The thesis is about the creation of an urban environment or a small town. First the medieval town is investigated – the spaces, interrelationships and elements that make a successful urban environment. Second, a high school is designed using this criteria to create a high school that is in fact a town. / Master of Architecture

This thesis investigates how architecture can go beyond basic programmatic requirements of a school to create a more pleasant environment for students and staff through the use of natural light and geometry. / Master of Architecture

The purpose of this report was to find out if there were any differences in how the indoor environment was experienced in environmentally certified school buildings compared with similar conventional buildings. For that two certified school buildings, Vegaskolan in Vännäs and Hedlunda preschool in Umeå was compared with two conventional preschools in Umeå, Solbacken and Skattelden, in terms of how the indoor environment was experienced. This was done using a questionnaire and interviews. The results of the survey showed that Vegaskolan had the lowest percentage among the staff that was bothered by various environmental factors, while Hedlunda preschool had the largest share. Hedlunda also had the highest percentage amongst the staff with health problems. All four buildings surveyed, however, had smaller percentages who were disturbed by noise than preschools in general, and the environmentally certified buildings had an even lower percentage. If this is due to the certification is however difficult to say. Since there were more differences between the two certified buildings, it is difficult to draw general conclusions depending on the building type. Most of the differences showed in this study do not depend on the certification of the buildings, but of other causes. However the environmentally certified buildings are more complex than the conventional buildings, with more things that can go wrong. Therefore it requires more monitoring of the indoor environment after the building is put into use, as well as more information to operators and users in order to prevent adverse health effects, which seems to be the case at Hedlunda.

This PhD research project has examined four newly built secondary schools in Leicester, England that were procured through the UK Government’s Building Schools for the Future (BSF) programme (2003-2010). The research strategy has adopted a mixed-methods approach using a range of quantitative and qualitative data. The principle aim was to establish a theoretical framework for Sustainable Development which could then help to shape the analysis. Five specific dimensions were identified as a result of an extensive literature review (Education [A], Community [B], Environment [C], Technology [D] and Economics [E]). It was also important to consider the dynamic nature of a school in relation to the study’s overarching question; ‘Sustainable Schools; Beyond Measure?’ In this regard, a “systems” approach was selected, which in turn led to the identification of three further levels of analysis (Inputs [1], Processes [2] and Outcomes [3]). Five objectives were then identified, helping to instruct the direction of the research activities. Firstly, the BSF procurement mechanism had to identify a private sector partner to rebuild the 16 secondary schools in Leicester over a 10 year period. This was time consuming and did not include energy efficiency as part of the selection process. Secondly, the commissioning of the four phase one buildings prior to occupancy was not sufficiently thorough. As a result, multiple operational problems were encountered post-occupancy by the Facility Management (FM) Provider. Thirdly, when the utility data was examined, the schools were not performing efficiently around their schedule of activities. When the Building Management Systems (BMS) were subsequently re-commissioned, timer settings were adjusted, resulting in substantial carbon and energy savings. Fourthly, when the staff completed an occupancy satisfaction survey, the results identified numerous comfort problems which could be linked to the heating, ventilation and air-conditioning systems (HVAC). Finally, when the researcher looked back at the past 10 years of educational statistics (2002-2012), it was clear how attainment, based on GCSE results, had dramatically improved following the move into the new buildings in September 2009. In order to draw out new insights from this wide spectrum of data, a matrix was developed, helping to organise the information in a systematic way. More generally, it is hoped this approach will promote a more intricate understanding about the way Sustainable Development can be integrated into future procurement mechanisms, building regulations and education policy.

The UK government, under the Primary Capital Programme, is planning to rebuild or refurbish approximately half of all primary schools by 2022/23. The aim is to create primary schools that are equipped for 21st century teaching and learning. Around £7 billion will be invested in the scheme with £1.9 billion of the budget being spent 2008-11, £650 million for all local authorities in 2009-10 and £1.1 billion in 2010-11. However, this substantial investment will only meet the target of providing a 21st century educational environment, with opportunities for exemplary teaching and learning, if the design of new and refurbished schools is fit for this purpose. The research set out to answer the question ‘How can all user groups be involved in the evaluation of newly built primary schools?’ This question was addressed by achieving the aim of developing a post-occupancy evaluation toolkit specifically for primary schools which accounted for the views of all stakeholders. The research focussed on primary schools in the city of Coventry in the UK West Midlands and was conducted in two phases: an examination of schools built before the introduction of a model brief in 1996 and an evaluation of schools that were built using its guidance. The findings from the initial case studies indicated issues to be addressed in the design of the toolkit. Following the initial case studies in pre-1996 schools, the research focussed on five recently built primary schools that were constructed according to the guidelines contained in Coventry’s model brief. At the time of commencing the research, six primary schools had been built using this framework. However, there had been no attempt to evaluate the schools to establish whether they met the needs of all stakeholders. The post-occupancy evaluation toolkit that was developed took a multi-stakeholder perspective on primary school builds and resulted in findings which indicate the variability in responses between different stakeholder groups and schools. The research concluded that the post-occupancy toolkit can provide information on school buildings, from a multi-stakeholder perspective, which may be useful architects and designers. It also proposes an approach to primary school design which accounts for the variability in the needs of diverse stakeholder groups and the individuality of each school, including their geographical location.

This creative project encompasses two major parts: an historic context study, and a survey of extant one-room or one-teacher schools in a four county region of East Central Indiana. The historic context study looks into the early school laws in Indiana that promoted, and established a state-wide system of free public education. More specifically, the history focuses on the laws and social factors that led to the rise and fall of the one-room or one-teacher school as the primary source of education for Indiana children. The history of the rise and fall of the one-room schoolhouse in Indiana can be divided into three major eras: the pioneer period between 1787 and 1851; the golden era of one-room schoolhouse education from 1851 to 1907; and, the final demise of the one-teacher school as an institution as consolidation of schools became popular.The purpose of the first half of the project is to create a context for the remaining one-room schoolhouses listed in the inventory that makes up the second half of the creative project. The pictorial inventory lists and provides basic historical information on extant one-room and one-teacher schoolhouses in the Indiana counties of Delaware, Grant, Henry, and Jay. Currently there are approximately 78 one-room schoolhouses still in standing in the four counties. This number is a small percentage of the well over 400 one-room and one-teacher schoolhouses that dotted the four counties at the turn-of-the-century.These two parts together create a document that promotes awareness of a disappearing rural resource. The project also provides a stepping stone for future research into the history of education in Indiana, and the specific rural schools which helped to build the Indiana school system. / Department of Architecture

This document is submitted in partial fulfilment for the degree: Master of Architecture [Professional] at the University of the Witwatersrand, Johannesburg, South Africa, in the year 2013. / In South Africa there are approximately three million people between the ages of 18 and 24 who are unemployed or not part of an education or training institute. There are residing issues concerning education in post-apartheid South Africa, such as poor quality education in areas where the socio-economic climates still prove challenging and an increasing absence of educational institutions and training facilities. As a result, South Africa is suffering from a lack of skilled labour across all sectors of trade. In the Green Paper for Post-School Education and Training, published in 2012, the Department of Higher Education and Training (DHET) addresses the current issues around education in South Africa and indicates that part of the resolution is to form a “nexus between the formal education system and the workplace.” Both private and public sectors need to adopt new infrastructure to ensure a higher success rate for empowering South Africans through the provision of skills-based education. This thesis is about creating a ‘new’ school idea - The Incubation Hub - for artisans, where architectural technological innovation meets education in South Africa, opens up vocational opportunities and subsequently allows for economic growth. The ‘new’ school will not only create a stronger and a more advanced workforce for South Africa but aims to bridge the gap between the corporate sector and the education and political sectors. The Incubation Hub tackles the proposed matter by recognising the opportunity for an architectural intervention, whereby a literal and physical symbiotic relationship is formed between two buildings – each with a separate function and role in society and the economy - that unites their individual responsibilities to create a new identity. In doing so, the Incubation Hub aims to improve the social and economic status of South Africa on a local and global level.

Os prédios escolares são importantes marcos na paisagem urbana das cidades paulistas. Um dos símbolos da presença do Estado e do desenvolvimento econômico e social, a arquitetura das escolas públicas em São Paulo é representativa de diferentes períodos da arquitetura paulista. Na arquitetura escolar consolidam-se as características do estilo da época, espelham-se as políticas publicas e manifestam-se vanguardas de partidos arquitetônicos. Considerando a representatividade dos edifícios públicos destinados à abrigar as escolas e a sua contribuição para a história da arquitetura paulista, esse trabalho pretende abordar questões relativas à formulação de novas diretrizes para a construção de prédios escolares na década de 30, baseadas nos ideais e propostas pedagógicas em discussão naquele momento, destacando à evolução formal e estética dos prédios escolares; os partidos e programas arquitetônicos adotados a partir das novas diretrizes para educação pública e a introdução de novas técnicas construtivas e materiais de construção. A identificação de exemplares significativos da produção arquitetônica dos prédios escolares, com destaque para aqueles considerados como de valor arquitetônico, histórico e cultural pode contribuir para a compreensão e valorização destes edifícios e de sua arquitetura, com vistas à sua preservação. / School buildings are important landmarks in the urban landscape of the cities of the state of São Paulo. One of the many symbols of the presence of the State and of social and economical development, the architecture of public schools in São Paulo represents different periods of the architecture in this state. School architecture consolidates the style of a certain period; it mirrors the public policies and represents the forefront of architect parties/groups. Considering the representativeness of public buildings developed to be schools and their contribution to the architectural history of the state of Sao Paulo, this study aims to address the factors related to the establishment of new guidelines to build school buildings in the 1930s based on the pedagogical ideals and propositions that were being discussed at that time, enhancing the formal and the esthetic evolution of schools buildings, the architectural styles and programs that were developed based on the new guidelines for public education and the introduction of new construction techniques and materials. The identification of relevant samples of architecture production in school buildings, especially of those of significant architectural, historical and cultural values, can contribute for understanding and valuing these buildings and their architecture, aiming to preserve them.

Thesis. 1975. M.Arch.--Massachusetts Institute of Technology. Dept. of Architecture. / Bibliography: leaf 26. / by Dennis J. Fogarty. / M.Arch.

<p>Centralna tema ovog istraživanje je primena ćelijskog automata računarskog modela u procesu projektovanja školskih zgrada. Istraživanje dominantno obrađuje teme vezane za upotrebu savremenih računarskih tehnologija u procesu arhitektonskog projektovanja, a primenjeno konkretno na školske objekte.</p> / <p>The central theme of this research is the application of the cellular automata computer model in the design of school buildings. Research tends to examine a large number of contemporary architectural design dillemas, foremost the subject of usage of modern informational technologies in architecture, applied to school buildings.</p>