Preface | p. xv |
Educational Architecture: History and Principles of Design | p. 1 |
History of Educational Architecture | p. 2 |
Educational Architecture in the Colonial Period | p. 3 |
Educational Architecture of the Industrial Revolution | p. 5 |
The Progressive Movement | p. 8 |
The Birth of Educational Facility Planning | p. 10 |
Educational Architecture in the Information Age | p. 11 |
The Educational Facilities Laboratories | p. 13 |
Open Education and Open Plan Schools | p. 15 |
Alternative Schools Movement | p. 17 |
Neighborhood School Movement | p. 17 |
Community Education, Community Schools, and Schools in the Community | p. 18 |
Middle School Philosophy and the House Plan | p. 19 |
Technology, the Virtual School, and the Internet | p. 21 |
Summary | p. 22 |
Activities | p. 23 |
References and Bibliography | p. 23 |
Trends in Educational Architecture That Influence the Design of Learning Environments | p. 25 |
Principles for Site and Building Organization | p. 26 |
Principles for Primary Educational Space | p. 29 |
Principles for Shared School and Community Facilities | p. 33 |
Community Spaces | p. 34 |
Character of All Spaces | p. 35 |
Site Design and Outdoor Learning Spaces | p. 37 |
Summary | p. 38 |
Activities | p. 40 |
References and Bibliography | p. 40 |
Educational Facilities Planning | p. 45 |
A Procedural Model for Developing Educational Facilities | p. 47 |
Premises | p. 48 |
Connections in the Development Model | p. 51 |
A Practical Application of the Model | p. 66 |
Summary | p. 66 |
Activities | p. 67 |
References | p. 67 |
A Review of Educational Facilities Planning Procedures | p. 69 |
A Definition of Planning | p. 69 |
The Objective for Planning and People Who Plan | p. 69 |
A Broad Context for Planning | p. 70 |
A View of the Philosophy of Teaching and Learning | p. 87 |
Environmental Psychology and Social Design | p. 90 |
Summary | p. 93 |
Activities | p. 94 |
References | p. 95 |
Planning, Programming, and Design of Educational Learning Environments | p. 97 |
Planning and Programming for a Capital Project | p. 99 |
Need for Planning Activities | p. 99 |
Phases in Planning for Educational Learning Environments | p. 101 |
Basic Milestones in Planning Capital Projects | p. 112 |
Summary | p. 124 |
Activities | p. 126 |
References | p. 127 |
Architectural Design | p. 128 |
The Relationship Between Planning and Design Activities | p. 128 |
The Architectural Design Process | p. 128 |
Applications of School Design Principles | p. 133 |
Summary | p. 159 |
Activities | p. 159 |
References and Bibliography | p. 160 |
School Construction and Capital Outlay Activities | p. 161 |
Construction and Construction Management | p. 163 |
Construction Delivery Methods | p. 164 |
The Construction Process | p. 165 |
Liability Issues and Dispute Resolution | p. 175 |
Summary | p. 176 |
Activities | p. 177 |
References and Bibliography | p. 177 |
Glossary | p. 178 |
California's Public School Construction Process | p. 179 |
Management, Maintenance, and Operations of School Buildings | p. 183 |
Managing School Facilities | p. 185 |
A Model for Facility Management | p. 189 |
The Organization of Maintenance & Operations at the District Level | p. 190 |
Facility Maintenance Management | p. 194 |
The Role of Information Technology in Facility Management | p. 197 |
Outsourcing Facility Management Services | p. 199 |
Facility Management and Organizational Change | p. 200 |
Summary | p. 202 |
Activities | p. 203 |
References | p. 204 |
Maintenance and Operations of the School Facility: The Role of the Principal | p. 205 |
Organization and Management of M&O | p. 206 |
Variables Affecting the Quality of M&O | p. 210 |
Student Care of the Learning Environments | p. 224 |
The School Principal's Role in School Maintenance | p. 224 |
Fire Prevention and Protection | p. 226 |
Mechanical Carfts and Maintenance | p. 227 |
Knowledge of the Custodial Workstation | p. 228 |
Priorities and Checklists for Preventive Maintenance | p. 228 |
Summary | p. 230 |
Activities | p. 231 |
References and Bibliography | p. 232 |
Legal and Financial Issues in Developing Educational Facilities | p. 235 |
Legal Issues in School Facilities Planning, Design, and Construction | p. 236 |
Contracts | p. 237 |
Restraints on Government Actions | p. 237 |
Compliance with Federal Statutes | p. 239 |
Tort Law | p. 242 |
Noncurricular Use of Public School Facilities | p. 244 |
Funding Equity and Facilities | p. 245 |
Security | p. 246 |
Demographics and Desegregation | p. 247 |
Summary | p. 247 |
Activities | p. 248 |
References | p. 249 |
Financing School Infrastructure Projects | p. 250 |
The Historical Perspective | p. 250 |
Local Funding Options | p. 251 |
Bond Issue Do's and Don'ts | p. 254 |
Local Option Sales Taxes | p. 255 |
Sinking Funds | p. 256 |
Lease-Purchase Agreements and Certificates of Participation | p. 256 |
Pay-As-You Go | p. 257 |
State Funding of Capital Projects | p. 257 |
Federal Funding | p. 259 |
Start-Up Costs | p. 259 |
Summary | p. 260 |
Activities | p. 261 |
References | p. 262 |
Research on the Physical Environment | p. 263 |
References | p. 265 |
The Physical Environment and Student Achievement in Elementary Schools | p. 266 |
Background: The School's Physical Environment | p. 267 |
Method | p. 277 |
Results | p. 279 |
Conclusions and Discussion | p. 285 |
Implications | p. 287 |
Summary | p. 289 |
Activities | p. 290 |
References | p. 291 |
Notes | p. 293 |
Design Appraisal Scale for Elementary Schools | p. 295 |
Classifications of Middle School Design: Toward a Pattern Language | p. 307 |
The Problem | p. 308 |
The Unique Character of Middle School Students | p. 308 |
Components of the Design Assessment Scale for Middle Schools | p. 312 |
Toward A Pattern Language Theory | p. 318 |
Need for Further Study | p. 320 |
Summary | p. 320 |
Activities | p. 321 |
References | p. 322 |
Research Priorities: How Facilities Affect Educational Outcomes | p. 323 |
Research Problem | p. 323 |
Methodology | p. 325 |
Findings | p. 331 |
Discussion | p. 335 |
Future Research Needs | p. 339 |
Summary | p. 340 |
Activities | p. 341 |
References | p. 342 |
Framework of Physical Variables Plausibly Related to Educational Outcomes | p. 343 |
Models, Examples, and Applications | p. 349 |
Student Population Forecasting | p. 350 |
Background | p. 350 |
Estimating Student Enrollment: The Modified Grade Progression Ratio Model | p. 353 |
Estimating the Enrollment for Various Levels | p. 360 |
Adjusting the Student Population Forecast: A Case Study of Sunny River County | p. 361 |
Forecasts by Year and Grade Level | p. 362 |
Findings and Conclusions for Sunny River Schools | p. 366 |
Accuracy of the Base Model | p. 368 |
Summary | p. 369 |
Activities | p. 369 |
References | p. 370 |
Formulae for the Base Model | p. 371 |
A Strategic Planning Activity for Planning and Designing Educational Facilities | p. 374 |
Assumptions, Advantages, and Limitations of Strategic Planning | p. 375 |
Problem-Based Activities | p. 375 |
Developing a Strategic Plan-A Problem-Based Format | p. 376 |
A Model for Strategic Planning | p. 378 |
Summary | p. 395 |
Activities | p. 396 |
References and Bibliography | p. 396 |
Glossary | p. 397 |
Educational Specifications | p. 398 |
Size and Space: Facts and Guidelines for Planning, Site Selection, and Design | p. 400 |
School Size | p. 400 |
Space Needs | p. 401 |
Translating the Educational Program Into Space Needs | p. 408 |
School Sites | p. 410 |
The Site Selection Team | p. 415 |
Summary | p. 416 |
Activities | p. 417 |
References | p. 418 |
Name Index | p. 419 |
Subject Index | p. 425 |
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