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The purpose of this research was to study the selection of architectural firms for 1997 and 1998 Indiana school construction projects of two million dollars or more. The study reported rankings for architectural selection criteria. Additionally, the study analyzed architectural selection procedures, architectural fees, the degree of respondent satisfaction with architectural services and the finished product, and the amount of inclusiveness in the selection.State records were used to identify the projects approved during the two-year period. Additional data were collected for 81% of the projects via surveys completed by superintendents or their designees.Major findings reported in the study include the following:1. Fees paid to architects ranged from 3.2% to 12.9% of construction costs, with the mean fee being 5.7%.2. In approximately 60% of the projects studied, respondents reported using an inclusive selection procedure for employing an architect.3. Slightly less than one-third of the projects (29%) used a direct selection procedure that precluded the use of a selection committee or the consideration of more than one firm.4. The two most frequently named selection criteria were experience in designing schools and reputation for completing projects within budget.5. The only variable found to have a significant association with the amount of fee paid was satisfaction with architectural services. Respondents in the low-fee category identified the highly satisfied response more than was expected.Outcomes suggest that a considerable number of school officials in the state did not adhere to the accepted best practices concerning competitive selection and the use of inclusive selection committees. The considerable variance in fees paid to architects was not explained by district size, district wealth, the nature of the construction project, or by the selection procedure used.Additional research was recommended in the following areas: (a) replication of the study in other states, (b) qualitative studies of superintendent attitudes about selection criteria and selection committee membership, (c) criteria for setting architectural fees, and (d) factors contributing to superintendent satisfaction. In addition, Indiana policymakers were encouraged to require local school districts to use competitive selection procedures. / Department of Educational Leadership

This study was to develop an instrument for the collection of data relative to construction of public school buildings for the state of Indiana. The number of totally new public schools for which construction contracts were let in Indiana between January 1, 1966 and December 31, 1968 was to be determined. A third purpose of the study was to identify selected predominate physical components used in the construction of school buildings included in the study. A final purpose was to determine the percentage range of expenditures for each of the selected contracts relative to the total cost of the individual facility, as well as the total cost of construction of school buildings included in the study.Procedures and MethodologyThe research design used in this study included the following procedures: (1) determining the totally new public school construction projects; (2) preparation and refinement of the data gathering instrument; (3) data gathering activities; and (4) treatment of data.Public school construction projects for totally new structures for which construction contracts were let in Indiana between January 1, 1966 and December 31, 1968 were included in the study. A printed questionnaire was mailed to school superintendents in which such a construction project was located. The population consisted of 113 facilities of which responses were received concerning 106 or 9308 per cent. A percentage range of selected contract costs was computed for each individual facility and a frequency tabulation was made on the most often used selected physical component.FindingsOf the 106 buildings included in the study 69 or 65,09 per cent were one story construction. Seventy-four or 69.81 per cent used a steel framing system, 100 or 94°33 per cent used brick exterior walls, 38 or 35,84 per cent used unit ventilators for heating and cooling, 67 or 63.2 per cent had cooling to some extent, 58 or 54.71 per cent used natural gas for heat energy, 65 or 61.32 per cent used carpeting on less than 50 per cent of the floor surface, and 52 or 49.05 per cent used non-load bearing walls as interior partitions. The predominate selected physical component was computed for classified buildings based on grades housed.The percentage range of the general contract cost ranged from a low of 40.92 per cent to a high of 70.97 per cent of the total cost of the individual facilities. The percentage range for the mechanical contract was from a low of 7.25 per cent to a high of 25.61 per cent of the total cost of the individual facility. The percentage range of the electrical contract was from 5.1 per cent to 20.69 per cent and the architect's commission percentage range was from 2.11 per cent to a high of 6.92 per cent of the total cost of the individual facility. Other cost findings were presented in the study.Conclusions1. The great range of construction costs indicates many school administrators lack time, training, and experience to serve effectively as coordinators for planning outstanding and economical school plants.2. A significant number of school facilities included in the study were designed in such a manner as to virtually eliminate flexibility.3. A significant number of elementary schools failed to incorporate environmental comfort features, such as carpeting and air conditioning.4. The fees for legal services rendered in connection with construction of school facilities varied greatly.5. The sale of general obligation bonds was an inadequate method of financing school construction in Indiana.6. If school districts are going to realize a reduction in the amount of the total obligation incurred in financing school construction costs the state of Indiana must provide additional funds for financing school construction.

Thesis (M.Arch.)--University of Hong Kong, 2000. / Includes special study report entitled : Vertical schools. Includes bibliographical references. Also available in print.

This thesis is about the making of places by proposing a community of parts. My vision is to celebrate individual elements while giving a sense of order and a sense of whole. Connections are shaped by functional and structural concerns. The pieces form a place where the community of building parts is reflective of the community of school. The search for an architecture whose order is not dominated by simplistic hierarchy, but through the act of layering spaces and the repetition of structure, has been my greatest challenge. I believe a building with structural harmony will help bring a sense of balance to those who use it. / Master of Architecture

Call number: LD2668 .T4 1966 G427 / Master of Arts

published_or_final_version / Architecture / Doctoral / Doctor of Philosophy

Orientador: João Roberto Gomes Faria / Banca: Maria Solange Gurgel de Castro Fontes / Banca: Karin Maria Soares Chvatal / Resumo: No Brasil, a implantação de edificações públicas em série através da adoção de projetos padronizados é prática recorrente e visa a racionalização de custos, agilidade e melhoria contínua do padrão estabelecido. Este trabalho tem como objetivo avaliar o comportamento térmico de projetos padrão de alcance nacional nas 8 Zonas Bioclimáticas brasileiras. O estudo foi concentrado na avaliação da escola de educação infantil Proinfância Tipo B, com 3446 unidades implantada entre os anos de 2007 e 2017 em todo o território nacional. A análise foi realizada através de estudo de caso, onde a simulação térmica foi adotada para determinação das temperaturas operativas horárias dos ambientes de ensino nas 8 localidades representativas das Zonas Bioclimáticas. Para cada modelo também foram consideradas 4 orientações solares e a adequação da edificação ao clima local através da adoção das estratégias passivas recomendadas na ABNT NBR 15.220. Os dados foram avaliados com a aplicação do modelo de conforto térmico adaptativo da ASHRAE 55-2013, determinando a porcentagem de horas de uso em conforto e desconforto térmico em cada situação. O resultado apresentado é a síntese da avaliação do conforto térmico dos ambientes educacionais do edifício original e o impacto da utilização das estratégias bioclimáticas de forma individual e combinada. A edificação original apresentou índices adequados em 45% das horas de uso e a aplicação das estratégias reduziu significativamente as horas em desconforto t... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In Brazil, the implementation of public buildings in series through the adoption of standardized projects is a recurring practice and aims at cost rationalization, agility and continuous improvement of the established standard. This work aims to evaluate the thermal behavior of standard projects of national scope in the 8 Brazilian Bioclimatic Zones. The study was concentrated in the evaluation of the kindergarten school Proinfância Tipo B, with 3446 units implanted between the years of 2007 and 2017 throughout the national territory. The evaluation was carried out through a case study, where the thermal simulation was adopted to determine the hourly operating temperatures of the teaching environments in the eight representative locations of Bioclimatic Zones. For each model, 4 solar orientations and the adequacy of the building to the local climate were also considered through the adoption of passive strategies recommended in ABNT NBR 15.220. The data were evaluated using the adaptive thermal comfort model of ASHRAE 55-2013, determining the percentage of hours of use in comfort and thermal discomfort in each situation. The result presented is the synthesis of the thermal comfort evaluation of the educational environments of the original building and the impact of the use of bioclimatic strategies individually and in combination. The original building had adequate indexes in 45% of the hours of use and the application of the strategies significantly reduced the hours in therm... (Complete abstract click electronic access below) / Mestre

Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1980. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Bibliography: p. 105-111. / This thesis looks at the need for privacy in the general instructional areas of an elementary school, with the role of the architect in mind. Taking off from the open-plan school, the most recent trend in educational architecture, a case is made for building a range of private places in the school environment. A review of the literature provides a look at behavioral and environmental research on privacy, as well as background information on educational and school design issues. An investigation of a handful of schools in the Boston area gives a description of how the class spaces are used, and uncovers shortcomings and strengths of the buildings. Finally, this information is used to draw some conclusions about how the physical form can provide the necessary privacy. These conclusions are interpreted into design ideas. In focusing on the issue of privacy, several other peripheral issues such a s flexibility and educational philosophy are dealt with. Enclosure and access, issues that bear directly on privacy are discussed. It is concluded that more enclosure than has been provided in open-plan schools is needed on the grounds that more enclosure supports rather than inhibits the activities taking place in a school. / by Philip Pipal. / M.Arch.

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