The design of school buildings has shifted over the past several decades in response to social and political trends, as well as shifts in educational philosophy. Despite the educational system's efforts to adapt teaching and learning to prepare students for the 21st-century workforce, the design of school buildings has not kept pace with these changes. In the Commonwealth of Virginia alone, many schools are over 50 years old, and their infrastructures are failing, necessitating billions of dollars in repair, renovation, or new builds. This study was designed to add to the existing literature on school design, emphasizing the importance of fostering collaboration, creativity, critical thinking, communication, and citizenship skills—the 5 C's—as essential components of 21st-century learning skills. The findings obtained from interviewees (four architects and four public school facilities directors) in this study were analyzed for common themes. Among the predominant themes found from the qualitative data were that architects and school facilities leaders indicated that high school building designs have evolved to better support 21st-century pedagogy and the 5 C's through the use of variety and flexible school spaces. Collaboration with stakeholders to communicate the influence of building design on academic achievement, coupled with the role of 21st-century skills in preparing students for the global workforce, is essential in gaining community buy-in and advocating for adequate funding. The alignment between 21st-century pedagogy, building design, and funding will ultimately create learning environments that support all students as future members of a global society. Additionally, educators are working hard to meet the diverse learning needs of students, while also fulfilling federal, state, and local curricular expectations to prepare students for the future workforce. However, due to significant funding deficits across the country, many schools are over 40 years old, with failing infrastructure—overcrowded spaces, poor air quality, and limited technology access—which adversely impacts student achievement. Local school divisions cannot continue to "do more with less;" they need a shift in mindset and advocacy for increased funding at the state and federal levels. / Doctor of Education / The design of school buildings has shifted over the past several decades in response to social and political trends, as well as shifts in educational philosophy. Despite the educational system's efforts to adapt teaching and learning to prepare students for the 21st-century workforce, the design of school buildings has not kept pace with these changes. In the Commonwealth of Virginia alone, many schools are over 50 years old, and their infrastructures are failing, necessitating billions of dollars in repair, renovation, or new builds. This study was designed to add to the existing literature on school design, emphasizing the importance of fostering critical thinking, creativity, communication, collaboration, and citizenship skills—the 5 C's—as essential components of 21st-century learning skills. The findings obtained from interviewees (four architects and four public school facilities directors) in this study were analyzed for common themes. Among the prevalent themes found from the qualitative data were that architects and school facilities leaders indicated that high school building designs have evolved to better support 21st-century pedagogy and the 5 C's through the use of variety and flexible school spaces. Also found to be important was the emphasis on providing professional development for staff on how to best utilize the newly designed spaces. Additionally, common barriers or challenges were identified when it came to budgetary constraints and stakeholder buy-in.

What are the modern architectural trends in foreign and domestic learning enviroments? That is the main question of this thesis that is trying to merge both architectural and pedagogical points of view. Even though this topic is becoming more and more actual, it can still be hardly found in czech literature. This thesis analyses new trends in school projects and how they align to the schools educational concept. The theoretical part explains the terms of educational enviroments, educational concept and shows the main architectural trends in school designs. The analytical part presents ten foreign schools looking into the alignment between architectural concept and educational concept. In the research section nine recently built school projects are presented, eight czech and one austrian primary schools are investigated via interviews and observations. The research comes to a conclusion that according to the new changing educational reguirements, most of the examined school projects implements some new features like relaxation places for pupils and places for improving students social and personal skills. Just few of the examined architectural projects are taking into consideration the educational concept, mostly it is the educational concept that is subordinated to the school building project....

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Esta dissertação teve por objetivo realizar uma análise dos projetos escolares encomendados pelo Instituto de Previdência do Estado de São Paulo (IPESP) junto aos escritórios paulistas de arquitetura durante a vigência do Plano de Ação do então governador do Estado, Carlos Alberto Alves de Carvalho Pinto. Foram realizados levantamentos dos projetos selecionados, caracterizando construtivamente a produção em estudo e comparando com as diretrizes de projeto elaboradas pelo Fundo Estadual de Construções Escolares (FECE) criado pelo governo do Estado para o planejamento da rede escolar. Também foram analisados os fatores que possibilitaram uma nova forma de elaboração de projetos para obras públicas até então realizados por funcionários públicos através de contratos com os escritórios de arquitetura, e sua repercussão junto à classe arquitetônica. Para o melhor entendimento e verificação da diversidade de projetos elaborados, foram criados grupos com projetos selecionados por similaridade conceitual através de critérios embasados na espacialidade e forma das edificações. Esses grupos foram representados por esquemas gráficos que sintetizaram as suas características mais expressivas. Por fim, considerações foram feitas sobre as realizações do Plano de Ação, a produção da arquitetura escolar do Ipesp e sua repercussão na arquitetura escolar paulista posterior. / This dissertation had as objective effectuate an analysis of the school projects ordered by the Social Welfare Institute of Sao Paulo (IPESP) and the architecture offices from Sao Paulo during the period of the Plano de Ação, created by the former state governor Carlos Alberto Alves de Carvalho Pinto. Surveys of the selected projects have been effectuated characterizing the production in study and comparing to the same directives elaborated by the state of Sao Paulo School Construction Fund (FECE) created by the state government to the planning of the school system. Factors that made possible a new project elaboration way to the public works have also been analyzed, up to that time realized by the government employees, through contracts with architecture offices and its repercussion among the architecture class. For the best understanding and verification of the diversity of elaborated projects, groups have been created with projects selected by conceptual similarity through criteria based on the spatiality and the shape of the constructions. These groups have been represented by graphical sketches that synthesized its characteristics. Finally, considerations have been made about the realizations of the Plano de Ação, the production of the Ipesps school architecture and its repercussion of the further school architecture of Sao Paulo.

A presente dissertação investiga narrativas de memórias de estudantes acerca de espaços e prédios escolares por eles habitados. Elegeram-se quatro instituições de ensino privadas de Porto Alegre: o Colégio Anchieta, o Colégio Americano, o Colégio Farroupilha e o Colégio Rosário. O estudo inscreve-se no campo da História da Educação e utiliza os postulados da História Cultural, especialmente, o conceito de sensibilidade, para buscar compreender as narrativas discentes. Neste sentido, se vale das contribuições de Sandra Pesavento, Serge Gruzinski e Alain Corbin, no que se refere à história das sensibilidades. Tem-se como principal objetivo a produção de uma espécie de cartografia das sensações sobre os espaços vividos durante a escolarização, identificadas na documentação. A pesquisa privilegiou a análise de escritos discentes e do conteúdo discursivo das entrevistas. Como fontes suplementares, destacam-se fotografias das escolas, plantas arquitetônicas e relatórios, entre outros registros institucionais. Utilizou-se a análise documental histórica e a História Oral para o tratamento metodológico dos documentos escritos e orais, respectivamente. A temporalidade da pesquisa compreende o período de 1920 a 1980, pois, na década de 1920, são construídos os prédios de dois dos colégios examinados e se estende até 1980, considerando o período de escolarização dos entrevistados. Cada testemunho constitui-se em uma rica versão de representações do sensível. Esta pesquisa, portanto, provoca questionamentos: o que mudou nos prédios e em suas concepções arquitetônicas? Quais foram as influências? Qual a relação dos estudantes com o espaço construído? Que memórias podem ser evocadas em estudantes acerca do prédio e do entorno da escola? De que forma lembram o espaço e o prédio da escola? Para responder a tais indagações, as análises foram desenvolvidas a partir das recorrências e dissonâncias encontradas nas narrativas, articuladas em quatro categorias de análise: “O Antigo e o Novo: relações entre os estudantes e os prédios das escolas”; “Entre a vigilância e a diversão: o espaço escolar como elemento curricular”; “A escola como casa: sensações de pertencimento” e, por fim, “A arquitetura escolar e a sensação de liberdade”. Nestas categorias, pode-se perceber como os sujeitos eram afetados e de que forma vivenciavam os espaços que foram projetados também para eles.. Entende-se que o edifício atua como regulador na vida dos estudantes, mas não age de modo uniforme e possibilita momentos de diversão, como uma espécie de fuga. A pesquisa conclui que os espaços da escolarização adquirem um lugar de destaque na hora de rememorar. E estas lembranças, carregadas de ressignificação, trazem evidências para compreender a arquitetura escolar como agente na construção de sensibilidades estudantis. / This dissertation investigates students memories about spaces and school buildings they inhabit. This study elected to investigate four private educational institutions of Porto Alegre: the Anchieta College, the American College, the College Farrukhabad and the Rosary College. The study is part of the field of History of Education and uses the postulates of cultural history, especially the concept of sensitivity, to seek to understand the students' narratives. In this sense, it is worth the contributions of Sandra Pesavento, Serge Gruzinski and Alan Corbin, in relation to the history of sensibilities. has as main objective the production of a kind of mapping of feelings about the spaces lived during the school identified in the documentation. The research focused the analysis of students' written and discursive content of the interviews. As additional sources, they highlight photographs of schools, architectural plans and reports, and other institutional records. We used historical document analysis and oral history for the methodological treatment of oral and written documents, respectively. The survey covers the period 1920-1980, as in the 1920s, are constructed the buildings of two of the examined schools and extends to 1980, considering the period of education of the respondents. Each witness is in a rich representations version sensitive. This research therefore provokes questions: what has changed in the buildings and their architectural conceptions? What were the influences? What is the relationship of the students with the built space? What memories can be evoked in students about the building and the school environment? How reminiscent of the space and the school building? To answer such questions, the analyzes were developed from the recurrences and dissonances found in narratives articulated in four categories of analysis: "The Old and the New: relationships between students and school buildings"; "Between surveillance and fun: the school space as a curricular element"; "The school as a house, belonging feelings" and finally, "The school architecture and the feeling of freedom." In these categories, you can see how the subjects were affected and how they experienced the spaces that are also designed for them .. It is understood that the building acts as a regulator in the lives of students, but does not act uniformly and enables times fun, as a kind of escape. The research concludes that schooling spaces acquire a prominent place at the time of recall. And these memories, full of reframing, bring evidence to understand the architecture school as an agent in the construction of student sensibilities.

In recent years substantial investment has been made to replace or refurbish state schools in England and Wales and, although research has unsuccessfully sought to prove its contribution, the discipline of Design continues to be identified as a facilitator of educational transformation. Results to date, however, are mixed and there is an evident failing at the design briefing stage to understand how children interact with their educational settings and, notably, an avoidance of direct challenge to the primary school classroom and its practice. In response, this thesis asks how the social and cultural study of children’s relationships with their physical school can suggest a meaningful approach to primary school architecture and furniture design. A model of well-being is developed to clarify misused terminology and to present a realistic expectation of design in which the contradictory goals of inclusion and the development of the individual are appraised. Sitting within a diverse grounded methodology, the concept of belonging is then explored as a basis for evaluating the contribution of different aspects of the physical school to children’s well-being. The primary school environments studied were found to limit the possibilities of a child’s well-being. School architecture through to classroom wall displays were complicit in restricting physical and social expression in favour of school organisation and, furthermore, the central child-teacher relationship was found to be unnecessarily devalued by behavioural concerns derived from the setting. By ethically interpreting the rich variety of children’s voices, priorities for what is coined here as child-teacher centred design are established and a clear relationship between architecture and furniture is offered. The thesis recommends that architecture continues to perform a protective classroom role to support objectives of inclusion whilst school furniture supports more affective, individualistic goals through less prescriptive and more varied settings for learning.

Sited prominently in midtown Houston, XS Elementary explores eccentricity as a new spatial and graphic model for the public elementary school in order to reconfigure the structure of the learning and urban environment, establishing flexibility through architectural specificity and formal affect. The project draws from the legacy of mat buildings, employing a dense unit-based framework that is both rationally systematic and embedded with pockets of productively discontinuous eccentric spaces. These auxiliary learning spaces expand education beyond the generic classroom and into an interconnected spatial sequence. Graphic and spatial techniques of jitter, shift, and overprinting reveal, generate, and reinforce moments of internal eccentricity, embuing an internal urbanity to the school and allowing the city to penetrate the institution. By engaging longstanding disciplinary efforts to design learning environments suitable to our time, this thesis confronts today’s electronic delivery methods and emphasis on efficient standardization, asserting that spatial, graphic, and urban play (the slightly off, odd, and peculiar in the face of standardization) is the avenue through which Architecture can exercise innovative and dynamic design, moving beyond the banal mediocrity of design for specialized efficiency’s sake.

This study engaged with the architecture of the ‘Initial Structure’ at Newman College, 1915-1918, so as to establish this building’s place in the oeuvre of Walter Burley Griffin (1876-1937). Griffin’s architecture at Newman College was unparalleled in Melbourne yet it has never been the subject of a comprehensive study. Further, a measure for Griffin’s creative method and architectural style has not been developed to date although much scholarship has been devoted to the identification of events and works in Griffin’s career. Furthermore a substantive analysis of the architecture of Walter Burley Griffin was lacking that defined and distinguished his work from that of the so-called ‘Prairie School’, and of Frank Lloyd Wright. / Walter Burley Griffin was the conceptual designer of Newman College, while Marion Mahony Griffin (1871-1961), his wife and architectural practice partner was its facilitator. An evaluation of Griffin’s university education, 1895-1899, drew out the compositional concepts of parti, types and architectonics, as his own preferred means of working. Griffin’s mature style in the college design was also indebted to his architectural practice and experiences in Chicago, 1899-1914. An initial assumption in this study was that Griffin was eclectic, as were the American predecessors he admired, Thomas Jefferson and Henry Hobson Richardson, as were Griffin’s contemporaries, Louis Henri Sullivan and Frank Lloyd Wright. Thus the sources of Griffin’s architectural ideas, elements, and methods of composition, have been traced in this study. / American campus designs were surveyed and comparisons made with the other three late 19th Century college buildings at the University of Melbourne to distinguish Griffins’ innovations in college planning, construction and form at Newman College. The description of the commissioning, committee-work and program for the Newman College building revealed the social and political idealism that linked Griffin with his supporters among Melbourne’s Roman Catholic community. Griffin worked with ‘structure’ in mind, both compositional and constructional. Particular partis, typologies and architectonic patterns have been 3 identified in the compositional structures of the college building design. Similarly Griffin’s adaptations of new and exploratory building techniques were investigated. / Griffin’s sources were not only American. He derived inspiration equally from seminal European and Asian precedents, which provided instances of an underlying compositional structure. In the architecture of Newman College the composite plans, mixed construction techniques and materials, and richly layered forms allowed Griffin scope to express ideal college purposes, spiritual universality, and organic wholeness.

Thesis (Ph. D.)--University of Illinois at Urbana-Champaign, 1984. / Vita. Includes bibliographical references (leaves 626-650). Also issued in print.

Thesis (Ph. D.)--University of Illinois at Urbana-Champaign, 1984. / Vita. Includes bibliographical references (leaves 626-650).