Evidence-Based Design of Elementary & Secondary Schools: A Responsive Approach to Creating Learning Environments Book

Preface.

Acknowledgments.

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

Introduction.

Thinking Beyond the Aesthetic.

Normative Theories.

Changing the Role of the Architect.

Innovation in Design: Historical Overview.

Extending Design: A Responsive Approach.

Places for Learning: Primary and Secondary Environments.

Evaluating Settings as Passive and Active.

References.

Chapter 2: Responsive Design Approach: Defining Intentions.

Introduction.

Behavior Settings.

Communities of Practice.

Recognizing Schools as Learning Communities.

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

The Reflexive Design Approach.

The Responsive Design Approach.

References.

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

Introduction.

Research Methodologies.

Case Studies.

Ethnography.

Postoccupancy Evaluation.

Specific Programmatic Purposes of Research.

Research in Practice: Programming.

Conclusion.

References.

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

Introduction.

Colonial Period: Resistant Design.

Industrial Period: Reflexive in Execution.

Progressive Era: Responsive in Idea and Reflexive in Execution.

Crow Island School: A Responsive Approach to Design.

Modern Era.

Postmodern Era.

Twenty-First-Century School Design.

References.

Chapter 5: Technology in Education.

Introduction.

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

The History of the Internet.

The Open University.

Information Technology, Cyberspace, and Environmental Psychology.

Use of Instructional/Information Technology.

The Distance Learning Environment.

Distance Learning: Synchronous to Asynchronous.

Considerations for Virtual Classroom Design.

References.

Chapter 6: Learning Theories.

Introduction.

Genetic Determinism.

Behaviorism.

Theory of Multiple Intelligences, Constructivism, and Social Constructivism.

The Reactive Design Approach in Relation to Constructivism.

Practice Theory.

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

Conclusion.

References.

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

Introduction.

Reggio Emilia, Montessori, and Waldorf.

Twenty-First-Century Learning Communities.

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

Conclusion.

References.

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

Introduction.

Constraints and Affordances of Creating Small Schools.

Considerations for How to Grow the Learning Community.

Guidelines for Creating Learning Communities.

Four Stages of Personalization.

Pattern for the Design of Learning Communities.

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

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

Tertiary Patterns: Fixed Features, Sociohistorical Elements, Transparency, and Ceiling Heights.

Conclusion.

References.

Chapter 9: Case Studies: Elementary Schools, Middle Schools, High Schools, Urban Schools, Specialized Schools, Private Schools, and Community Schools.

Elementary Schools.

Middle Schools.

High Schools.

Urban Schools.

Specialized Schools.

Private Schools.

Community Schools.

References.

Chapter 10: Next Steps for the Twenty-First Century.

Introduction.

Democratic Ideals, Individualism, and Situated Learning.

Practice Theory and Twenty-First-Century Learning.

Overview of Methods.

Conclusion and Recommendations.

References.

Index.