Dissertations / Theses on the topic 'Open space schools'

This essay uses a case study to examine in a particular school the nature of these interactions. By examining this case using ethnographic methods including walking tours and interviews the essay gains an insight into how the physical environment interacts with the learning environment in the school. The research identifies four main points of interaction. The need for ownership of space, the quality of the study environment, the atmosphere of the school and the need for privacy. These areas of interaction are identified also within the research with teaching staff at the school. From this research there appears to be evidence in favour of open school models which have significant variation and flexibility of space to allow for both teachers and students to adapt the environment to their various needs. The open school model does however invite significant benefits in terms of non-formal learning situations and new forms of interaction between teachers and students.

El colegio no es sólo un lugar de aprendizaje, sino también un medio por el cual uno crece como persona, forja sus valores y sueña con un futuro prometedor. Es definitivamente un lugar importante el cual debe estar dotado de ambientes de calidad, una buena enseñanza y que a su vez sean estimulantes para un buen desarrollo en la vida. Lamentablemente en el Perú existe un gran déficit en el ámbito educativo, ya sea por la falta de estos espacios o por la deplorable situación en la que se encuentran sobre todo en el sector público. Sumado a esto hay muchas personas que por diversos motivos no tienen la posibilidad de estudiar, lo cual afecta al desarrollo y crecimiento del país. La presente Tesis se enfocada en desarrollar un colegio público en el distrito de San Juan de Lurigancho, lugar idóneo para implementar este tipo de proyecto, el cual tiene como principal objetivo integrar a la comunidad y promover el aprendizaje, recreación y desarrollo para personas de todas las edades y estratos económicos.
The school is not only a place of learning; it is also the site which someone can grow as a person, for their values and their future. It is definitely an important place which should be equipped with quality spaces, good teaching and which in turn are stimulating for a good development in life. Unfortunately, in Peru there is a large deficit in the educational field, either due to the lack of these spaces or because of the deplorable situation in which they are found mainly in the public sector. Added to this there are many people who for various reasons do not have the possibility of studying, which affects the growth of the country. This thesis has focused on set a public school in the district of San Juan de Lurigancho, the ideal place to implement this type of project, which has as main objective to integrate the community and promote learning, recreation and development for people of all the ages and economic strata.
Tesis

Orientador: Alberto Albuquerque Gomes
Banca: Antonio Bosco de Lima
Banca: Everaldo dos Santos Melazzo
Resumo: Este projeto foi desenvolvido no âmbito da Linha de Pesquisa "Políticas Públicas, Organização Escolar e Formação de Professores" do Programa de Pós-graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista. Entendemos políticas públicas como medidas e estratégias de caráter público definidas pela ação do Estado em virtude de necessidades e interesses da sociedade. Tendo como horizonte tais políticas, o governo paulista instituiu em 2003 com apoio da UNESCO e outros órgãos não-governamentais, o Programa Escola da Família, favorecendo o acesso das comunidades intra e extra-escolar a modelos de educação não formal, abrangendo toda a rede de escolas da Secretaria de Educação de São Paulo. No final de 2006 com a troca de governo estadual houve um corte drástico de recursos destinados ao programa, e mais de 50% das escolas da rede estadual tiveram as atividades aos finais de semana encerradas por medida direta da Secretaria de Educação. Dessa forma, o objetivo geral deste estudo foi analisar o Programa Escola da Família tomando-o como política pública compensatória, averiguando o seu desenvolvimento junto às populações-alvo; nesse caso dados oficiais foram analisados e um censo foi aplicado para a verificação resultante da relação entre as propostas do Estado e o processo de Cultura da Paz da UNESCO. A metodologia usada obedeceu aos princípios fundamentais descritos na literatura para avaliação de políticas públicas, sendo dessa forma caracterizada como uma pesquisa de avaliação de processo. O lócus do estudo foi circunscrito à Diretoria de Ensino de Presidente Prudente, tendo como base quatro escolas estaduais posicionadas em regiões distintas... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This project was developed under research line "Public Policy, School Organization and Teacher Education" Program Master Education in the Faculty of Science and Technology of the U/ESP - São Paulo State University. We can understand public policy measures and strategies of a public character that regulate and define the activities of the state. The direct economic influence of international organizations in the state characterized as a result of multilateral agreements with pre-set targets. Education is the starting point for many of these agreements, the reduction of marginal youth, cultural openness and qualification of manpower processes are typical of social and economic development. The horizon of such policies, the São Paulo government established in 2003 with support from UNESCO and other nongovernmental organizations, the Family School program, encouraging community access and intra-school models of non-formal education, covering the entire network Schools Department of Education of Sao Paulo. At the end of 2006 with the exchange of state government was a drastic cut in funds for the program, and more than 50% of schools in the state have activities on weekends closed by direct measurement of the Department of Education. Thus, this work aims at analyzing the Family School program, taking it as a public policy allowance. We intend to investigate the impact of those outputs to the target populations... (Complete abstract click electronic access below)
Mestre

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Este projeto foi desenvolvido no âmbito da Linha de Pesquisa “Políticas Públicas, Organização Escolar e Formação de Professores” do Programa de Pós-graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista. Entendemos políticas públicas como medidas e estratégias de caráter público definidas pela ação do Estado em virtude de necessidades e interesses da sociedade. Tendo como horizonte tais políticas, o governo paulista instituiu em 2003 com apoio da UNESCO e outros órgãos não-governamentais, o Programa Escola da Família, favorecendo o acesso das comunidades intra e extra-escolar a modelos de educação não formal, abrangendo toda a rede de escolas da Secretaria de Educação de São Paulo. No final de 2006 com a troca de governo estadual houve um corte drástico de recursos destinados ao programa, e mais de 50% das escolas da rede estadual tiveram as atividades aos finais de semana encerradas por medida direta da Secretaria de Educação. Dessa forma, o objetivo geral deste estudo foi analisar o Programa Escola da Família tomando-o como política pública compensatória, averiguando o seu desenvolvimento junto às populações-alvo; nesse caso dados oficiais foram analisados e um censo foi aplicado para a verificação resultante da relação entre as propostas do Estado e o processo de Cultura da Paz da UNESCO. A metodologia usada obedeceu aos princípios fundamentais descritos na literatura para avaliação de políticas públicas, sendo dessa forma caracterizada como uma pesquisa de avaliação de processo. O lócus do estudo foi circunscrito à Diretoria de Ensino de Presidente Prudente, tendo como base quatro escolas estaduais posicionadas em regiões distintas...
This project was developed under research line “Public Policy, School Organization and Teacher Education” Program Master Education in the Faculty of Science and Technology of the U/ESP - São Paulo State University. We can understand public policy measures and strategies of a public character that regulate and define the activities of the state. The direct economic influence of international organizations in the state characterized as a result of multilateral agreements with pre-set targets. Education is the starting point for many of these agreements, the reduction of marginal youth, cultural openness and qualification of manpower processes are typical of social and economic development. The horizon of such policies, the São Paulo government established in 2003 with support from UNESCO and other nongovernmental organizations, the Family School program, encouraging community access and intra-school models of non-formal education, covering the entire network Schools Department of Education of Sao Paulo. At the end of 2006 with the exchange of state government was a drastic cut in funds for the program, and more than 50% of schools in the state have activities on weekends closed by direct measurement of the Department of Education. Thus, this work aims at analyzing the Family School program, taking it as a public policy allowance. We intend to investigate the impact of those outputs to the target populations... (Complete abstract click electronic access below)

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Esta pesquisa está vinculada ao Programa de Pós-Graduação em Educação da Unesp/FCT e foi desenvolvida com apoio do Programa de Apoio a Educação Especial (Proesp) na linha de pesquisa: Processos formativos, ensino e aprendizagem. Teve por intuito analisar as contribuições de uma proposta de formação continuada para o desenvolvimento profissional docente em uma perspectiva colaborativa, entre professores da Sala Comum (SC) de ensino e do Atendimento Educacional Especializado (AEE), vivenciada em um espaço digital aberto e flexível. As ações que pautaram a pesquisa basearam-se pelos referenciais teóricos para a formação de professores, perpassando as discussões complementares sobre um espaço educacional democrático e a composição para a prática pedagógica de qualidade. Consolidada na abordagem qualitativa foi desenvolvida a partir dos pressupostos do modelo metodológico colaborativo de pesquisa-intervenção, em que desenvolvemos um curso de formação continuada e em serviço de professores, visando o desenvolvimento profissional dos docentes de um município do interior paulista. O curso compreendeu dois momentos: o primeiro momento aconteceu vinculado ao projeto “Núcleo de Ensino” e tratou das necessidades formativas dos professores do AEE para o uso de tecnologias em ambiente escolar a favor da inclusão escolar. A fim de aproximar das necessidades formativas dos participantes, por meio de encontros presenciais, foram realizadas oficinas temáticas a respeito do uso de tecnologia em ambiente educacional. A partir dos indicativos suscitados neste primeiro momento, que acenderam da realidade escolar sobre as dificuldades encontradas pelos professores do AEE em articular os trabalhos educacionais com os professores SC de ensino fomentaram o segundo momento de formação: um resultado da proposta anterior que considerou como principio a ação colaborativa entre professores do AEE e da SC para discussão e aprofundamento de temáticas que compunham o ambiente escolar. A proposta foi estruturada a partir de encontros presenciais e virtuais, em que utilizamos ambientes digitais abertos, principalmente o Facebook e o Google Drive (GD). Os dados que compõe a pesquisa são oriundos dos questionários, das narrativas escritas dos professores, das atividades no GD e Facebook, bem como dos depoimentos e do grupo de discussão no decorrer do curso. A partir da análise, os resultados e discussão indicam aspectos sobre a propositura de cursos para o desenvolvimento profissional docente, ofertados presencial e virtualmente, que valorizem a prática cotidiana como possibilidade formativa, e que promovam a reflexão do professor durante a concepção da prática pedagógica por meio de ações colaborativas. A partir dos indicativos da pesquisa, ressaltamos como necessidade para elaboração de propostas desse tipo, considerar a realidade escolar em que os professores estão inseridos; compreender as necessidades formativas e as condições do trabalho docente. Com tudo, consideramos que a promoção do desenvolvimento profissional docente, a partir de uma perspectiva colaborativa na construção da prática pedagógica, é um movimento a favor de um olhar profundo às práticas escolares democráticas e inclusivas.
This research is linked to the Unesp / FCT Postgraduate Program in Education and was developed with the support of the Special Education Support Program (Proesp) in the line of research: Training processes, teaching and learning. It was intended to analyze the contributions of a continuing education proposal for professional teacher development in a collaborative perspective, between teachers of the Common Room (CR) teaching and Specialized Educational Assistance (SEA), experienced in an open and flexible digital space. The actions that guided the research were based on theoretical references for a teacher education, passing as complementary discussions about a democratic educational space and a composition for a quality pedagogical practice. Consolidated in the qualitative approach was developed from the presuppositions of the collaborative methodological model of intervention research, in which it develops a course of continuous training and in service of teachers, aiming at the professional development of the teachers of a municipality of the interior of São Paulo. The course comprised two moments: the first stage involved the "Teaching Nucleus" project and addressed the teacher education needs of ESA teachers for the use of technologies in school environment in favor of school inclusion. In order to approach the course needs of the participants, through face-to-face meetings, thematic workshops were built on the use of technology in an educational environment. From the concepts of education and teachers, from elementary and high school, the knowledge acquired are as follows: Collaborative action between teachers of the ESA and the SC to discuss and deepen the themes that made up the school environment. The proposal was structured from face-to-face and virtual meetings on Facebook and Google Drive (GD). The data that make up a research come from the questionnaires, the written narratives of the teachers, the activities in the GD and Facebook, as well as the testimonies and the discussion group during the course. From the analysis, the results and discussions indicate the proposition of courses for professional teacher development, offered in person and virtually, that value a daily practice as possible formative, and also promote a reflection of the teacher during a conception of pedagogical practice. Through collaborative actions. From the research indicators, the requirements for the elaboration of study models, consider a school reality in which the teachers are inserted; Also as conditions of teaching work. Nevertheless, we consider that a promotion of professional teacher development, from a collaborative perspective in the construction of pedagogical practice, is a movement in favor of an in-depth look at democratic and inclusive school practices.

My diploma thesis is foceused on evaluation of return of the investment based on the laster insulation together with the filling of the open space and the usage of the back gained heat. For my calculation I used the real building of the basic school Františka Kupky in Dobruška. It is a typical building extended to the whole area of Czech Republic. The realization of the building was finished in 1994. I deal with more variants of more widths of the insulation system in my work. In every single draft is counted with costs for buying of the insulation and the exchange of the filling of the opern spaces. Every draft is counted with the usage of the back gained heat. The biggest benefit was found in the insulation of the 180 mm perimeter wall and the 280 mm of the roofing sytem. Windows and door had the same number of the heating 0.8 W/m2k. In the experimental calculation with the most advantages the conclusion was made that on the heat loss of thr object is the most influential the filling of the open spaces and the facilities for the back gained heat, too. Because it is a typical building, my diploma thesis could work as a background for the draft of the elimination of the heat loss at the buildings with the same shape and usage.

碩士
中原大學
建築研究所
91
The Research of Architectural Planning on Relationship Between Teaching and Teaching Space of Open- Space Schools－The Case Study of Open- Space Schools of Taipei. By Ui-Da Lin Thesis Adviser：Assistant Professor Kuang-Tsung, Tseng Submitted to the Graduate School of Architecture， Chung-Yung Christian University， Taiwan 2002 in Partial fulfillment of requirement for the degree of Master of Architecture 【Abstract】 A good’s education has to observe the change and a demand of society. Face to twenty-one century, the more progress country both progress innovation of education. The education’s content and arrange of class product new method and ideal that according to environment of teaching, ideal of teaching and philosophy of teaching. On every way, the basic change is impossible in teaching, especially school teaching facilities. The Architecture scholar Louis Sullivan have been provided the basic principle「form follow function」on Modern Architecture. The principle becomes basic goal of Architect and worker of teaching. All of school’s activity is begriming of school’s architecture planning. In other way, the architecture design of school must be conform teaching, so the most important think in school’s design is how to combine space and teaching, furthermore provide a diversify learning environment to learn from children by himself. Some school’s architecture has obvious change through innovation of teaching’s ideal and develops of teaching’s method. Base on above, first, the research collect information and documents to understand the change of teaching ideal and teaching space, furthermore according to document and choose goal to analysis, obvious and recording. The research purpose can provide some topic and suggestion about teaching’s activity and teaching space how to match for teaching by innovation of open teaching method. 1. To understand contents and diversity of every teaching activity by investigation and analysis of case. Besides, make different Kinds of teaching activity and provide related topic and suggestion. 2. To discuss teaching activity and teaching space relationship from what the teaching space are 「single teaching space」and「multiple teaching space」and the teaching activity 「major teaching space」and「auxiliary teaching space」. 3. To compare different grade class through space plan and teaching facility relationship. 4. To analysis difference between levels of teaching space and plan of teaching space in order to provide reference for space designer educator and research. Keywords：architectural planning、open- space schools、teaching、teaching space

碩士
國立成功大學
建築學系碩博士班
92
The Green Building Policy has become one of the key development plans in Taiwan. The “Sustainable Green Educational Institute Plan” established by the Ministry of Education has also bring the idea of ecological education and environment into all levels of schools. In addition, the “New Campus Movement” and “Open Education” have also taken sustainable green campus as the uppermost principle. Undoubtedly, the numerous newly established elementary schools adopted the idea of sustainable green campus should also meet the requirements of ecological environment and energy-conservation. 　　In order to find out the ecological environment and energy conservation conditions of post-921-earthquake reconstructed elementary schools (RES) and open education elementary schools (OPES), we investigate into the 15 reconstructed schools conducted by Construction and Planning Agency and 6 open education schools. The Greenery Indicator, On-site Water Retention Indicator, Water Resource Indicator of the Green Building Evaluation System are used to evaluate the water and electricity utilization. Construction costs of these schools are also evaluated in order to understand the applicability of the indicators. For the “Campus Planning Pattern” of RES and OPES, the building occupies 20~30% of the campus site, the sports ground 12~15%, and vacant land 55~68% we found out that the sports ground of RES and OPES is only one half of the area suggested by “Facility Standard of Elementary and Junior High Schools.” For the “Greenery Indicator,” 83.3% of OPES meets the criteria, and only 46.6% of RES meets the criteria. We suggested that “Multi-layer Planting” should be extensively adopted to enhance biodiversity. Sports ground, which is incapable of planting, should be lower down to less than 30% of the campus area. 　　For the “On-Site Water Retention Indicator,” 73.3% of the RES meets the criteria, and only 33.3% of OPES meets the criteria. We suggested that for sites with sand soil to meet the criteria, more than 50% of the campus area should be water permeable. For sites with clay soil, the weighting of water permeable pavement should be lowered to encourage special water retention design. For “Water Resource Indicator,” 66.7% of the OPES meets the criteria, and only 26.7% of RES meets the criteria. We suggested that water saving equipments should be adopted. Rainwater and grey water reclamation systems, which are left used, should be modified to enhance tap-water substitution. The water utilization density of RES is 34(degree/student•year) and that of OPES is 11(degree/student•year). The electricity utilization density of RES is 583(degree/student•year) and that of OPES is 493(degree/student•year), which is three times more than the reference data. This indicated that the two kinds of schools consume energy severely. For the construction cost, the average unit floor area construction fee of RES is 15,527(NTD/㎡) and that of OPES is 18,701(NTD/㎡), which is higher than conventional elementary schools. Although having such high construction budget, construction quality problems and inappropriate design still exists.

碩士
逢甲大學
都市計畫所
96
“Fencing” of schools was erected to demarcate, separate and protect. As times change, schools nowadays are embracing the idea of open design in campus planning and constructions: Increasingly, new campus is open for the public to use as parks. Old schools also follow suit and subsequently seek to integrate with the community and their surroundings by knocking down fencing walls or making changes to them. The question of communitification of schools has, over the past few years, generated a wide range of debates. Issues concerning transformative expansion, regulation and space management, which are currently confronted by schools, also represent the challenges of urban design and urban governance. As the activity facilities and categories of use on campus are as diverse as those of a small town, campus planning can be seen as a model example of urban design. To achieve sustainable development of schools, institutions with specific responsibilities must therefore be established, so as to construct a regulating mechanism for long term operation. The idea of dismantling the fencing walls around schools provide an initial research interest to begin the investigations of this research, which are conducted in the north district of Taichung City with regards to community residents and school administrations. By taking both aspects into consideration, the procedures of campus planning and urban design are compared and analysed. The concepts of urban design are to be employed in the discussions of campus planning prospects and mechanisms, as well as the dialogue between campus planning and environmental management. This research aims to provide a suitable framework for planning and regulation in order to examine the ways in which primary schools and the community neighbourhood they reside in may be brought closer to one another, thus enabling the schools to function as campus community, and ultimately realising the goals of common development and sustainable management for both schools and communities within the North District of Taichung City.

碩士
國立台北師範學院
教育政策與管理研究所
93
The purposes of this study were to understand the situation of teachers’ professional autonomy and to investigate the impact of open-space school construction on teachers’ professional autonomy. Based on these purposes, the researcher constructed an Elementary School Teacher Professional Behavior Questionnaire which included eight areas reflecting a teacher’s professional autonomy: curriculum implementation, domain instruction, child guidance, instructional evaluation, classroom management, action research, self evaluation and communication-cooperation. In each area, there were five items to measure professional autonomy. The degree of professional autonomy was categorized as “novice” “competent” “proficient” and “expert”. The validity and reliability of this questionnaire were examined and all questionnaire results were used to calculate the Cronbach α for internal consistency. The sample was selected from three open-space elementary schools and three traditional schools in Taipei. In each school, 15 teachers were selected. The main findings of this study were as follows: 1. There were differences in the professional autonomy in the eight areas. The degree of autonomy was higher in self evaluation and lower in action research. 2. There were no differences in professional autonomy between male and female teachers; but in terms of marriage status the autonomy was higher for married teachers. 3. For teachers in the open-space schools, the degree of professional autonomy was highest in self evaluation and lowest in action research. Most of the eight areas of professional autonomy reached degree of being “proficient”. 4. For teachers in the traditional schools, the degree of professional autonomy was lowest in action research. Most of the eight areas of professional autonomy were above being “competent” level and some areas were close to “proficient”. 5. There were statistical differences in the degree of professional autonomy in seven areas between teachers in open-space schools and those in traditional schools. There was no difference in action research. Based on the findings, conclusions were made and suggestions for school building as well as for future studies were proposed.

碩士
國立臺北教育大學
教育學系教育創新與評鑑碩士班在職專班
102
The purpose of this study is to analyze the using of clustered classrooms in an open-space school, and analyze its team activities in teaching and learning. The research method includesliterature analysis, interviews and observation.The study will be beneficialfor future researches in exploring the difficulties and potentialof the clustered classroom space. The venue of studyis an open-space elementary school in Taipei city. The conclusions are as follows: 1.Teachers tend to be conservative in making use of the open-space. 2.The open-space benefits teachers in co-teaching and students in learning each other’s diversity. 3.The open-space results negatively in teachers' classroom management. 4.The interferences of soundand sight and the air quality are existing difficulties in open-space. The suggestions are as follows: 1.The school administration mayapply scheduling techniques to disperse class usingat the same time slot toreduce the interference of sound. 2.The school administration maychange the classroom configuration in direction andcabinets to reduce visual disturbances. 3.The school administration mayadjust the air-conditioning equipment and the flow of air to enhance the effectiveness of teaching and learning. 4.The school administration may supply a complete teacher support system to reduce the stress of teachers teaching in the open space. 5.Teachers may design activities based on clustered open-space. 6.Teachers mayestablish the communication mechanismsto share and enhanceteaching abilities. 7.The future studiesmay focus on various types of clustered classrooms to get more insights in teachingeffectiveness and the design of activities, and to compare the qualities betweenopen-space schools and traditional schools.

碩士
臺北市立教育大學
課程與教學研究所
94
Since the open-space-designing of clustered classrooms put into practice several years, it has displayed a particular style and features in education. Not only the space of classroom is changing, it is altering many traditional thoughts in teaching. This transformation provides an opportunity for us to examine how the space of classroom influences teachers’ view of teaching and to discuss its benefits and constrains in teaching. This research is based on the case of the interaction between the clustered classroom space and teachers’ teaching. The main objective of this research is to understand nowadays in elementary school, how the teachers design and scheme the space in regular classrooms and in clustered classrooms. Hope to provide teachers some relative information between classroom space design and teaching for reference in the future. This research adopted the way of purposeful sampling, choosing one elementary school in Taipei whose classroom structure is clustered and its principal and teachers have ever experienced teaching in schools whose classroom structure is regular. The investigation is aimed at Yongan Elementary School’s principal, directors and twelve teachers who practice teaching. The study method is more than by the way of interview and observation, but documents analysis and the researcher’s introspection as well. The research had studied during eleven months, from September 2005 to June 2006. After data analyzing, here comes several conclusions below: 1.The space of clustered classroom not only reconstructed teacher’s opinion in teaching but also considered the value of education and the practicality of structure. Although it provided more chances for teachers and students to interact, it’s over idealistic scheme had drawn some obstruction in teaching. 2.Under the active leading, it has not only developed the structure of integral curriculum but also transformed teachers’ teaching ideas. According to different clustered classroom, teachers collaborate with other colleges designing teaching activities, practicing diverse coordinated-instructions and assessment. 3.For raising the quality of integral teaching, the clustered classroom space gives a positive meaning. It provides a flexible space and satisfies teachers’ demand to use every teaching material sufficiently in teaching. However, only relying on the condition that teachers possess professional knowledge and well-frequently interact with each other to make agreement, the clustered classroom space can be functioned successfully. According to the conclusions, this research provides specific suggestions and references for future study of school administration and teachers in the clustered classroom.

碩士
國立臺灣師範大學
工業教育研究所
91
The open education experiment starting from 1990s, also known as “open education,” is becoming important. The reform on campus was first just ideas outside the educational system, and then it was put into practice by the educational system. The idea of open education was then formed and later officially adopted by all the elementary schools in Taipei in 1996. Since then new elementary schools―such as Jian-Kang, Yong-An, Hsin-Sheng elementary schools―will be the most important places for the educational experiment., according to the open education policies, while traditional schools managed to adjust to this movement. The past studies on open education in Taiwan highly rely on statistics, surveys, behaviorist post-occupancy evaluation and elemental, standardized views on space, from which they form standardized use of space in schools that give students open education. Those studies lack discussions about the relation and the fracture between educational content and space in school. The assumptions and discussions of those studies are limited to the form of space of class group and the function of being standardized. They also fail to regard schools as members of the society, so they ignore the influence the community would have on open education. Another mistake those studies have is they rarely discuss the past education policies in Taiwan, which still have influence over today’s open education. Therefore, it is necessary to take a retrospective look at the education policies in Taiwan. The purpose of open education is to shake off the ideology imposed on children by the government, so that children can think on their own. Here I would like to compare Hsin-Sheng elementary school with Long-An elementary school. The former is newly built and run under open education policies; the later is a traditional school built when Taiwan was ruled by the Japanese, but it is also giving open education. Through this comparison, we can understand the relation between educational activities and space of open education, and clarify the relation and the fracture between open education and the real space. Then the discussion can be re-examined in reality, and it can offer suggestions for spatial design, instead of remaining as wordplay on spatial issues. In Chapter 3, my studies focus on the organization and meaning of space in school in the past. I want to find out the changes in the culture, organization, and meaning in school space by chronological, historical analysis, so I can have the possibilities to establish the dialogue with traditional school space, as well as the basic data for examining the space in open education. In Chapter 4, I start analyze and compare Hsin-Sheng and Long-An elementary schools’ overall structures, including the strategies (programs) employed in open education, and the difference between the types of open space and traditional space. Then I can find out the changes in spatial role and spatial field by the changes in programs and types. Chapter 5 is mainly observation of the behavior of educational activities in spatial environment, by which we can understand the multiple relationships and the new spatial meaning, derived from the understanding of the relation between educational activities and space in Hsin-Sheng and Long-An elementary schools. In my conclusion, I will focus on educational programs, spatial types, and relation in roles. Then I will analyze the features of open education thatHsin-Sheng and Long-An elementary schools have, caused by the differences in spatial types after they both started open education. We found that students at Hsin-Sheng elementary school have more open space and facilities for extracurricular activities than students at Long-An elementary school do. However, Hsin-Sheng elementary school is heavily guarded by security system, so it is still off limit to the community, just like a castle where common people are denied the entrance. On the contrary, students at Long-An elementary school have enthusiastic parents who are deeply involved in teaching and eager to offer help. Long-An elementary school has a strong connection to its community, though its space is not well used as the open education policies do. Through this analysis, I realize open educational environment doesn’t necessarily lead to standard space formed by class group. For instance, the use of space at some schools is still significantly influenced by the schools in Japan, England, or the United States. The result of this influence is Taiwanese students are forced to have open education the Japanese, British, or American way. Improvement in open education in Taiwan can be expected, but first the ideal of standardized open education should be cast away. Furthermore, when traditional schools face new educational content, they will have to tear down the old frame of education policies and to reach and interact with the community, which reinterpret old school space by the new ways of using space. Second, schools with open space surpass traditional schools with their spatial types and equipment, but the place for expressing and realizing open education are usually limited by presumed open spatial types, and this open spatial model is mainly the imitation of the units of open educational space in foreign countries. However, the whole organization of campus and the views on space still cannot escape from the idea of a school kingdom. The space in open education is an open answer, and my studies is trying to bring up another way of thinking for the reuse of traditional space and the idea about what an open school should be like, and then my studies can offer suggestions on spatial design.

碩士
淡江大學
建築學系研究所
86
This study is to investigate the second, fourth and sixth grade''s student of c urrent out- door exercise spaces of at nine Taipei primary schools. It is base d on the qualitative methed, to observe record and interview survey of student s playing activities and use of open space. Analysis is made on problems open space and suggestion of future improvement. (1) Current utilization and proble ms of open space in campus After the analysis on the records, the problems are (a) The building design and space allocation are not acceptable by the studen t who felt dangers and isolation. (b) The playing field are not designed from the view point of the student. Problems on the space utilization and further l ower the trust to the playground are then derived. (c) Design of the yard and attached facilities are more or less in the form of filling in without conside ring the different location, space and pupils'' selection. (d) The facilities a re designed from the view point of adults and so it could not really be useful to the student. This further lowered the functions of the facilities. (e) Dev iation between the student, since during the planning and design stage of the playing field, didn''t put into consideration the different ages level of the s tudent. Negective effect is then derived during the utilization of the facilit ies. (2)Conclusion of the study (A)The utilization and problems of the campus environment (a)Affection of the school building against the activities of the studentWorse feeling against environmental quality, especially the cro wded feeling due to the closed type planning disregards to the land areas of t he school. The student are then limited to carry out their activities within s uch bonded building. On the contrary, open type planning of school building w ill let student to have wider range of activities. The design of school buildi ng is the decisive factor to the activity range and types. (b)Floors affectio n against the desire of out-door activities Since higher grade student are mos tly allocated at the 4th or 5th floor of the building and this will of course lower their desires of out-door activities as compared to the pupils of 3rd an d lower floors. The worse is, the design of the current school buildings are n ot made according to the ratio of the area of open space and the ratio of scho ol land areas. (c)Participation affection to the activities allocation Those facilities which are nearby the school building are most welcome while the one farther is not. The facilities in the closed type school building are frequen tly utilized. (d)Feeling and willingness affection to yard design The school open space really affected the utilization feeling of the student. The age of the school building and the brightness of the yard also affect the student fe eling is related to the brightness of the designed. (B)The characteristics an d contents of the activities of pupils (a)Group activities : For lower grade s tudent, the activities are chasing around and games whereas ball games for hig her grade. Furthermore, the activities of the lower are self-constructed games , higher grade student are idling, looking around respectively. (b)Following t he growing up, the activities of feminine student changes from like to play fa cilities to chat, the masculine student like to have more active games.(c)Rich er contents and wider range of activities for longer recess time while the stu dent like to stay around the class when recess time is short. (d)Following the growth of the student, the activities changes from limited activities to wide r range activities. (C)Establishment of the facilities (a)It is better to divide the areas into educational and amusement Educational area : Mainly for athletic and body build up Amusement area : Mainly for pupils activities aft er class The areas shall be divided accordingly under the circumstances that t here is no affection to the teaching atmosphere and if the area allows.(b)The amusement facilities shall be set up according to different age levels To meet the physical requirement of each age level, the amusement facilities shall be differentiated.(c)Install the playing facilities according to the interest of studentInstallation of the playing facilities shall not be done from the view point of adults but the interest of student and the land areas of the school.

碩士
國立臺北教育大學
課程與教學研究所
105
The purpose of this study was to analyze the teaching effectiveness of teachers at an open space school at Keelung City. The conclusions and suggestions were provided after literature review, questionnaire survey, semi-structured interviews and statistical analysis. The main conclusions of this study were as follows: 1.The open space school teachers' teaching effectiveness tended to be positive. 2. There were significant differences among teachers of various seniorities in teaching at open space school in regard to "teaching effectiveness of self-belief"、 "effective teaching techniques" and "effective using of teaching time". 3. The self-belief of open space school teachers were higher, and the degree of effective teaching behaviors was higher. 4. The open space was helpful for teachers observing each other, classes team teaching and students learning to observe the others. The suggestions were as follows: 1.The educational authorities should continue to provide resources to the open space school. 2.The school administrative should be as the teachers' support, upgrading the greatest benefit of teaching effectiveness. 3. The school administration may supply a complete teacher support system to reduce the stress of teachers teaching in the open space school. 4.The teachers in the clustered classrooms as a cooperative team may support and encourage each other. 5.The open space school teachers should grasp the concept of open education and implement it into the teaching activities. 6. The future studies may focus on the survey in the cities of Taipei area , analyzing the teaching effectiveness and psychological pressure of teachers in open space schools, and making a quantitative comparison in the teachers' teaching effectiveness of teachers in open space schools and general space schools.

碩士
國立臺北教育大學
課程與教學研究所
105
This study focused on exploring the teacher’s teaching belief and practices at an Open-Space school and how the teacher transferred the advantages and the limitations of the open space into teaching practices. Collecting and analyzing the relevant data by interviews and observations of the teaching process, and the results are as follows: 1. Teacher’s teaching beliefs are potentially affected by the open space, initialing with “the students are the main learning subject”, focusing on students’ learning attitude and developing students’ independent learning. Therefore, regardless of the teaching strategies, teacher-student relationship, roles of the teacher and student differences are all closely linked to this core spirit. 2. The case teacher practices the teaching in Life Curriculum, with the design features of the Open-Space school, first of all, promoting the self-professional knowledge, committing to the curriculum design, encouraging students to explore and try on subject learning and providing the multiple performing stages for students to lead the students to the goal of the independent learning. 3. The teacher’s perceptions of teaching beliefs and practices at an Open-Space School considerably help the teacher’s teaching because of the advantages of the space and other hardware equipment; but the more concern caused the more pressure. Sensing the help and the resistance as two sides of a coin depends on how to retreat it, and the positive thinking will be the best policy. By understanding the teacher’s teaching belief and practices, providing the recommendations for reference to the future related research based on the study results.

碩士
朝陽科技大學
建築及都市設計研究所
96
This research based on concept of change and applied “Open Building” theory to simulate operation in order to discuss the norm of media and interface in material of structure. The study object focused on the largest public building, the classroom space of elementary school for a unit. In addition, it drew up the proper space pattern for current education system. Furthermore, it expected the units could suit to users need to change. The flexible changes included the wall site and the setting of space that all could easily be changed and the entire replaced component could be recycled for use. All the designed were saving energy, low consumption and economy for sustainable environment concept. First of all, this study investigated the maxima useful of classroom space unit for changing classroom space standard at current and future. Then, it applied the “Open Building” theory to find the “support” of classroom. Basing on the difference of columns and spans there were three support types: (A) single span (B) dual span (C) triple span. Therefore, it worked on “infill” level and followed the setting of three support types to design by simulated the wall and components. Each support type could develop more than two situations of instruction for use. In addition, they had their own wall and components (doors, windows, partitions…). Finally, this study result indicated the most popular walls and components for the elementary school’s classroom space units in Taiwan. In addition, it also provided the norms and suggestions for construction. Hoping it would be useful for architects and educators.

碩士
國立臺北教育大學
課程與教學研究所
99
The purpose of this study is to analyze the teachers’ belief in teaching and teaching behavior in an open-spaced elementary school in Taipei city. The conclusions and suggestions are provided after literature reviewing, questionnaire surveying, semi-structured interviews and statistical analyzing. The main conclusions are as follows: 1. Teachers in open-spaced school tend to hold teaching belief that clings to the essence of open education. 2. There are significant differences among teachers of various seniorities in teaching at open-spaced school in regard to “teacher’s methods to curriculum planning and designing”, “opinions on teaching activities”, and “teacher’s overall teaching belief”. There are no significant differences, however, under other background variables. 3. Teachers in open-spaced school tend to have teaching behaviors that cling to the essence of open education. 4. There are significant differences among teachers with different job position in terms of “teacher’s methods to curriculum planning and designing”, “teacher’s methods to teaching activities”, “interaction between teacher and students”, and “teacher’s overall teaching behavior”. And there are no significant differences under other background variables. 5. Open-spaced school teachers’ open education teaching belief and open education teaching behavior both reach relatively high level and show positive correlation 6. Most teachers in open-spaced school have positive attitude towards open-space equipments. They also suggest corrective measures with regard to deficiency of open space.

碩士
中原大學
建築研究所
92
Special education has been much humanized and localized, which caused special schools to be smaller and communitized. During the process of the formation of those special schools, which are very different from open and common normal schools, undefined open space should play a more important role. As a matter of fact, charaterized by being open and public, open space is very meaningful in being a symbol and a norm. Therefore, it has become a main topic in the discussion about open education and school design. Furthermore, open space truly reflects the different roles, modes and meanings of behaviors generated at schools in different places and ages, as well as different missions and usages of one place over different periods of time. Thus, this research, with the concept of “territory” as its focus, bases itself on the relation between “users” and “space”, so that the degree of support to those who are mentally retarded can be explored. The goal of this research is to analyze the relation between the behavior of students in an open space and the territories in which their behavior takes place, in the hope that some new possibilities of the design and development of special schools can be found. Tao-yuan Special School is the object of this case study. By way of observations, questionnaires and interviews, the usages of open space and the factors which influence the formation of territories will be generalized. In addition, this paper would like to achieve the following goals: 1.To understand students’ behavior types in open space, to categorize those types, and to analyze the way in which the behavior is proceeded and the characteristics of it. 2.To analyze those behavior types’ relation with time and space. 3.To investigate the distances between and distribution of objects involved in activities, the relation between the ways in which those objects are used and activities in the territories, and regular patterns of those activities, so that the relation between activities and territories can be comprehended. 4.To analyze the relation between teachers’ awareness of using the space and the territories. 5.To generalize the relation among activities, students’ characteristics and territories, so that some concrete suggestions can be made.

碩士
中原大學
室內設計研究所
105
With the changing times and the impacts of low fertility rate, the decline in the number of newborns results in the decline in the number of students in each school year by year. To maintain the number of classes, the schools started reducing the number of students in each class, and as the number of students gradually declined, the schools had to reduce the number of classes. Eventually, as there are too few students, some schools had to merge with other schools and thereby got abolished. The aforementioned situation gradually spread from the non-urban areas to the urban areas, and gradually more and more abolished schools in the cities become unused spaces waiting to be reused. Meanwhile, the other concern in the urban areas is that many people cannot afford the overly-high house prices, and the houses they can rent have potential problems such as safety, poor sanitation and lack of resources. For the annoyance caused by the very inconvenient living environment, if a temporary residence can be provided to the people in need out of the limited resources, so as to, in an interim nature, help the disadvantaged groups , it is a kind of investment with a circulatory concept. This study understands the Open Building Theory in-depth, adopting the theory therein which divides buildings into “support” and “infill” to put forth a planning that reconstruct unused school space into social rented housings. The school buildings are designed to be open and obstacle-free, and this study aims to propose the most effective adaptive reuse in the remaining life cycle of such school buildings. Based on the above principles, replace the contents of infills without damaging the supports, and then establish the structural systems and pipeline systems to reuse the school space. It shall be adjusted based on the needs of different subsequent users to design social rented housing modules that suit the intended usages and spatial types, and then provide them to the people in need in the city for their usages.

碩士
大葉大學
休閒事業管理學系碩士在職專班
103
The main purpose of this study is to investigate the influence of campus open space users’ motivation and place attachment on satisfaction. Subjects of the study were the users aged over twelve, who had utilized the campus open spaces of the Pingzhen District in Taoyuan City. Convenience sampling was used in order to have 655 questionnaires completed, totally with 612 valid, and the effective ratio 92.1% obtained. The main findings of this study were concluded as following: 1.The demographic profiles of users who had utilized campus open spaces of the Pingzhen District in Taoyuan City were female, over the age of 60, housewives, married, with children above 20, and local residents for over 10 years. 2.The behaviors of users who had utilized the campus open space of the Pingzhen District in Taoyuan City were on foot, within a 10-minute distance from the campus open space, at weekends or holidays, from 13 to 17 o’clock, 2-3times per weeks, 30 minutes to an hour each time, consistent usage for 1 to 3 years, with company such as colleagues, neighbors, friends etc., main activity areas are runways and stadiums and main activity is sports. 3.For users’ motivations, “healthy lifestyle” was rated highest; for place attachment, “place identity” was rated highest; for users’ satisfaction, “maintenance” was rated highest. 4.There are significant differences of users’ motivations, place attachment and users’ satisfaction among different groups of user’s behavior. 5.Users’ motivations and place attachment both show their abilities to significantly predict users’ satisfaction. Several suggestions were provided for the relevant authorities, stakeholders and future researches.

碩士
開南大學
觀光運輸學院碩士班
104
The study aims to explore users’ participation in leisure sports and leisure benefit at campus open space. A survey was performed for campus leisure users in the Zhung-Jing Elementary School, Taoyuan City. By using literature review and collation, the designed questionnaire was surveyed during September 2015. Totally, 265 questionnaires were obtained in this survey and 250 questionnaires were valid (the valid ratio of 94.34%). After data coding, the SPSS Windows 21.0 was used to statistically analyze the data. The statistical analysis methods include descriptive statistics, independent t-test, one-way analysis-of-variance, and Pearson correlation analysis. The study results reveal that: 1.The leisure sport participation is significant for different users participating in campus open space. 2.The leisure sport motive is significant for different users participating in campus open space. 3.Partial significant difference between the leisure sport participation and leisure benefit is present for users participating in campus open space. 4.The leisure sport participation is positively correlated with the leisure benefit for users participating in campus open space. The study results can provide concrete suggestions for educational administrations, schools, and future researchers and anticipate making a useful and practice policy of campus open space for residuals’ leisure sport participation.

碩士
國立臺灣科技大學
建築系
91
We start to take the relationship between art-form and space into seriousness along with the art humanism concept growing. As for the living space in schools, we used to employ decoration or plantation perspectives to manage it in order to express the users’ value for art. At the tenth year in promoting public art, the school public open space art is a brand new start. Viewing from the relationship between the public art-form and its surrounding, the real cases can provide relative help in managing the artworks installation. The goal of the research is to provide suggestions for managing school public artwork in the future by studying the real cases prac-ticing and users’ analysis. The research is focus on the public artworks in schools and the changing of its surroundings. I analyze from different categories of school open space and various types of public artwork, review the recommendations for and their installa-tions, then through the result of questionnaires to find out the app-ropriate relationship between the users and the public artworks. The content of thesis is divided into 6 chapters. Chapter 2 is definitions of “campus” and “public art” categorizing. It also clarifies the researching background to have a whole picture on school public art. Chapter 3 is introduction on real cases about public art installation to understand artists’ creative concepts bestowing to the artworks. Chapter 4 is to understand the interviewees’ recognition levels to the artwork and installation space by the statistics and survey of the users. The findings from Chapter 4 are quoted in the Fifth Chapter to assist the effect of different campus open space and various types of public artwork. The last chapter is some suggestions such as paying more attention to the installation of campus public artwork in order to avoid causing negative effect.

碩士
建國科技大學
創意生活應用設計研究所
105
Abstract The main purpose of this study is to investigate the influence of campus open space users’ motivation on satisfaction. Subjects of the study were the users aged over twelve, who had utilized the campus open spaces of the Minsheng Elementary School of Changhua City. Convenience sampling was used in order to have 360 questionnaires completed, totally with 347 valid, and the effective ratio 96.4% obtained. The main findings of this study were concluded as following: 1. The demographic profiles of users who had utilized campus open spaces of the Minsheng Elementary School of Changhua City were female, over the age of 60, housewives, married, with children above 20, and local residents for over 10 years. 2. The behaviors of users who had utilized the campus open space of the Minsheng Elementary School of Changhua City were on foot, within a 10-minute distance from the campus open space, at weekends or holidays, from 13 to 17 o’clock, 2-3times per weeks, 30 minutes to an hour each time, consistent usage for 1 to 3 years, main activity areas are runways and stadiums and main activity is sports. 3. For users’ motivations, “healthy lifestyle” was rated highest; for users’ satisfaction, “maintenance” was rated highest. 4. There are significant differences of users’ motivations and users’ satisfaction among different groups of user’s behavior. 5. Users’ motivations show their abilities to significantly predict users’ satisfaction. Several suggestions were provided for the relevant authorities, stakeholders and future researches. Keyword: Campus Open Space, Using Behavior, Users’ Motivation, Users’ Satisfaction

The aim of this thesis is to analyse and interpret the existent and future needs of the people and environment of the mission station, Kwasizabantu,to ensure settlement growth that will enhance the social, economical and environmental aspects of the settlement. This will result in a development framework of the whole site, a master plan for the lifespan of the settlement and detailed design of the heart of the settlement.
Dissertation (ML(Prof))--University of Pretoria, 2009.
Architecture
unrestricted