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Evidence-based design of elementary and secondary schools

Author: Peter C Lippman
Publisher: Hoboken, N.J. : John Wiley & Sons, ©2010.
Series: Wiley book on evidence-based design.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:

* applies research-intensive, evidence-based design approach to school design. * includes an overview of the current research and learning theories in education, and applies it to contemporary  Read more...

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Genre/Form: Electronic books
Additional Physical Format: Print version:
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Peter C Lippman
ISBN: 9780470289105 0470289104 9780470915943 0470915943 0470915935 9780470915936 9780470915950 0470915951
OCLC Number: 671530886
Notes: Series statement taken from back cover.
Description: 1 online resource (xi, 337 pages, [16] pages of plates) : illustrations (some color), plans (some color).
Contents: Preface ix Acknowledgments xi Chapter 1: Where Does Evidence-Based Design Fit in the Design Process for Creating Responsive Learning Environments? 1 Introduction 1 Thinking Beyond the Aesthetic 2 Normative Theories 3 Changing the Role of the Architect 6 Innovation in Design: Historical Overview 7 Extending Design: A Responsive Approach 9 Places for Learning: Primary and Secondary Environments 10 Evaluating Settings as Passive and Active 14 References 15 Chapter 2: Responsive Design Approach: Defining Intentions 19 Introduction 19 Behavior Settings 19 Communities of Practice 20 Recognizing Schools as Learning Communities 22 Two Ends of the Spectrum: Resistant and Reactive Design Approaches 23 The Reflexive Design Approach 27 The Responsive Design Approach 29 References 37 Chapter 3: Understanding Practice-Based Evidence, Evidence-Based Design, and Responsive Research as Approaches for Guiding the Design of Learning Communities 39 Introduction 39 Research Methodologies 42 Case Studies 43 Ethnography 43 Postoccupancy Evaluation 44 Specific Programmatic Purposes of Research 52 Research in Practice: Programming 60 Conclusion 68 References 73 Chapter 4: Historical Overview of School Design in the United States 75 Introduction 75 Colonial Period: Resistant Design 75 Industrial Period: Reflexive in Execution 76 Progressive Era: Responsive in Idea and Reflexive in Execution 78 Crow Island School: A Responsive Approach to Design 82 Modern Era 84 Postmodern Era 88 Twenty-First-Century School Design 94 References 96 Chapter 5: Technology in Education 101 Introduction 101 A Brief History of Instructional Technology Use and Alternative Learning Environments 102 The History of the Internet 105 The Open University 107 Information Technology, Cyberspace, and Environmental Psychology 111 Use of Instructional/Information Technology 112 The Distance Learning Environment 113 Distance Learning: Synchronous to Asynchronous 114 Considerations for Virtual Classroom Design 115 References 124 Chapter 6: Learning Theories 127 Introduction 127 Genetic Determinism 127 Behaviorism 129 Theory of Multiple Intelligences, Constructivism, and Social Constructivism 129 The Reactive Design Approach in Relation to Constructivism 133 Practice Theory 134 Practice Theory and Its Relationship to the Situated Nature of Knowledge Acquisition 135 Conclusion 140 References 140 Chapter 7: Models for Twenty-First-Century Schools 143 Introduction 143 Reggio Emilia, Montessori, and Waldorf 144 Twenty-First-Century Learning Communities 155 Twenty-First-Century Learning Environments: Nothing New Under the Sun 158 Conclusion 164 References 166 Chapter 8: Promoting a Framework for the Design of Learning Communities 169 Introduction 169 Constraints and Affordances of Creating Small Schools 169 Considerations for How to Grow the Learning Community 177 Guidelines for Creating Learning Communities 179 Four Stages of Personalization 190 Pattern for the Design of Learning Communities 191 Primary Patterns: Administration, Athletic, Science, Art and Music, Media, and Cafeteria Precincts, and Neighborhoods within the Learning Community 193 Secondary Patterns: Streets, Common Areas Outside the Home, Porch, and Home 198 Tertiary Patterns: Fixed Features, Sociohistorical Elements, Transparency, and Ceiling Heights 204 Conclusion 206 References 206 Chapter 9: Case Studies: Elementary Schools, Middle Schools, High Schools, Urban Schools, Specialized Schools, Private Schools, and Community Schools 211 Elementary Schools 213 Middle Schools 231 High Schools 245 Urban Schools 259 Specialized Schools 274 Private Schools 292 Community Schools 309 References 316 Chapter 10: Next Steps for the Twenty-First Century 317 Introduction 317 Democratic Ideals, Individualism, and Situated Learning 317 Practice Theory and Twenty-First-Century Learning 318 Overview of Methods 320 Conclusion and Recommendations 324 References 327 Index 329
Series Title: Wiley book on evidence-based design.
Other Titles: A responsive approach to creating learning environments
Responsibility: Peter C. Lippman.

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"Evidence-Based Design of Elementary and Secondary Schools is a book written for design professionals that link research based on principles to theories, methods, and best practices for learning Read more...

 
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