Allyn & Bacon / Merrill
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Educational Facilities Planning: Leadership, Architecture, and Management
ISBN-10: 0205342469
ISBN-13: 9780205342464
Publisher: Allyn & Bacon
Copyright: 2006
Format: Paper; 456 pp
Published: 10/18/2005
Status: Instock
This book includes a thorough conceptual framework, with descriptions and "how to" applications of educational facilities planning, design, and research.
Serving as both a reference and textbook, each of the 18 chapters includes exercises to expand traditional and computer-assisted facilities planning and design activities. The book is amenable to Web-assisted instruction and there are numerous citations from the Internet.
Each chapter provides a special "reality-based" contribution to the educational facilities planning and design process. Ideas are conveyed through comprehensive descriptions, illustrations, summaries, and extended activities developed to increase understanding and emphasize the relevance of school planning and design in a regulated, political climate. The reader is guided to visualize a broader context for educational planning and design, where design principles are categorized according to building organization, educational level, shared school and community resources, and site design and outdoor spaces.
- A model for developing educational learning environments, framed by highlights of the educational facility planning and design process, provides a conceptual framework that integrates multiple perspectives (Ch.3).
- Planning and programming design activities are linked to school construction and related capital outlay activities to illustrate the importance of collaboration between the educational organization and community (Chs. 5, 6 & 7).
- Proper facilities management is recognized as a vital component to the learning process. Awareness that maintenance starts during the planning phase and continues through the life of the structure is stressed for people involved in school leadership (Chs. 8 & 9).
- Strong leadership on legal and financial issues in developing educational facilities is discussed as an essential element of school success (Chs. 10 & 11).
- Applications of the various tools for school planning are emphasized in Part VIII. Determining space needs, and conducting a student population analysis in a spreadsheet format, and a 10-step model for strategic planning are highlighted (Chs. 16, 17 & 18).
- Includes information on educational architecture and its history, which are vital to understanding the context of educational facilities planning and design of learning environments (Chs. 1 & 2).
- Further resources are available online at http://www.ablongman.com/edleadership.
Preface
Part I: Educational Architecture: History and Principles of Design
1. History of Educational Architecture
Educational Architecture in the Colonial Period
Societal Influences on Education in the Colonial Period
The One-room Country Schoolhouse
Lancasterian Schools
Educational Architecture of the Industrial Revolution
Societal Influences on Education During the Industrial Revolution
The Common School
Immigration, Urbanization and Urban Schools of the 1920s
The Progressive Movement
The Birth of Educational Facility Planning
Educational Architecture in the Information Age
Societal Influences on Education in the Information Age
The Emergence of the Modern School Building
The Educational Facilities Laboratory
Open Education and Open Plan Schools
Alternative Schools Movement
Neighborhood School Movement
Community Education, Community Schools & Schools in the Community
Middle School Philosophy and the House Plan
Technology, the Virtual School and the Internet
Summary
Activities
References and Bibliography
2. Trends in Educational Architecture That Influence the Design of Learning Environments
Principles for Site & Building Organization
1. Plan Schools as Neighborhood-Scaled Community Learning Centers
2. Plan for Learning to Take Place Directly in the Community
3. Create Smaller Schools
4. Respect Contextual Compatibility While Providing Design Diversity
5. Consider Home as a Template for School
6. Meander Circulation While Ensuring Supervision
7. Design for Safe Schools
Principles for Primary Educational Space
8. Cluster Learning Areas
9. Provide Space for Sharing Instructional Resources
10. Design for a Variety of Learning Groups and Spaces
11. Keep Class Sizes Small
12. Provide Resource-Rich Well-Defined Activity Pockets
13. Integrate Early Childhood Education into the School
14. Provide a Home Base for Every Learner
15. Regard Teachers as Professionals
16. Provide Studios to Support Project-based Learning
17. Encourage Educational Leadership by Decentralizing Administrative Space
Principles for Shared School and Community Facilities
18. Establish a Community Forum
19. Allow for Community Conferencing Space
20. Create Privacy Niches
21. Weave Together Virtual and Physical Learning Spaces
Community Spaces
22. Provide Opportunities for Job Training
23. Provide a Parents Information Center
24. Provide Health Care Service Centers
Character of All Spaces
25. Design Places with Respect for Scale and Developmental Need
26. Maximize Natural and Full-Spectrum Lighting
27. Design Healthy Buildings
28. Design for Appropriate Acoustics
Site Design and Outdoor Learning Spaces
29. Allow for Transitional Spaces Between Indoor and Outdoor Spaces
30. Establish a Variety of Outdoor Learning Environments
31. Separate Children and Pedestrians from Vehicles and Service
Summary
Activities
References and Bibliography
Bound Sources
Internet Sources
Part II: Educational Facilities Planning
3. A Procedural Model for Developing Educational Facilities
Premises
Premise 1. Strong leadership is essential
Premise 2. The school system has a defined direction - a mission and a vision
Premise 3. School facilities are provided after long-range goals and objectives are established
Premise 4. The educational program’s goals and objectives are linked to physical places
Premise 5. Planning and design activities are integrated
Premise 6. Management is systematic; data, and goal driven
Premise 7. The demand for resources is greater than those available
Premise 8. The school and community should work cooperatively
Connections in the Development Model
Leadership
Expertise, Resources, Data, and Information
Involvement of the Students, Community, and Educators
Evaluation
A Practical Application of the Model
Summary
Activities
References
4. A Review of Educational Facilities Planning Procedures
A Definition of Planning
The Objective for Planning and People Who Plan
A Broad Context for Planning
Educational Facilities Planning Procedures (1970s and 1980s)
Planning Procedures (The 1990s and Beyond)
Classic Planning Approaches
A View of the Philosophy of Teaching and Learning
Environmental Psychology and Social Design
Summary
Activities
References
Part III: Planning, Programming, and Design of Educational Learning Environments
5. Planning and Programming for A Capital Project
Need for Planning Activities
Phases in Planning for Educational Learning Environments
Phase I- Determine the Principles and Values of the Community
Phase III - Examine the Context
Phase IV - Specify What is Realistic, Given the Context, Mission, Values and Beliefs
Phase V - Envision Alternative School Environments That Capture the Surprise-free Scenarios
Phase VI - Select the Best Alternative
Phase VII — Program the Best Alternative
Phase VIII- Complete Final Design and Pre-Construction Activities
Phases IX and X — Construct and Occupy the Facility
Basic Milestones in Planning Capital Projects
Charting the Master Schedule of Activities
Planning a Capital Project for Remodeling a School
Summary
Activities
References
6. Architectural Design
The Relationship Between Planning and Design Activities
The Architectural Design Process
Basic Design Services
Construction Documents and Specifications
Bidding and Negotiation
Construction Administration
Community Involvement in Design
Applications of School Design Principles
Davidson Elementary School, Davidson, NC
Cragmont Elementary School, Berkeley, California
Crosswinds Arts and Science Middle School, Woodbury, MN
The School for Environmental Studies, Apple Valley, Minnesota
The Gary and Jerri-Ann Jacobs High Tech High School, San Diego, California
Harbor City Charter School, Duluth, Minnesota
Henry Ford Academy, Dearborn, Michigan
Illinois Mathematics and Science Academy: Grainger Center for Imagination and Inquiry, Aurora, Il
Canning Vale High School, Perth, Australia
Summary
Activities
References
Part IV: School Construction and Capital Outlay Activities
7. Construction and Construction Management
Construction Delivery Methods
Competitive Bidding
Construction Management
Design/Build
The Construction Process
The Construction Project Team
The Bidding Process
Contract Documents
Construction Coordination
Phasing Construction Around School Activities
Change Orders
Substantial Completion
Building Commissioning
Occupancy
Liability Issues and Dispute Resolution
Summary
Activities
References
Internet Resources
Glossary
Appendix to Chapter 7
California’s Public School Construction Process
Part V: Management, Maintenance, and Operations of School Buildings
8. Managing School Facilities
Planning for Obsolescence
Deferred Maintenance in School Facilities
A Model for Facility Management
The Organization of Maintenance & Operations at the District Level
Custodial Services
Maintenance and Operations Budget
The District Maintenance and Operations Program
Facility Maintenance Management
Forms of Facility Maintenance
Preventive Maintenance
Additional Forms of Facility Maintenance
The Role of Information Technology in Facility Management
Computer-aided Facility Management (CAFM)
Building Automation Systems
Role of Internet in Facility Operations
Outsourcing Facility Management Services
Facility Management and Organizational Change
Maintenance & Operations at the School Site
Summary
Activities
References
9. Maintenance and Operations of the School Facility: The Role of the Principal
Organization and Management of M & O
Variables Affecting the Quality of M & O
Crowding, and School Capacity
Approximating Building Capacity - Formula 9.1
Estimating Capacity - Formula 9.2
Levels of Perceptions of Cleanliness
Custodial Work Schedule and Work Load
Estimating Custodial Staffing Needs
Workload Formula - Formula 9.3
Schedule for Custodians
The Custodian’s Qualifications and Job Description
Supervisor of Custodians
Head Custodian
Night Foreman
Characteristic Duties and Responsibilities:
Student Care of the Learning Environments
The School Principal’s Role in School Maintenance
Fire Prevention and Protection
Mechanical Crafts and Maintenance
Knowledge of the Custodial Workstation
Priorities and Checklists for Preventive Maintenance
Summary
Activities
References
Part VI: Legal and Financial Issues in Developing Educational Facilities
10. Legal Issues in School Facilities Planning, Design, and Construction
Contracts
Restraints on Government Actions
Open Meetings
Due Process and Eminent Domain
Zoning and Building Codes
Compliance With Federal Statutes
Section 504 of the Rehabilitation Act
The Americans with Disabilities Act
Individuals with Disabilities Education Act
Tort Law
Playgrounds
Toxics and Environmental Impact
Non-Curricular Use of Public School Facilities
Funding Equity and Facilities
Security
Demographics and Desegregation
Summary
Activities
References
11. Financing School Infrastructure Projects
The Historical Perspective
Local Funding Options
Determining What is Affordable
The Bond Issue
Advantages
Disadvantages
Establishing a Credit Rating
Bond Issue Dos and Don’ts
Hiring Consultants
Wording the Ballot
Accounting Procedures
Budgeting Issues
Local Option Sales Taxes
Sinking Funds
Lease-Purchase Agreements & Certificates of Participation
Pay-As-You Go
State Funding of Capital Projects
Direct State Aid
Flat Grants
Equalized Grants
Categorical Grants
State Loan Authorities
Federal Funding
Start Up Costs
Summary
Activities
References
Additional Suggested Readings
Part VII: Research About the Physical Environment
References
12. The Physical Environment and Student Achievement in Elementary Schools
Background: The School’s Physical Environment
Movement Classifications
Large Group Meeting Places
Architectural Design
Daylight and Views
Color
Location of the School Site
Instructional Neighborhoods
Outdoor Environments
Instructional Laboratories
Environmental
Method
Instrumentation
Reliability of the Instrument
Data Collection
Research Question and Assumptions
Results
Third Grade
Fifth Grade
Conclusions and Discussion
Implications
Summary
Activities
References
Appendix
Design Appraisal Scale for Elementary Schools
13. Classifications of Middle School Design
The Problem
The Unique Character of Middle School Students
Middle School Facility Design
Environmental Attributes
Learning Spaces
Procedural Attributes
Instrumentation
Components of the Design Assessment Scale for Middle Schools
Zone 1 - Entry/Movement
Zone 2 — Work
Zone 3 - Storage Systems
Zone 4 - Display and Mini-Museums
Zone 5 - Living Things
Zones 6 - Soft Areas
Zone 7 — Teacher Spaces
Zone 8 — Technology
Zone 9 - Indoor/Outdoor Relationships
Zone 10 — Environmental
Zone 11 — Aesthetics
Scoring and Reliability
Procedures
Analysis and Findings
Supposition
Toward a Design Characteristic Language Theory
Need for Further Study
Summary
Activities
References
14. Investigating Environmental Quality in Schools
The Problem
Research Approach
Case Study Selection Process
Participant Selection
Physical Facilities Inventory
Observations, Interviews and Surveys
Workshops
Planning Workshops
Cross-case Analysis
Case Study Narrative: Roger R. Cunningham Elementary School
The Dilemma
Obstacles to the Vision
Facility Concerns
The Solutions
Discussion and Conclusions
Summary
Activities
References
15. Identifying Relevant Variables for Understanding How School Facilities Affect Educational Outcomes
Research Problem
Methodology
Phase I - Literature Analysis
Phase II - Identifying Measures of Success Using a Concept Mapping Methodology
Phase III - Identifying Physical Factors Plausibly Related to Measures of Success
Phase IV — Identify Gaps and Develop Research Priorities
Findings
Phase I - Literature Analysis
Phase III: Identifying Physical Factors Plausibly Related to Measures of Success
Discussion
Future Research Needs
Summary
Activities
References
Appendix
Part VII: Models, Examples, and Applications
16. Student Population Forecasting
Introduction
Background
Estimating Student Enrollment: The Modified Grade Progression Ratio Model
Step 1- Obtain Resident Live Births For the County Where the School District is Located.
Step 2- Determine the Net Enrollment by Grade Level for the Past Five Years.
Step 3- Enter the Data Sets in the Model
Step 4 — (Optional) Develop a 10-year Student Population Forecast.
Estimating the Enrollment for Various Levels
One Elementary School
One Middle School in a Large School System
One High School
Summary of Steps for the Electronic Spreadsheet
Adjusting The Student Population Forecast: A Case Study of Sunny River County
Forecasts by Year and Grade Level
Possible Adjustments Based on the "Factor of Potential™"
Possible Adjustments as A Result of an Expected Increase in Density
A Guiding Factor for All Adjustments
Findings and Conclusions for Sunny River Schools
Accuracy of the Base Model
Summary
Activities
References
Appendix for Chapter 16
Formulae for the Base Model
17. A Collaborative Strategic Planning Activity for Planning and Designing Educational Facilities: A Case Study
Assumptions, Advantages, and Limitations of Strategic Planning
Problem-Based Activities
Managing Meetings
Developing a Strategic Plan — A Problem-Based Format
A Model for Strategic Planning
Step: 1: Selecting Members and Organizing the SP Teams
Step 2: Orienting Team Members
Step 3: Determining Values about Learning Environments
Step 4: Developing a Mission Statement
Step 5: Scanning the External and Internal Environments
Step 6: Constructing Surprise-Free Scenario Statements
Examples of Surprise-Free Scenario Statements
Step 7: Creating a Vision of the Program and Facilities
Step 8: Developing the Educational Specifications
Context
Develop Philosophy Statements
Complete Strategic Design Goals
Formulate Educational Specifications
Step 9: Going From Educational Specifications to School Design
Step 10: Presenting the Strategic Plan and Concept Design of the School Program
Summary
Activities
Bibliography
Selected Web Sites
Glossary
Appendix for Chapter 17
18. Size and Space: Facts and Guidelines for Planning, Site Selection, and Design.
School Size
Space Needs
The Child-Care Center
Elementary School
Secondary Schools
Translating the Educational Program into Space Needs
School Sites
Steps in Site Selection
Criteria for Site Selection
The Site Selection Team
Summary
Activities
References
“This is an excellent textbook and useful for school leaders. It addresses the current needs and includes problem solving techniques effectively.”
—Margaret R. Dolan, University of Missouri, St. Louis
“Excellent! I see a prospective or new principal benefiting greatly from the reading and use of this text.”
—Paulette P. Harris, Augusta State University
“This is overall an excellent resource — a much needed tool to place in the hands of educators and practitioners alike, to assist in the teaching and conducting of educational facilities planning, design, construction, and management.”
—David R. Streifling, Adventist International Institute of Advanced Studies
“This is an excellent book.”
—Flora Ida Ortiz, University of California, Riverside
This book includes a thorough conceptual framework, with descriptions and "how to" applications of educational facilities’ planning, design, and research. Each chapter provides a special "reality-based" contribution to the educational facilities planning and design process. Ideas are conveyed through comprehensive descriptions, illustrations, summaries, and extended activities developed to increase understanding and emphasize the relevance of school planning and design in a regulated, political climate. The reader is guided to visualize a broader context for educational planning and design, where design principles are categorized according to building organization, educational level, shared school and community resources, and site design and outdoor spaces.
Features:
- A model for developing educational learning environments, framed by highlights of the educational facility planning and design process, provides a conceptual framework that integrates multiple perspectives (Ch.3).
- Planning and programming design activities are linked to school construction and related capital outlay activities to illustrate the importance of collaboration between the educational organization and community (Chs. 5, 6, & 7).
- Strong leadership on legal and financial issues in developing educational facilities is discussed as an essential element of school success (Chs. 10 & 11).
- Applications of the various tools for school planning are emphasized in Part VIII. Determining space needs, and conducting a student population analysis in a spreadsheet format, and a 10-step model for strategic planning are highlighted (Chs. 16, 17, & 18).
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Responding to Hate at School: A Guide for Teachers, Counselors, and Administrators
Southern Poverty Law Center
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