and design of the buildings and landscape at Illinois Institute of Technology, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 111p.

Reviews previous phases of school building in the United Kingdom, Europe, and the United States. Common themes and the aspects which initiate and then influence school building programs are identified, and then related to the outcome. Recommendations of past practices to be avoided are made, particularly when a large number of schools are built at one time and repeat the same shortcomings. The seventy-four references represent the literature consulted. 48p.

Short description of early educational facilities, the modern school facility, and facilities-based design challenges. 2p.

This historic context study spans more than a hundred years and the approximately 140 buildings constructed, acquired, maintained, expanded, and sometimes removed by the Minneapolis Board of Education between 1849 and 1962. The timeframe extends from the first public schools constructed in Minneapolis to the expansion of elementary and junior high schools for the post-World War II baby-boom generation. It examines the creation and maintenance of the school plant as evidenced by Minneapolis Board of Education policy and building design and describes the relationship of each remaining property to advances in school construction and program development. The historic context narrative includes an inventory of existing schools, including those now in private ownership.

Presents historical documentation for Virginia's Rosenwald Schools, detailing their creation, funding, architecture, distribution, and significance as landmarks worthy of preservation. Also included is documentation for the schools' accompanying teacher residences and industrial arts laboratories. Includes 27 references. 19p.

Discusses the history and design of the buildings and gardens at Vassar, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 166p.

Presents a nationwide photographic study of this building type using one examples from each of the forty-eight contiguous states. An account of the photographer's travels that includes historical and architectural information is included, and operating schools, schools restored to museums, and schools converted to homes are featured. 207p.

Discusses the planning and architecture of Yale University as it relates to the planning and of New Haven. Plans and buildings produced between Yale's founding and the First World War are considered, relating the University's various attempts to either connect or disconnect itself from the city. Also covered is the concept of urbanism as reflected in the planning efforts of the city and the University. 406p.

From 1750 through about 1950, the one-room schoolhouse was a common fixture on the American landscape, with as many as 200,000 in total across the land. Today, approximately 450 one-room schoolhouses are still in use. This book is a celebration rather than a serious study of this American icon. It provides a tour of these structures still standing, detailing the best examples from forty-eight states, exploring working schools, some in existence for more than 100 years, schools restored as historic museums, and schools converted into private residences. 208p.

Presents a summary of a state study that explored the history and architecture of the Michigan public school building built 1835 to the present. Illustrated chapters cover the design influences, school types, building forms, styles, and key architects of the state's inventory. 29p.

Catalogs the buildings, public artworks, and grounds of this institution from its founding in 1853 to the present. The 100 buildings are organized by the era in which they were built, and most are accompanied by a photograph. 134p.

This annual list of endangered places includes a group of historic schools built in 15 Southern and Southwestern states between 1913 and 1933. Jewish philanthropist Julius Rosenwald, a high school dropout and CEO of Sears, Roebuck and Company, teamed with Booker T. Washington, the country's preeminent African Americn educator, to create a system of matching grants that helped construct more than 5,300 schools. Many are now lost or in disrepair. Contact information on how to particpate in efforts to identify and save these structures is included.

Records the history of the Council of Educational Facility Planners International during the 20 years from 1980 to 2000, including information that connects the years preceding 1980 and beyond 2000. Past and present presidents and executive directors offer "stories" in response to prompting questions about their personal experiences with the council. Also included is a summary of the council's previous history-publication, published in 1982, titled "From NCSC to CEFPI: The Council's First Sixty Years." 114p.

This book explores the architectural treasures of the Boston, Massachusetts public schools. It includes photographs and descriptions of 129 buildings that were constructed in the late 19th century and throughout the 20th century and notes that the first and oldest public school in the United States was founded in Boston in 1635. Eight chapters focus on: (1) "Exploring for Treasure"; (2) "Turning the Century"; (3) "Growing Up"; (4) "The Roaring Twenties"; (5) "A New Deal"; (6) "After the War"; (7) "Suburban Spread"; and (8) "Turning the Century--Again." A CD-ROM with over 100 images and descriptive captions of the architectural treasures of the Boston Public Schools, Massachusetts is included. 138p.

Discusses the history and design of the buildings and gardens at this campus, describing the work of administrators and designers who have shaped the campus from its founding to the present. Also covered are surrounding neighborhoods and downtown Berkeley. Plans and numerous photographs are included. 360p.

Discusses the history and design of the buildings and gardens at West Point, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 149p.

Discusses the history and design of the buildings and gardens at the University of Pennsylvania, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 200p.

This report addresses the decision-making process for replacing or modernizing District of Columbia public schools. The three-section document discusses old and historic schools and their future; the schools’ historical and architectural value; cost of replacement and modernization; design; materials; and the environmental impact of school replacement. The first section explores issues related to the modernization or replacement of old and historic schools and factors that should be considered in the District. The second section presents a history of the school system. The third section provides detailed school-by-school surveys of the historical and architectural details of public schools built in the District before 1945, including address, school size, site size, the architect involved, architectural style, design date, dates of construction, past alterations, and additions. 158p.

Discusses the history and design of the buildings, sculpture, and gardens at the University of Cincinnati, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 129p.

Discusses the history and design of the buildings, gardens, and sculptures at Cranbrook, describing the work of administrators, designers, and artists who shaped the campus from its founding to the present. Plans and numerous photographs are included. 190p.

Discusses the history and design of the buildings and gardens at Rice University, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 222p.

Discusses the history and design of the buildings and gardens at the University of Washington, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 152p.

This publication presents information on the history, operations, and accomplishments of the Educational Facilities Laboratories (EFL), a nonprofit corporation established to help schools and colleges maximize the quality and utility of their facilities, stimulate research, and disseminate information to facility planners. Included are descriptions of EFL's funding, guiding principles, leadership, and operations over its 28-year history. Also explores EFL's aggressive philanthropic philosophy and innovative approaches to school project funding, it's development of the open plan approach that influenced basic school design in the 1960s and early 1970s, and the school construction systems and development team that created a standardized method for constructing school buildings. A discussion about EFL publications and a list of these publications and EFL films are provided. 8p.

This book examines the evolution of Ohio’s educational institutions from one-room schoolhouses to modern educational campuses, reflecting Ohio’s population growth and its shared culture and traditions. It offers a unique perspective for viewing and interpreting education with an architectural perspective. It also examines educational trends and changes, revealing the rise in the late nineteenth and early twentieth century of lifelong learning and public access to information. The author shows how a consensus developed holding that learning environments that inspire excitement among teachers and students reflect communities that support the educational mission. Includes exteriors, interiors and plans for libraries, schools, colleges, museums and music halls.

Discusses the history and design of the buildings and gardens at Harvard University, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 344p.

Discusses the history and design of the buildings and gardens at Duke University, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 132p.

Discusses the history and design of the buildings and gardens at Phillips Academy, Andover, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included 132p.

Discusses the history and design of the buildings, gardens, and sculptures at Princeton University, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 198p.

The historical shifts in United States discourses of school architecture as they relate to reforms and inventions of new pedagogical techniques are examined using Michel Foucault's conceptualization of "governmentality" and related scholarship. It questions assumptions underlying two claims currently being made about school architectural design. The first claim is that the space of the school needs to be more democratic, like a community, and the second is that the space of the school has become more oppressive and controlling. It argues that common school design discourses in the United States incorporated some disciplinary aspects of British monitorial schools. However, in the 1800s, common school discourses governmentalized the "American" school-house with the aim of self- government. Four historical junctures in discourses of school architecture are identified that provide the contingent conditions and reasonings upon which the current debates about reform of school design seem reasonable and make sense. 20p.

This paper is a preliminary examination of homologous shifts in U.S. discourses on the design and building of schools and "planning" as they relate to curricular reforms and inventions of new pedagogical techniques. The purpose is to question underlying assumptions about "space" and historical reasonings about a place called school. Particular historical junctures in discourses of school architecture provide the contingent conditions and reasonings on which the current debates about reform of school design seem reasonable and make sense. Schematically, they are: (1) the common school discourses of the "school house" during the 19th century; (2) the emergence of the "school-plant," which introduced city "planning" discourses into the discourses of school design during the 1920s and 1930s; (3) the "open-plan" in the 1950s that followed as a critique of the "school-plant"; and (4) the enfolding and redeployment of elements of the "school-house," "classroom school-plant," and the "open plan" in the "school-as-community." 25p.

Discusses the history and design of the buildings and gardens at Stanford University, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 175p.

Discusses the history and design of the buildings and gardens at Yale University, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 191p.

This book offers and examines a number of suggestions for school architecture. The book consists of a review of 22 school projects from around the United States. The text opens with a brief history of school design in the nineteenth and twentieth centuries, but the focus throughout the book focuses on several distinct elements: designing schools with beauty and character; the planning and building process; computers and their impact on learning and design; interior design, including color, light, space, furnishing, and equipment; how educational restructuring affects architecture; and campus planning-site analysis. The design ideas presented here apply to a broad array of school types: community schools, high schools, shared facilities, elementary schools, expansions, renovations, and new projects. Each case deals with a unique problem and shows how the architects worked with the educators to create a tailored solution. Graphics and other illustrations are provided for each project reviewed. Special chapters address issues such as how to prevent obsolete schools, how to transform the learning environment, and how to design schools with character. 205p.

The characteristics of one-room rural schools in Barbour County, West Virginia, are representative of one-room rural school characteristics in general. These include building design and problems; teacher' lives and duties, certification, salaries, and training; scheduling and curriculum; games; punishments; and hot lunch programs. Since one-room schools no longer operate in Barbour County, data included personal communications with people who had taught in or attended the schools. A historical background discusses state school laws from 1642 to 1936. A literature review details general characteristics of rural one-room schools: design, construction, and facilities; restrictions on teachers' private lives; teachers' instructional and extracurricular duties; use of the school as an agency for community change; teacher certification requirements and salaries; establishment of normal schools in West Virginia for teacher training; inservice education; daily scheduling and curriculum in the schoolhouse; games played; undesirable and appropriate punishments; early hot lunch programs; and facility lighting, heating, and ventilation problems. Drawing on personal anecdotes, characteristics of Barbour County's one-room schools are discussed in relation to prevailing characteristics nationwide. 85p.

Planners are increasingly focusing on the future of society, education, and the impact these social forces may have on school facilities and learning environments. This report examines patterns in societal trends, educational approaches, and facility design. It describes changing patterns in each area, as articulated in Alvin Toffler's "The Third Wave", within the following time frames: Agricultural Society (1650-1849); Industrial Society (1850-1949); Information Society (1950-1999); and Knowledge Society (2000-2025).

Discusses the history and design of the buildings and gardens at the University of Virginia, describing the work of administrators and designers who have shaped the campus from its founding to the present. Plans and numerous photographs are included. 152p.

This compilation of reminiscences from retired teachers and ex-pupils describes the one-room schools of the 1930s in Texas. See chapter one: "They Built a New Schoolhouse, and Oh, It Was Modern: Buildings, Facilities, and School Organization." 225p.

This report documents the archaeological investigations conducted at the former site of the Altaville Schoolhouse in Calaveras County, California. These investigations were carried out through the cooperative efforts of the California Department of Forestry and Fire Protection, the Calaveras County Historical Society, and the local community. The schoolhouse is the only one-room brick school building remaining in the Mother Lode area of California. It is California Historical Landmark Number 499, and in 1979 the schoolhouse was listed on the National Register of Historic Places. In 1996, the 330 artifacts excavated were examined, identified, and cataloged. The first part of this report narrates the history of the schoolhouse: its construction in 1858 through its closure in 1950; its protected state from 1950-81; its relocation and renovation; and its current condition. The second part of the report gives an overview of the structural, educational, and cultural specimens obtained by archaeological investigations at the original site. The major part of the document consists of: 29 historical photographs of the school; 16 figures of school artifacts; a 330-item catalog of artifacts; newspaper and magazine reprints; copies of relevant documents, correspondence, legislation, maps, and blueprints; and chapter 7 from "Calaveras, the Land of Skulls" (R. C. Wood) describing state and county schools and teachers in California, 1855-59. (Contains 33 references.) 140p.

This book documents the history of the prairie schoolhouse through text and photographs. The prairie schoolhouse was a product of the Western Homestead Era, those years beginning late in the 19th century when the federally owned grass prairies east of the Rockies and the sagebrush country of the interior Northwest were opened to farming. Homesteading, the process whereby a citizen could acquire a piece of federal land, dates to a U.S. congressional act of 1862. The farmers who came to stake a claim on the prairies wanted their children to be educated. Thus, in regions of abundant homesteads, one-room schools were built every 2-4 miles, usually by the farmers themselves. A single teacher taught grades 1-8. The typical prairie schoolhouse was a simple rectangular structure with a pitched roof having a central ridge, either gabled at each end or hipped. The two major varieties of the prairie schoolhouse, the south and the north prairie styles, were determined largely by climate and the availability of construction materials. Regardless of variety, there were only minor differences in the size of the schoolroom itself and in its arrangement and furnishing. Although resources were scarce and most teachers were not educated beyond the eighth grade, prairie schoolhouses turned out hundreds of thousands of literate teenagers who became functioning members of mainstream U.S. society. The combined effects of the Great Depression and the Dust Bowl drove farmers from their land, and by the early 1950s more than 5 million prairie residents had abandoned their homesteads. Of the thousands of homestead schools that 80 years ago dotted the western prairies, nearly all have disappeared, and most of those remaining have fallen to ruin. The 60 photographs in this book document remains of prairie schoolhouses and homestead structures in Washington, Oregon, Montana, Colorado, Nevada, New Mexico, North Dakota, South Dakota, and Nebraska. Contains a bibliography. 164p.

As late as 1913, half of U.S. schoolchildren were enrolled in the country's 212,000 one-room schools--the heart of American education. Although only about 428 of these schools remain in use as of 1994, the country school continues to be a powerful cultural symbol. The first section of this book examines country schools' educational and cultural legacy. Chapters (1) provide an overview placing country schools in the larger social and historical framework of American education; (2) describe the country school curriculum, discipline, and teaching methods; (3) present anecdotes and memoirs describing teacher education, teaching conditions, and teachers' lives on the Western frontier in the late 19th and early 20th centuries; (4) portray the role country schools played as rural community centers; (5) discuss the assimilation of immigrants and minorities in rural schools, focusing on Native Americans, Blacks, and Hispanics; and (6) look at public, private, and parochial country schools in operation today. The second section examines the great variety of design in country school architecture, including schoolhouse sites, architect designs, building forms, building materials and techniques, classroom furniture, and building standardization. The third section discusses the preservation and restoration of country schools; describes new uses as museums, centers for living history programs, and community centers; presents preservation case studies; and lists one-room schools, by state, that remain in public ownership. This book contains approximately 275 references, 400 photographs, numerous illustrations, and an index. 296p.

Provides a written and pictorial history of the architectural and curricular features of Virginia high schools. 284 high school buildings which best represented an architectural period, beginning with the oldest high school building still in use to the most recently constructed schools, were surveyed. Seventeen schools were chosen based on: 1) date of original construction; 2) completeness of original structure; 3) overall rating by the building principal; 4) noteworthy architectural or unique educational features; and 5) subjective comparison of floor plans and photographs. Each building was visited to obtain data relating to curricular emphasis in the design. Each architectural period was researched for significant educational and curricular trends that may have influenced high school design. 251p.

A study of Founders Hall at the Virginia Commonwealth University (VCU) explores the history of that building and its symbolic role for the campus and the institution. The building was originally a residence built in the late 19th century and was later the location of the Richmond School of Social Work and Public Policy and of the Richmond Professional Institute. Founders Hall was designed in a French Second Empire architectural style and is in good condition for its age. An addition to the rear was not integrated in style or materials with the original building. The building is currently used for student contact services. A major interior renovation took place in the 1980s. Institutional materials on which much of the study was based had the limitation of "official sanction" which may have tended to cast the best historical light on events. Other institutional studies focused narrowly on repair and renovation or space analysis. Founders Hall appears to support VCU's image of itself as a venerable, prestigious institution and, in a city concerned with its historical appearance, as a preserver of historic buildings. (Contains 15 references.) 30p.

The American Institute of Architects has produced a slide presentation addressing the 1993 trends in school facilities design with illustrative examples of school projects. The 200 plus slide program explores projects representing a broad cross section of work completed across the country that include K-12 facilities, new technology, specialized facilities, prototype schools, and child care/day care facilities. 22p.

This sourcebook draws upon award-winning educational projects to examine emerging trends and new technology in educational facilities design. It presents profiles of the best designed schools of the last decade; new trends in school layouts; essential programming information on space needs, classroom size, and other design criteria; design tips for accommodating computers and audio-visual equipment; and guidance on organizing the programming and design phases of school construction. Additionally, it explains how to prepare long-range facility plans, how to inventory and evaluate existing facilities, and how to prepare educational specifications as well as providing a detailed summary and directory of information and planning resources. 237p.

The American Institute of Architects has produced a slide presentation addressing the 1992 trends in school facilities design with illustrative examples of school projects. The 200-plus slide program explores projects representing a broad cross section of work completed across the country that include K-12 facilities, new technology, specialized facilities, prototype schools, and child care/day care facilities. 19p.

Changes in instructional methods and ideologies depend on simultaneous changes in the physical environment for the practice of those methods. School architecture results from the type of activity dictated by educational theories. One of the principal ideologies of education is socialization, which perceives education as a process of preparing students to fulfill societal roles. The ideal design for buildings reflecting this bureaucratic conception would resemble an industrial factory complete with an assembly line. A second major ideology is acculturation, which asserts that the purpose of education is to inspire students with a sense of culture and traditional values. The exterior architecture for schools supporting this conviction would show a reverence for the past; for example, an elite school might look like a Greek temple. However, this architecture would not penetrate to the classroom. According to a third ideology, individuation, education is intended to serve the intrinsic needs of individual students. The open space architecture and activity centers of open schools reflect the individuation ideology 13p.

Presents a detailed study of the area encompassing downtown Youngstown, Ohio, and the adjacent campus of Youngstown State University. It includes a history of the city's development beginning in the 1850s, describes the current built environment, identifies opportunities and restraints, and presents development and preservation options. Contains a 2006 update and Foreword by the author. 56p.

Offers examples of five high schools that operate open curriculums in open spaces. Photographs and floor plans illustrate each school's design. The text relates the history of the educational program and community response to open plan schools. A separate section emphasizes the importance of retraining high school teachers in the use of open plan learning facilities and describes a program operated by the District of Columbia Public Schools for training those teachers. 53p.

Discusses the principal's role in school design, construction, maintenance, and ultimate remodeling. Individual chapters cover planning, educational specifications, equipment and furnishings, capacity, facility care, security, after-school use, maintenance and remodeling advice for specific building parts, accessibility, and year-round use. 188p.

Presents designs 65 American schools from the late 1960's and early 1970's, serving ages preschool through high school. Many of the schools also make provision for adult education programs and other community uses, and there are some schools for special students. Nearly all the schools shown give evidence of the recent transformation from the double-loaded corridor to open plan, flexible design, which transformation this volume documents. Plans, building statistics, and a list of project participants are included for each example. 128p.

Explores a range of alternative solutions to provide school space in the most economical fashion. These alternatives include: 1) using "found space" in existing school buildings or non school buildings; 2) extending the school day and/or school year; 3) allowing students to be away from the classroom a significant part of the school day; 4) using new building materials, construction techniques, and project delivery methods; 5) sharing the cost of new schools through joint occupancy (public-private use) and partners (public-public use). 85p.

Focuses on the creation of learning facilities for two-, three-, and four-year-old children. It illustrates graphically two types of facilities: 1) new centers that were specifically constructed for early education; 2) old facilities--houses, storefronts, and warehouses--that have been successfully remodeled to provide early education centers. Also described is a non-school approach to early learning for communities where lack of finances or interest limits the development of early education centers. The structures vary widely in space usage, types of equipment, and genre of teaching aids, differences dictated by considerations of finances or space.

Reports on an open plan school symposium co-sponsored by IDEA and the Educational Facilities Laboratories. Seminar participants included architects, teachers, and administrators who have had experience with open plan schools. Participants discussed both the intangible aspects of an open environment, such as individualized instruction, team teaching, student grouping, and the new role of the school administrator, and the tangible aspects of the school building and its furnishings. They emphasized that open schools are only one part of a quality education program and that the attitudes of teachers, administrators, and students must be consistent with the open nature of the physical facilities at such a school. They agreed that the open plan school system holds great promise as a way of training people to think for themselves. 32p.

Presents a new way of looking at the urban university. It describes the planning effort for a nonconventional college in the poor urban community of Brooklyn’s Bedford-Stuyvesant section. This new kind of college would educate people, provide park and recreation space, cultural facilities, and low-rise, low-cost housing. It would be community-operated, open 12 months a year, 6 days a week, days and nights, for all community dwellers who either have high school diplomas or can pass a set of special tests built around the college's curriculum. A blueprint illustrating the design of the proposed facility is included. 52p.

The presentation by Alan C. Green briefly discusses the activities and concerns of EFL and elaborates on the learning environment of the 1970's. Building programming is discussed along with the need to consider--(1) time utilization, (2) architect's early involvement in the process of building programming, (3) prevention of domination over the team, (4) program for the future, (5) research, and (6) careful communication. Five major discoveries made in the last few years are described--(1) the 24' by 32' classroom is not the only viable setting for education, (2) the most important person in education is the individual student, (3) education is not static, (4) instructional technology has a very important role to play in the educational plant, and (5) most people live in cities and most education takes place there. Significant developments in educational environment are dealt with including large and small group instructional space, common areas, classroom design, facility suites, vocational education facilities, special educational environment, modular scheduling, library innovations, information availability, instructional aids, resource centers, mix of facilities, open plan schools, school renovation, furniture design, and construction systems. 20p.

Reviews some of the more important educational innovations that have transformed schoolhouse design: 1) design, structural, and functional features of open plan schools; 2) use of performance specifications in the design of a coordinated series of building components; 3) influence of instructional hardware (computers, films, television, tapes). Educational Facilities Laboratories financial statements and a list of EFL reports and project publications are also presented. 51p.

SCSD, a structurally coordinated school building components system, is a highly automated method of building new schools that creatively meet the needs of the ever changing educational environment through functional and flexible planning. Examples of why SCSD high schools are efficient, flexible, and spatially planned, are cited. Environmental requirements are given for--(1) heating/ventilation, (2) air conditioning, (3) lighting/ceiling, (4) storage and equipment, and (5) partitions. Photographs and diagrams demonstrate the interaction of the subsystem components. The evaluation concludes thatsociety needs both higher quality and larger quantities of school buildings to meet the complex learning facility requirements of the present and future. 94p.

Discusses six British universities designed to help solve the dilemma of “belonging” at large institutions. The continuous teaching environment concept describes a physical form that preserves communication and contact between all parts of the institution while allowing external accretion and internal change. Its essential features are geared to: 1) conformity with educational philosophy of maximum interdisciplinary contact; 2) integration of living and working areas; 3) separation of vehicular and pedestrian ways; 4) largely self-sufficient urban community; 5) optimum contrast between development and surrounding site; 6) a 24-hour university; and 7) opportunity of limitless expansion. Photographs and diagrams illustrate this concept in the case of each of the six institutions. 75p.

Explores some of the changes in teaching methods and building design occurring in American high schools. These trends include: 1) team teaching; 2) independent study using well-stocked libraries; 3) year round use of school facilities for education and recreation for all age groups; and 4) more reliance on technology for administration and education. 88p.

271p.

The authors, by means of 250 photographs and numerous tables, charts, and diagrams, explain their interpretation of the new kind of elementary school in the making in 1953— a school based on a more fundamental understanding of child growth and development, a happy school, a child-scale school. 268p.

Written in 1953, this book presents the reminiscences of a renowned scientist about his early education in a one-room school at Prairie View, Kansas, during the 1870s and 1880s. The first chapter records early memories of the road to school, and describes the community of Anglo and German farmers served by Prairie View. Other chapters describe classroom organization and furniture, children's games in the schoolyard and inside, children's social customs, relations between boys and girls, teachers (who often changed with every school term), discipline, the curriculum, textbooks and teaching methods, access to books, memorization and recitation of poems and prose, "exhibitions" given on the last day of school, songs and drama, community "literaries" and debate competitions, Fourth of July celebrations, patent medicine shows, meetings of the Grange, use of the schoolhouse as a polling place and a church, religious revivals, Sunday School, temperance meetings, funerals, and educational benefits and deficiencies of the era. An index is included. 86p.

Discusses design and space requirements for secondary school classrooms, administrative areas, shops, libraries, auditoriums, science facilities, restrooms, common areas, athletic facilities, cafeterias, homemaking, visual arts, and music. 128p.

"Devoted to the application of research to the building, equipment and administration of schools."

724p.

Discusses the design of schools that are architecturally sound, as well as properly lit and ventilated. The author discusses the particulars of various school spaces; steps in the planning, design and project management process; and suburban and urban schools. Includes 89 full-page illustrations. 411p.

459p.

Discusses the signature St. John's Abbey and University buildings by architect Marcel Breuer. The history of how they were commissioned, their bold and inspirational use of concrete, and the care with which they have been added to.

Recounts how St. John's Abbey and University came to own a collection of signature buildings designed by Marcel Breuer, and describes their iconic designs.

Presents this competition's highest award winners since its 1983 inception. A list of the winners, jury members, and selection criteria for each year is included.

Discusses the situation that Florida Southern College faces with its modest endowment and a significant collection of Frank Lloyd Wright buildings that are in need of major repair. Some of the buildings have structural problems that can be traced to Wright's reliance on new and untested designs. Many are too small for the college's current needs, and all have been hard to modernize.

Discusses the evolution toward more square feet per student due to technology, accessibility accommodation, class size reduction, and expansion of programs.

The Plowden Report encouraged the design of more compact and flexible school buildings to accommodate its vision of child-centred teaching. These schools came to be known as "open plan". By the late 1970s about 10% of schools were of open-plan design but researchers found serious weaknesses in the quality of their work. Plowden's ideals were not often to be found in practice in open-plan schools. Changes in teaching methodologies had not kept pace with innovation in school design and the rhetoric of child-centredness was not matched by the reality of the experience of many primary pupils. The explanations for this include the conservatism of teachers as well as the propensity to failure of centrally imposed ideas. [Author's abstract]

Cites historical laws that segregated white and African-American students, the inadequacy of schools built for the latter, and the response by philanthropist Julius Rosenwald to build better schools for African-Americans in the early 20th century. The history and legacy of the resulting Rosenwald Schools are described, as are successful and continuing efforts to preserve many of the structures.

Schools are among the most ubiquitous institutions shaping city and regional ecology, policy, and everyday experience. In recent decades, planning historians have come to define planning ever more broadly, focusing on a great diversity of urban activities. But the design, development, and administration of public and private schools, from the preschool to university level, have yet to be incorporated into our discipline's debates and discussions to a significant degree. This article examines the broader history of American education and posits a variety of opportunities and questions to explore as the history of schools is incorporated into planning history.

Philadelphia public schools have been products of the culture and values that made them. When education was embedded in the home, schools looked like houses; when education became civic, schools took on a civic character; when Philadelphia gave itself over to the forces of industry, schools were derived from industry. In the twentieth century, as schools became places of conflict, they took on the character of the architecture of reform—prisons. This article examines the evolution of the Philadelphia school from the eighteenth century to the present.

This article examines two centuries of public school architecture in the United States with attention to the relationship between architectural form and reformist educational philosophy. Building types reviewed include the one-room schoolhouse, the metropolitan school at 1900, the early twentieth-century suburban school, and the late twentieth-century urban school. The siting, building plan, and exterior articulation of both ideal plans and built structures are reviewed as evidence of the expectation and realities of the public school as a democratic institution.

Reviews school facilities topics that were of particular interest in 2005: a continuing debate on what constitutes a small school, technology integration, and community use of schools.

Since the very earliest times, schools have provided a place (the playground) and a time (playtimes) in which children can have time away from the direct involvement of adults and formal learning. Although the basic design of school grounds has changed in a number of ways over the years, from the subtle to the more direct, what effect these changes have ha