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| Preface | |
| Acknowledgments | |
| 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 | |
| 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 | |
| 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 | |
| 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 | |
| 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 | |
| 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 | |
| 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 | |
| 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 | |
| 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 | |
| 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 | |
| Table of Contents provided by Publisher. All Rights Reserved. |
