School programming, design, and evaluation: a community/university partnership
For decades, educational leaders discussed the components of a successful educational program, yet they have regarded the physical setting as an institutional backdrop receiving scant attention. Widespread misconceptions reinforce the view that the quality of school building has no impact on academi...
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ANTAC - Associação Nacional de Tecnologia do Ambiente Construído
2008
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| Sarrera elektronikoa: | https://seer.ufrgs.br/ambienteconstruido/article/view/3725 |
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ojs-article-37252010-02-03T18:08:07Z School programming, design, and evaluation: a community/university partnership Programa de necessidades, projeto e avaliação de escolas: uma parceria comunidade-universidade Sanoff, Henry Escolas; Programa de necessidades; Avaliação pós-ocupação; Escolas For decades, educational leaders discussed the components of a successful educational program, yet they have regarded the physical setting as an institutional backdrop receiving scant attention. Widespread misconceptions reinforce the view that the quality of school building has no impact on academic performance. Consequently, a gap exists between the educators' view of improving quality and the process of planning schools. School buildings ought to be an expression of the fact that exploration and discovery are important parts of obtaining knowledge. Current learning styles and teaching methods suggest the need for a new form of learning environment characterized by different activity settings and smallgroup activities. This middle school reflects recent efforts to promote small schools. It is the result of a lengthy collaborative process between the county public school system and a university to develop a 600-student school that includes three academic houses, each of which functions independently but under the same principal. Although school construction was completed in 2000, this case study focuses on the stages prior to design development and after building construction. A key factor in this study is the creation of a building program that responds to a curriculum featuring integrative, active, real world learning that involves significant contact with adults. Another important factor in the development of this case study is the assessment of the completed building from the students’ and teachers’ viewpoint after one year of occupancy. For decades, educational leaders discussed the components of a successful educational program, yet they have regarded the physical setting as an institutional backdrop receiving scant attention. Widespread misconceptions reinforce the view that the quality of school building has no impact on academic performance. Consequently, a gap exists between the educators' view of improving quality and the process of planning schools. School buildings ought to be an expression of the fact that exploration and discovery are important parts of obtaining knowledge. Current learning styles and teaching methods suggest the need for a new form of learning environment characterized by different activity settings and small-group activities. This middle school reflects recent efforts to promote small schools. It is the result of a lengthy collaborative process between the county public school system and a university to develop a 600-student school that includes three academic houses, each of which functions independently but under the same principal. Although school construction was completed in 2000, this case study focuses on the stages prior to design development and after building construction. A key factor in this study is the creation of a building program that responds to a curriculum featuring integrative, active, real world learning that involves significant contact with adults. Another important factor in the development of this case study is the assessment of the completed building from the students’ and teachers’ viewpoint after one year of occupancy. ANTAC - Associação Nacional de Tecnologia do Ambiente Construído 2008-04-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://seer.ufrgs.br/ambienteconstruido/article/view/3725 Ambiente Construído; v. 7, n. 1 (2007): Edição Especial Avaliação de Desempenho; 7-19 Ambiente Construído; v. 7, n. 1 (2007): Edição Especial Avaliação de Desempenho; 7-19 Ambiente Construído; v. 7, n. 1 (2007): Edição Especial Avaliação de Desempenho; 7-19 1678-8621 1415-8876 por https://seer.ufrgs.br/ambienteconstruido/article/view/3725/2077 Direitos autorais 2016 Ambiente Construído https://creativecommons.org/licenses/by/4.0 |
| institution |
Universidade Federal do Rio Grande do Sul |
| collection |
OJS |
| language |
por |
| format |
Online |
| author |
Sanoff, Henry |
| spellingShingle |
Sanoff, Henry School programming, design, and evaluation: a community/university partnership |
| author_facet |
Sanoff, Henry |
| author_sort |
Sanoff, Henry |
| title |
School programming, design, and evaluation: a community/university partnership |
| title_short |
School programming, design, and evaluation: a community/university partnership |
| title_full |
School programming, design, and evaluation: a community/university partnership |
| title_fullStr |
School programming, design, and evaluation: a community/university partnership |
| title_full_unstemmed |
School programming, design, and evaluation: a community/university partnership |
| title_sort |
school programming, design, and evaluation: a community/university partnership |
| description |
For decades, educational leaders discussed the components of a successful educational program, yet they have regarded the physical setting as an institutional backdrop receiving scant attention. Widespread misconceptions reinforce the view that the quality of school building has no impact on academic performance. Consequently, a gap exists between the educators' view of improving quality and the process of planning schools. School buildings ought to be an expression of the fact that exploration and discovery are important parts of obtaining knowledge. Current learning styles and teaching methods suggest the need for a new form of learning environment characterized by different activity settings and smallgroup activities. This middle school reflects recent efforts to promote small schools. It is the result of a lengthy collaborative process between the county public school system and a university to develop a 600-student school that includes three academic houses, each of which functions independently but under the same principal. Although school construction was completed in 2000, this case study focuses on the stages prior to design development and after building construction. A key factor in this study is the creation of a building program that responds to a curriculum featuring integrative, active, real world learning that involves significant contact with adults. Another important factor in the development of this case study is the assessment of the completed building from the students’ and teachers’ viewpoint after one year of occupancy. |
| publisher |
ANTAC - Associação Nacional de Tecnologia do Ambiente Construído |
| publishDate |
2008 |
| url |
https://seer.ufrgs.br/ambienteconstruido/article/view/3725 |
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AT sanoffhenry schoolprogrammingdesignandevaluationacommunityuniversitypartnership AT sanoffhenry programadenecessidadesprojetoeavaliacaodeescolasumaparceriacomunidadeuniversidade |
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