Achievement-Oriented School Design

This paper reports on the primary school design processes carried out around the 1940s in the County of Hertfordshire in Great Britain, which later evolved into innovative strategies developed by Mary and David Medd in the Ministry of Education from the late 1950s. The whole process, undertaken during more than three decades, reveals a way of breaking with the traditional spatial conception of a school. The survey of the period covered has allowed an in-depth understanding of how learning spaces could be transformed by challenging the conventional school model of closed rooms, suggesting a new way of understanding learning spaces as a group of Centres rather than classrooms. Historians have thoroughly shown the ample scope of this process, which involved many professionals, fostering a true cross-disciplinary endeavour where the curriculum and the learning spaces were developed in close collaboration. A selection of schools built in the county has been used to typologically analyse how architectural changes began to arise and later flourished at the Ministry of Education. The Medds had indeed a significant role through the development of a design process known as the Built-in variety and the Planning Ingredients. A couple of examples will clarify some of these strategies, revealing how the design of educational space could successfully respond to an active way of learning.

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Mary and David Medd’s work: domesticity in postwar British school design (1949–72)

Oxford Review of Education ◽

10.1080/03054985.2021.1924652 ◽

2021 ◽

Vol 47 (5) ◽

pp. 597-617

Author(s):

Paula Lacomba Montes ◽

Alejandro Campos Uribe

Keyword(s):

School Design ◽

British School

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The High School Student Protagonism through a Research with the Projects Methodology

Acta Scientiae ◽

10.17648/acta.scientiae.6455 ◽

2021 ◽

Vol 23 (8) ◽

pp. 102-138

Author(s):

Clarissa De Assis Olgin ◽

Claudia Lisete Oliveira Groenwald ◽

Carmen Teresa Kaiber

Keyword(s):

High School ◽

High School Students ◽

Data Collection ◽

School Environment ◽

Mathematics Curriculum ◽

Analysis Data ◽

School Curriculum ◽

Educational Process ◽

School Design ◽

School Students

Background: Developing autonomy, the ability to solve problem situations, make decisions and act for the benefit of your social environment are modern life skills and can be developed in the school environment, along with mathematical content, and can be viable through the methodology of project projects, using active methodologies and the resources of digital technologies. Objectives: Discuss the Mathematics Curriculum or the work projects as a pedagogical proposition based on the development of three projects with the thematic Cryptography, Music, and Project launching applicable to the High School. Design: Qualitative research that sought to investigate work with projects in High School was used. Setting and Participants: Experiments developed with two classes of high school students in the Rio Grande do Sul state. Data collection and analysis: Data collection took place during the development of the project stages through students' written records and questionnaires. Results: It is considered that the Work Projects developed constituted a possibility to modify the role of the student and the teacher, allowing students to become active, participative, and committed to the development of their knowledge. Conclusions: It is understood that students, their learning and development must be the focus of the educational process. Therefore, the school curriculum must enable students to assume the role and responsibility for their learning.

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Biophilic Design Patterns for Primary Schools

Sustainability ◽

10.3390/su132112207 ◽

2021 ◽

Vol 13 (21) ◽

pp. 12207

Author(s):

Rokhshid Ghaziani ◽

Mark Lemon ◽

Paramita Atmodiwirjo

Keyword(s):

Primary Schools ◽

Design Patterns ◽

Well Being ◽

Primary School Children ◽

School Design ◽

School Buildings ◽

Biophilic Design ◽

Natural Analogues ◽

The Uk ◽

Health And Well Being

Existing frameworks for biophilic design have similar strategies and attributes as useful checklists for designers; however, the focus has been on adults rather than children, and there remains the need for more guidance related to school design by extension. The application of biophilia would be a design resolution in schools because of its impact on children’s health and well-being, which has been more important since the pandemic started; however, it remains quite unexplored in school design in many countries, including the UK. Biophilic design patterns can be used in school buildings and grounds for greater connectivity between spaces and nature in order to promote children’s well-being. This paper focuses on ten biophilic design patterns under two categories of ‘nature in the space’ and ‘natural analogues.’ This study presents the findings of case studies in various countries. The analysis focuses on the manifestations of biophilia to inform the application of biophilic design patterns for primary schools. Finally, this paper suggests how primary school children could be involved in a co-design process in order to evaluate biophilic design patterns.

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Preventing School Shootings: The Interprofessional and Community Approach to Prevention

Journal of Social Change ◽

10.5590/josc.2020.12.1.04 ◽

2020 ◽

Vol 12 (1) ◽

Author(s):

Heather C Alonge ◽

Constant P Craig

Keyword(s):

Law Enforcement ◽

School Safety ◽

National Level ◽

The United States ◽

School Shootings ◽

School Level ◽

Current Status ◽

School Design ◽

Safety Issues ◽

Community Approach

This essay examined the issue of school shootings within the United States, to include a literature review and analysis of the current status of the issue on a national level. From the review and analysis, the essay provides the multidisciplines engaged in school safety issues with viable, workable, and quickly implementable solutions to address this serious national issue at the local school district and even school level of implementation. This analysis examined a multidiscipline and multiprofessional community approach using existing federal guidelines that address actionable intelligence (social media and human information/informants), school design and incorporation of safety and protective features, involvement of law enforcement on campuses, and engagement of law enforcement with administrators and educators. Most importantly, it provides awareness to educators, administrators, and law enforcement along with the general public that the attitude of “It can’t happen here” can indeed and way too many times it has “happened here.”

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Hygienic requirements for school buildings’ modern architectural and planning solutions

Hygiene and Sanitation ◽

10.47470/0016-9900-2021-100-9-998-1003 ◽

2021 ◽

Vol 100 (9) ◽

pp. 998-1003

Author(s):

Vladislav R. Kuchma ◽

Marina I. Stepanova

Keyword(s):

Age Groups ◽

Optimal Number ◽

Educational Process ◽

Psychological Wellbeing ◽

School Design ◽

Physical Factors ◽

School Buildings ◽

Digital Learning ◽

Functional Connections ◽

Modern School

Introduction. In the last decade, it has become evident that the school is not ready to provide the material and technical capabilities for the modern educational process. The school design strategy is changing, but these innovations are hardly reflected in the research of hygienists. The purpose of the study is to substantiate the hygienic requirements for modern architectural and planning solutions of school buildings. Materials and methods. Expert-analytical research was carried out. The object of the study: documents regulating the sanitary and epidemiological wellbeing of the population, the development of school education infrastructure, documents and publications that reveal the prospects for designing schools. Results. Most functioning school buildings do not meet the requirements for modern school infrastructure. Fewer and fewer students report that they “really like school”, which negatively affects their academic performance and psychological wellbeing. The need for fundamental changes in the construction of school buildings is recorded in the National Educational Initiative “Our New School” (2010). The design decisions of school buildings should take into account the experience of quarantine measures that had to be faced in the context of the spread of the new coronavirus infection (COVID-19). Hygienic requirements for modern architectural and planning solutions for school buildings are: taking into account climatic and geographical conditions; ensuring the psychological wellbeing of children, primarily due to the optimal number of classes and placement of educational premises for different age groups on separate floors, in blocks, buildings; convenient functional connections with the site; the possibility of transforming beliefs, protection from the effects of physical factors and the penetration of pollution from the environment, safe use of digital learning tools, optimal lighting and air-heat regime; sufficient area of educational premises for one student; optimal conditions for physical activity and physical education, regular healthy nutrition, meeting the needs of students in primary health care. Conclusion. Hygienic requirements for the spatial characteristics of school buildings should take into account the new risks to children’s health.

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A Review of Green School Design Guidelines

Journal of ASIAN Behavioural Studies ◽

10.21834/jabs.v3i8.272 ◽

2018 ◽

Vol 3 (8) ◽

pp. 1

Author(s):

Nur Hidayahtuljamilah Ramli ◽

Mawar Masri ◽

Mohd. Zafrullah Mohd. Taib ◽

Norhazarina Abd Hamid

Keyword(s):

Comparative Study ◽

School Environment ◽

Publishing House ◽

Secondary Data ◽

Design Guidelines ◽

School Design ◽

Design Guideline ◽

Sustainable Building ◽

Design Elements ◽

Green School

The purpose of this paper is to execute a comparative study of green school guidelines with the review of the current literature. The method of this study is to use secondary data regarding green school design elements in foreign countries’ school. The data assembled from various countries will be discussed with regards to the applications of its elements into Malaysian green school design. The result of the comparative study will be used to identify the design elements of Malaysian school designs towards a green and sustainable building. Therefore, finding from this research is expected to encourage the Malaysian government to develop and create a guideline for green school design in Malaysia. Keywords: School Environment; Green Design Components; Green School Design Guideline; Students’ Outcome eISSN 2514-7528 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. https://doi.org/10.21834/jabs.v3i8.272

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