This essay uses a case study to examine in a particular school the nature of these interactions. By examining this case using ethnographic methods including walking tours and interviews the essay gains an insight into how the physical environment interacts with the learning environment in the school. The research identifies four main points of interaction. The need for ownership of space, the quality of the study environment, the atmosphere of the school and the need for privacy. These areas of interaction are identified also within the research with teaching staff at the school. From this research there appears to be evidence in favour of open school models which have significant variation and flexibility of space to allow for both teachers and students to adapt the environment to their various needs. The open school model does however invite significant benefits in terms of non-formal learning situations and new forms of interaction between teachers and students.

Este trabalho expõe a premência da revisão do Programa de Necessidades do edifício escolar de Ensino Médio. Para tanto identifica a necessidade de investimentos nesse nível de ensino para melhoria de seu desempenho a fim de que seus alunos sejam inseridos na sociedade conscientes dos direitos e deveres do cidadão e capazes de atuar adequadamente no mercado de trabalho. Com a finalidade de comprovar a necessidade de revisão do espaço escolar, demonstra como a arquitetura do edifício interfere no desempenho das práticas pedagógicas e na empatia do aluno com o espaço oferecido. Para tanto, associa o rendimento destes a fatores ambientais e de utilização dos espaços, evidenciados nas pesquisas junto a especialistas em educação escolar e usuários de escolas públicas e particulares. Ao final, realiza uma proposta de viabilidade para adequação de um edifício escolar público existente e, a partir daí, recomenda diretrizes para adequação da rede pública de escolas de Ensino Médio do Estado de São Paulo e construção de novos edifícios para esse nível de ensino. / This work evidences the importance to review the programming of necessities pertaining to High School building. In this sense it identifies the investments’ needs for this school level in order to improve its performance, so that it inserts the scholars in the society conscientious of the citizen’s rights and duties and capable to act properly in the job market. With the purpose to prove the necessity to review the learning and design principles for the school space, it shows how the learning facilities intervene in the performance of the teaching practices as well as in the relationship between the scholars and the offered space design. In this way, it associates the performance to environmental aspects design as well as to the use of the learning spaces, witch is evidenced through researches with education experts and public and private schools’ users. To finalize, it makes a proposal of viability for the adaptation of an existing public school building and, from this point, it recommends guidelines for adapting the present public High School network in São Paulo State and for constructing new buildings for this education level.

Este trabalho expõe a premência da revisão do Programa de Necessidades do edifício escolar de Ensino Médio. Para tanto identifica a necessidade de investimentos nesse nível de ensino para melhoria de seu desempenho a fim de que seus alunos sejam inseridos na sociedade conscientes dos direitos e deveres do cidadão e capazes de atuar adequadamente no mercado de trabalho. Com a finalidade de comprovar a necessidade de revisão do espaço escolar, demonstra como a arquitetura do edifício interfere no desempenho das práticas pedagógicas e na empatia do aluno com o espaço oferecido. Para tanto, associa o rendimento destes a fatores ambientais e de utilização dos espaços, evidenciados nas pesquisas junto a especialistas em educação escolar e usuários de escolas públicas e particulares. Ao final, realiza uma proposta de viabilidade para adequação de um edifício escolar público existente e, a partir daí, recomenda diretrizes para adequação da rede pública de escolas de Ensino Médio do Estado de São Paulo e construção de novos edifícios para esse nível de ensino. / This work evidences the importance to review the programming of necessities pertaining to High School building. In this sense it identifies the investments’ needs for this school level in order to improve its performance, so that it inserts the scholars in the society conscientious of the citizen’s rights and duties and capable to act properly in the job market. With the purpose to prove the necessity to review the learning and design principles for the school space, it shows how the learning facilities intervene in the performance of the teaching practices as well as in the relationship between the scholars and the offered space design. In this way, it associates the performance to environmental aspects design as well as to the use of the learning spaces, witch is evidenced through researches with education experts and public and private schools’ users. To finalize, it makes a proposal of viability for the adaptation of an existing public school building and, from this point, it recommends guidelines for adapting the present public High School network in São Paulo State and for constructing new buildings for this education level.

The long-term goal of this project was to inform the design of an entrepreneurial-focused charter school utilizing school-based enterprises (SBEs) to anchor a project-based learning (PBL) curriculum. The study was two parts: 1) to determine the extent of schools utilizing this innovative approach to teach an entrepreneurial-centered curriculum, and 2) to perform and initial feasibility study to determine potential for developing this school in Stockton, California. A content analysis supplemented with interviews and correspondences was used to determine that few, if any, schools in the United States emphasize entrepreneurship and utilize SBEs to support PBL. The feasibility study employed the expertise of education and business leaders to determine that the model has conditional strength. To be successful, the model must build on certain success factors, strong mission and leadership, well developed PBL curriculum and training, and community support, while addressing the legal and logistical challenges of operating school-wide SBEs in a high school environment.

[pt] Esta dissertação de mestrado tem como objetos de estudo o currículo escolar e suas relações com as concepções de escola. A pesquisa foi desenvolvida em Queimados, município localizado na Baixada Fluminense do Rio de Janeiro. O objetivo da pesquisa é compreender as concepções de escola a partir das (re)elaborações do currículo escolar realizadas pelos professores, durante o processo de priorização curricular desenvolvido pela Rede municipal de Queimados no contexto da pandemia de COVID-19, no ano de 2021. Foram aplicados questionários com 79 questões fechadas e 3 abertas, respondidos por 48 professores dos anos finais do ensino fundamental que trabalham nessa Rede. Além disso, realizou-se entrevistas semiestruturadas com 16 professores, respondentes dos questionários, para permitir aprofundamentos das análises. As análises realizadas a partir dos dados produzidos foram construídas baseadas na interlocução teórica com os estudos de Tomas Tadeu Silva, Sacristán, Moreira e Candau, acerca do currículo e os estudos de Dubet e Charlot a respeito da escola e de seus objetivos. Os estudos de Nóvoa sobre formação e profissão docente, antes e durante a pandemia, também fizeram parte do arcabouço teórico utilizado. Ao longo da investigação pode-se constatar que as concepções dos professores constituem três dilemas: entre conceber uma teoria tradicional de currículo e ser responsável pela formação de um currículo humanizador; entre defender uma priorização curricular, baseada nas necessidades dos alunos, e a necessidade de dar conta dos conteúdos escolares pré-estabelecidos; entre priorizar ou reduzir os conteúdos, mediante a nova e emergencial realidade imposta pela pandemia de COVID-19. Conclui-se que há uma multiplicidade de justificativas para as escolhas adotadas pelos professores em relação à concepção de currículo e aos objetivos da escola na priorização curricular. Tais escolhas são marcadas pela subjetividade dos professores, a tradição escolar e a influência dos documentos oficiais. Aponta-se que não há consenso entre os professores acerca dos objetivos da escola, o que reverbera na complexidade de se conceituar currículo. / [en] This Master s dissertation has as a goal the study of school curriculum and its relations with the conceptions of school. The research was developed in Queimados, which is a municipality located in Baixada Fluminense – Rio de Janeiro. Moreover, it has the intention of understanding the conceptions of school from the (re)elaboration of the school curriculum made by teachers during the process of the curriculum priorization developed by the Municipal System of Queimados in the context of the COVID-19 Pandemic in the year of 2021. Questionnaires with 79 closed queries and 3 open ones were applied, which were answered by 48 teachers of the Elementary School final years, who work at this Educational System Furthermore, semi-structured interviews with 16 teachers,who answered the querries, were taken in order to allow a deepening in the analyzes.The analyses made from the data produced were created based on the theoretical interlocution with the studies of Silva, Sacristán, Moreira and Candau -regarding the curriculum, the studies of Dubet vand Charlot concerning schooland their objectives. The studies of Nóvoa on the academic education and profession of teachers, before and during the Pandemic, also made part of the theoretical framework used. Along the investigation it is possible to confirm that the conceptions of the teachers compose three dilemmas: between establishing a traditional theory of the curriculum and and being responsible for the elaboration of a humanizing curriculum; between defending the curriculum priorization, basedon the needs of students, and the necessity of coping with the pre-stablished educational contents; between prioritize or reduce the contents, upon the new reality emergency imposed by the COVID-19 Pandemic. It can be concluded that there is a multiplicity of justifications to the choices adoped by teachers in relation to the conception of curriculum and the objectives of school in the curriculum prioritization. Such choices are highlighted by the teachers subjectivity, school tradition and the influence of official documents. It is pointed out that there is noconsensus among teachers concerning the purposes of school, what reverberates in the complexity of conceptualizing a curriculum.

Within the design of any building, there is a requirement for designers to understand the intended purposes of the building and the elements that influence performance. These elements can be as tangible as providing a lecture hall within a university or relatively intangible such as the environmental temperatures of the rooms. The elements involved are generally recognised within the design industry and a combined force of engineers, architects, and specialist advisors work together to ensure all of the elements are in place for each new design. However, one element affecting performance that has not yet been comprehensively covered (at least for many building types) is that relating to occupant movement and the influence this has on experience and hence performance. For example, the number of times people have to negotiate cross-flow environments in a train station before becoming agitated is unknown. Also, the average distance people will walk through a shopping centre before becoming tired and ending the activity is unknown. Even so, they will both be impacted upon by the design and they will both reflect back on the performance of the design. Before starting this research, it was realised by the research engineer that there was only a limited understanding and application of people flow analyses within industry and, where it existed, it was solely related to transport terminals, pedestrian walkways/crossings, sports stadia arrivals/egress, and evacuation analyses.

Diploma thesis deals with design documentation of training centerm determined to services for public. Building is situated in Královéhradecký region, in Náchod, cadastral district Náchod, located on 1150/1, 1151/6 and 1152/1 building plots with 1949 m2 area. Trainig center has three floors. In the first floor there is nursery school and in the second and the third floor there are situated rooms of the training center with administration. Center has wheelchair access and private parking spaces. The building is designed as a brick building with Isover insulation system with ventilated facade. Vertical supporting structure is from KM Beta Sendwix and Spiroll ceiling panels – the horizontal supporting structure. The building has not walkeble flat roof structure. Zhe inclination is performed by thermal insulation at a gradient of 3%. For heating there is designed Schiedel Absolut chimney.

Inom de kommande åren kommer många nya skolor att byggas och renoveras. För att dessa ska fungera så bra som möjligt är det viktigt att erfarenheter från tidigare skolor samlas in och överförs, en så kallad erfarenhetsåterföring. Denna studie är en sådan erfarenhetsåterföring från tre moderna skolor i Sollentuna. Den följer en ramverksmodell framtagen av M. A. Hassanain och A. Iftikhar som kompletteras med metoden för pedagogisk gåtur; en metod där personal och elever från skolan tillsammans med forskaren diskuterar utbildningsmiljöns positiva och negativa aspekter. Det erhållna materialet från metoderna består av intervju- och gåtursanteckningar, enkätsvar och fotografier från de besökta skolorna.  Brukarna på skolorna uppskattar en god uppsyn av lärare och öppenhet för ökad trivsel och trygghet medan för öppna ytor gör att funktioner krockar och skapar trängsel och störande moment. Nischer i väggar skapar en viss avskärmning och kan gömma skåp för en känsla av mer rymd. Skogränserna fungerar inte på alla skolor och de som tar av skorna blir smutsiga, vilket även tas upp i matsalen där elever kan trampa på mat på golvet. Den fast möbleringen på skolorna uppskattas och nyttjas väl men placeringen är bristfällig på en skola. Ett stort problem i skolorna är stora fönsterpartier från klassrummen ut mot hemvister och korridorer som stör elever när folk passerar. Även dålig möjlighet till ljusavskärmning framkommer upprepande som ett problem. Många nämner att grupprum i direkt anslutning till alla klassrum är något som skulle underlätta undervisningen.  Materialet analyseras genom en kvalitativ dataanalys där två av de tre skolorna ställs mot varandra. På den tredje skola kunde inte en pedagogisk gåtur genomföras. Utöver detta presenteras sist i rapporten en sammanställning av analysen i en kunskapsmatris för varje diskussionsämne för att bistå arkitekter, verksamheter och beställare i framtiden. Studien svara på vilka erfarenheter som kan överföras och vad man bör ta hänsyn till vid utformning av skolor. Viktiga punkter så som dimensionering efter verksamhetens storlek, vuxennärvaro i gömda utrymmen, noggrann övervägning av glaspartier mellan klassrum och hemvister samt vikten av inredningsarkitekters kunskap vid val av möbler presenteras.  Slutligen tas nya ämnen från undersökningen upp för vidare forskning som är: inrymning i lokalerna, skolans installationssystem, flexibilitet, F-9 skolor, personalutrymmen, och upphandlingar av skolor. / In the coming years, many new schools will be built and renovated. In order for these to work as well as possible it is important that experiences from previous schools are collected and transferred, so-called post occupancy evaluation. This study is such a post occupancy evaluation from three modern schools in Sollentuna. It follows a framework model developed by M. A. Hassanain and A. Iftikhar which is combined by the method of pedagogical walking; a method where staff and students from the school together with the researcher discuss the positive and negative aspects of the learning environment. The material obtained from the methods consists of interview and walk notes, questionnaire responses and photographs from the schools visited. The users of the schools appreciate a good supervision of teachers and openness for increased well-being and security, while for open spaces, functions collide and create congestion and disturbing elements. Niches in walls create a certain screen and can hide cabinets for a feeling of more space. The forest boundaries do not work in all schools and those who take off their shoes get dirty, which is also taken up in the dining room where students can step on food on the floor. The fixed furniture in the schools is appreciated and used well, but the location is deficient in a school. A major problem in schools is large windows from classrooms to dormitories and corridors that disturb students as people pass by. Poor access to light shielding is also a recurring problem. Many mention that group rooms directly adjacent to all classrooms are something that would facilitate teaching. The material is analysed through a qualitative data analysis where two of the three schools are set against each. In addition, a summary of the analysis is presented at the end of the report in a knowledge matrix for each discussion topic to assist architects, occupants and developers in the future.  The study answers what experiences can be transferred and what should be considered when designing schools. Important points such as dimensioning according to the size of the business, adult presence in hidden spaces, careful consideration of glass between classrooms and dormitories and the importance of interior designers' knowledge when choosing furniture are presented. Finally, new topics from the survey are taken up for further research, which are: evacuation into the premises, the school's installation system, flexibility, F-9 schools, staff rooms, and procurement of schools.

Denna rapport har delats in i två delar, där den första delen fokuserar på den praktiskatillämpningen av konstruktionen och den andra delen fokuserar på skolans design ochfunktion. Detta för att designen ska byggas på vetenskapliga grunder, där det är bevisat attprocessen är genomförbar och har ett syfte.Ett av världens största hälsoproblem idag är bristen på rent dricksvatten. Globalt saknar entredjedel av befolkningen tillgång till rent vatten. Ett av de 17 globala målen som FN arbetarmot i Agenda 2030 är mål nummer sex, att alla ska ha tillgång till rent vatten och sanitet.Denna studie belyser hur man kan arbeta för att uppnå detta mål.En stad där vattenkvaliteten är dålig är i Surabaya, Indonesien. Surabaya är en stad med nästantio miljoner invånare i stor-Surabaya, belägen i Östra Java. Trots att Indonesien har en avvärldens största tillgångar på färskvatten genom sjöar och floder i världen är Brantasfloden,som är huvudkällan till vattenförsörjningen för staden, långt ifrån drickbart. Förutom att tafärskvatten från sjöar och floder kan regnvatten vara en bra källa till säkert dricksvatten.Ett bra exempel är Bermuda som med flera hundra års erfarenhet samlar in och renar vattnetgenom deras vita kalkstensbelagda tak. Studien har fokuserat på möjligheterna attimplementera denna struktur i Surabaya, placerad på en skola, eftersom barnen är en prioritet.Denna konstruktion skulle kunna göra det möjligt att få rent dricksvatten rakt ur kran medhjälp av landets egna naturresurser. Nederbörd är inte det enda landet har att tillgå för att enskola ska kunna bli självförsörjande. Studierna för del ett visar att en skola kan blisjälvförsörjande på både el och vatten med hjälp av naturtillgångarna som finns. Det finnstillräckligt med soltimmar och nederbörd för att kunna täcka försörjningen av en skola. Genomatt studera miljön, tillgången på material, risker och möjligheter samt hanteringen avavloppsvatten och ytterligare filtreringsmetoder kan man dra slutsatsen att uppfinningen ävenkan användas i Surabaya.Del två visar att det går att utforma en skola med denna takkonstruktion i beaktande, förSurabayas kultur och förhållanden. / This report has been divided into two parts where the first one is focused on the practicalapplicability of the construction and the second part is focused on the design and function ofthe school. This is to ensure that the design is based on scientific principles, where it is proventhat the process is feasible and serves a purpose.One of the world's biggest health problems today is the lack of clean drinking water.Worldwide, a third of the population do not have access to clean water. It is on the UN agendato reach the goal of clean water and sanitation by the year 2030. This study highlightsstrategies and approaches to work towards achieving this goal.One city where the water quality is poor is Surabaya, Indonesia. Surabaya is a city with almostthree million people, located in East Java. Even though Indonesia has one of the biggest assetsof fresh water through lakes and rivers in the world, the Brantas river, which is the mainsource of water supply for the city, is far from drinkable. Aside from taking fresh water fromlakes and rivers, rainwater can be a great source for safe drinking water.A good example with hundred years of experience is Bermuda with their white limestoneroofs that collect and cleans the water. The focus of the report has been the possibilities toimplement this structure in Surabaya placed on a school, as the children are a priority.Studying the environment, access of materials, risks and possibilities as well as wastewaterhandling and additional filtration methods, it can be concluded that the invention can be usedin the proximity of Surabaya as well with some minor changes to the construction. Thecountry's precipitation is not the only resource available for a school to become self-sufficient.The results for part one indicate that a school can achieve self-sufficiency in both electricityand water by harnessing the existing natural resources. The country has an abundance ofsunlight hours and precipitation to sufficiently meet the needs of a school.Part two demonstrates that it is possible to design a school considering this roof structure,considering Surabaya's culture and conditions.

Where do beginner readers read in the English, mainstream primary school and where could they read? Emma Jane Dyer This thesis explores design for the beginner reader in Year One by evaluating existing spaces in the English primary school and imagining new ones. Three significant gaps identified in the literature of reading, the teaching of reading and school design are addressed: the impact of reading pedagogies, practices and routines on spatial arrangements for beginner readers inside and beyond the classroom; a theoretical understanding of the physical, bodily and sensory experience of the beginner reader; and the design of reading spaces by teaching staff. The study uses a design-oriented research methodology and framework proposed by Fällman. A designed artefact is a required outcome of the research: in this case, a child-sized, semi-enclosed book corner known as a nook. The research was organized in three phases. First, an initial design for the nook was created, based on multi-disciplinary, theoretical research about reading, school design and architecture. Secondly, empirical research using observation, pupil-led tours and interviews was undertaken in seven primary schools to determine the types of spaces where readers read: spaces that were often unsuitable for their needs. Thirdly, as a response to the findings of phases one and two, the nook was reconceived to offer a practical solution to poorly-designed furniture for reading in schools and to provoke further research about the ideal qualities of spaces for the beginner reader. The study demonstrates how the experience of the individual reader is affected by choices made about the national curriculum; by the size of schools and the spaces within them where readers can learn; by the design of classrooms by teachers; and by regulatory standards for teaching and non-teaching spaces. In developing a methodology that can stimulate and facilitate communication between architects, educators, policy-makers and readers, this thesis offers a valuable contribution to the ongoing challenge of improving school design for practitioners and pupils.