Dissertations / Theses on the topic 'School: School of Design'
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1
Erickson, Brittany. "Democratic School Design: Reimagining School Turnaround in Denver Public Schools." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013332.
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After a decade of focused attention and millions of dollars, school turnaround remains one of the education sector's most pressing challenges. Research shows that tackling it requires the implementation of tried and true levers—high-quality instruction, effective school leadership, and family engagement—at the highest possible levels, and that it requires a sophisticated interrogation of broader structural challenges such as segregation, poverty, and racism. This capstone explores a novel approach to school turnaround in Denver Public Schools (DPS), the Year Zero Redesign cohort. This approach strives to equip principals with the mindsets, skills, and autonomy to build partnerships with families, redesign their schools, and effectively lead dramatic change efforts. Through this inquiry, I explore the unique role of principals in system-level transformation; the way trust affects schools and communities; and the quest to redesign schools in alignment with the needs and preferences of students and families. I also examine how DPS, a large and ambitious school district, might learn to support this work in a rapidly evolving policy environment. I argue that taking time for intentional school design and leadership development—not instructional leadership development alone, but community and creative leadership development as well—holds great potential for more consistent results in school turnaround and school redesign. I also suggest that this and other creative approaches to turnaround will become possible only when system-level incentives and accountability measures allow for it. This capstone offers lessons for DPS as it seeks to create an ecosystem of excellent and diverse school models, and for practitioners and policymakers across the sector seeking to realize transformative change through community mobilization and school design.
2
Olmos, Olivia. "Urban school design solutions Detroit's Chadsey/Munger, community centered opportunities /." This title; PDF viewer required. Home page for entire collection, 2010. http://archives.udmercy.edu:8080/dspace/handle/10429/9.
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Walton, Roy Hugh. "Physical Designs for Safe schools." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/40397.
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The purpose of this study was to investigate and report the perceptions of principals of high schools built prior to 1999 and high school principals of high schools built in the past five years as well as the perceptions of architects who build and design schools on the physical design elements that support a safe school environment. Qualitative methods of survey research were utilized to collect, analyze and interpret the data regarding the perceptions of principals and architects on the design elements that influence safety in select old and new high schools in the Commonwealth of Virginia. Data collection consisted of recorded and transcribed interviews from a select group of questions tailored for each group of participants. The data were analyzed and emergent themes were generated from the results of the transcribed interviews.
The analyzed data found consistency in all three groups in their response to the interview questions. Common themes from all three groups focused on wide open spaces that increase visibility and hallways wide enough to support the smooth flow of students. All three groups mentioned controlling access to the building by the use of security vestibules and the use of cameras to record and provide surveillance as design elements that support a safe school environment. The location of the school office was cited by all three groups as paramount to school safety. The ability of staff to see who enters the school building and the ability to funnel visitors to the main office and not allow access to other parts of the school building was cited as crucial to a safe environment. All three groups spoke of doors and windows and the ability to secure the large number of doors as problematic.
This study also determined the need for doctoral and principal preparation programs to include specific coursework or training that involves principals in the design phase of constructing schools. Principals need to be involved in the planning and design process to insure new and renovated school buildings have the needed safety features they believe will help them in their work of educating students and providing for the safety of faculty and students. The principal should know and understand the workings of a school building and how a school organization operates. The result of such training would allow the principal to anticipate the effectiveness and consequences of certain designs in regards to the movement of students, program demands and requirements.Ed. D.
4
Ramey, Rachel A. "Designing School Community: Changing Inner-City Middle School Culture Through Interiors." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5474.
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While the knowledge of disrepair in inner-city schools is fairly common, the impact that school facilities are having on students and faculty is not as widely known. More recently, the closing of inner city schools has greatly increased across the United States; Reduction in public school enrollment from 2006-2013: Detroit -63%, Cleveland -32%, Indianapolis -27%, D.C. -23%, L.A. -23%,etc. (Journey For Justice Alliance,2014).
Due to budget cuts, threat of school closings from poor facility conditions, large class size, and pressure to raise test scores, inner city schools struggle to keep teachers (Journey For Justice Alliance,2014). Poor teacher retention along with a lack in care for educational facilities has created a toxic environment for inner-city students.
Although there are many reasons that inner-city schools suffer, negativity within school culture seems to be a common denominator within many of these problems. With larger population percentages of minority, economically disadvantaged and disabled students, difficulties arise in communicating student-to-student and teacher-to-student (Bellwether Education Partner, 2016). The question becomes, how does one design a space to provide comfort, safety and communication in order to foster healthy relationships?
This research will inform the design of a middle school that focuses on community and communication. The goal will be to design a school where flexibility and team work is made easier through furniture and layout solutions in order to foster growth and respect for students and teachers.
5
Dutt, Indira. "Rethinking Schools : school design and students' relationships with the natural world." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/30979.
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This thesis asks how are intermediate students’ relationships with the natural world mediated by the design of their school building? This question is explored by looking at students’ responses to two design features of their school building: the relationship of the school building to the school site and indoor/outdoor interfaces. In addition, students’ ideas about hypothetical school buildings that foster a relationship with nature were also investigated. The fieldwork for this project was conducted in the spring of 2009 at Bowen Island Community School, which is part of the West Vancouver School District, and located on Bowen Island, B.C. Data was collected from two focus groups using arts based inquiry as well as five semi-structured interviews, photographs and fieldnotes. Using thematic analysis, the research found that nearby nature and the presence of indoor/outdoor interfaces provided students with a sense of freedom, joy, social cohesiveness and aesthetic pleasure. In addition participants had valuable design ideas for creating a strong connection between students and the natural world at school. Results are discussed in terms of future school design and student impact.
6
James, Shondell B. R. "Discipline In Charter Schools| Investigating How School Design Shapes Disciplinary Culture." Thesis, Hofstra University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974935.
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Background: Charter schools are one of the most recent attempts at improving the educational outcomes for low-income and minority students. These schools were created with the intent of being innovative, individualized, and allowing parents choice about the type of education their child received. This intention has not been fully realized, instead charter schools have been debated because of mixed performance and issues that have arisen surrounding their discipline policies, specifically suspension rates and strict behavior regulations. Purpose: This paper explores how educators perceive and experience school culture across two different types of charter schools, with the intent of revealing diversity within the charter school sector. In doing so, it seeks to understand how discipline policies differ across charter school types, and the impact of these differences on school culture. Research Design: Using the theoretical framework of a hidden curriculum, this multiple case study highlights the impact that discipline policies have on the school culture. Research Question: How do different charter design models shape the disciplinary culture in schools? Findings: (1) Community-based charter schools, whether No-Excuses or independent, are moving away from stringent disciplinary practices, but this results in perceived inconsistencies in implementation of their discipline policy. (2) The design model of the charter influences the disciplinary culture of the school, which is experienced differently based on one?s position. (3) Implicit assumptions about student demographics and the accountability context influence disciplinary practices.
7
Travaglini, Judith A. "The role of an advocacy design center in Paterson : a paradigm for creating school communities /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1139643x.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Includes table. Typescript; issued also on microfilm. Sponsor: Frank L. Smith. Dissertation Committee: Jonathan Hughes. Includes bibliographical references (leaves 126-131).
8
Thomson, Sarah Elizabeth. "The outdoor landscapes of Cornwall's secondary school grounds : the politics of design." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14979.
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Through collaborative work with Cornwall Council, this AHRC funded project has produced an in-depth study of the design of secondary school outdoor landscapes linking two areas of research – landscape design and cultural geography. It explores the politics underpinning the design, construction, use and function of the outdoor landscapes of secondary schools in Cornwall, focusing on the extent of active participation of children and young people in these processes. Contemporary research has illustrated that outdoor spaces are essential to the development and wellbeing of young people as they are places in which children can play or have fun whilst they experiment with their identity, learn to socialise and participate in informal education. This thesis examines the role children and young people may have had and their potential in helping to formulate the design and implementation of outdoor spaces, alongside planners, garden designers, teachers and other interested parties. There are three linked aims. • Exploration of the politics underpinning the design, redesign, use and function of the outdoor landscapes of secondary schools. Here, “politics” refer to the complex negotiations between people, practicalities (policy priorities, management) and school strategic vision and ethos (including the role of student voice). • Understand more about the local spatialities of childhood of secondary school age children in order to: i) explain the politics of design; and ii) propose a more nuanced approach to understanding the varying needs and expectations of secondary school-age children. By participatory methods, interviews and observations I was able to note the use and functionality of the grounds by and for pupils, teachers and site managers. • Using an understanding of the politics of design in Cornwall’s secondary schools, and with greater awareness of the spatialities of childhood, develop recommendations for evaluation of secondary school outdoor landscapes via a ‘school’s biography’ approach. While policy-facing literature contemplates the educational function of school spaces in the secondary sector, this research broadens the view of children and young people’s relationship with secondary school outdoor spaces, emphasizing the relationality between groups of children, and children and others. This project proposes work which is attentive to how constructions of childhood are achieved in practice, beyond the contingencies of policy making and educational practices. The extent to which school grounds meet pupils’ needs is a reflection of school ethos and the relative status of children and young people in the decision making process.
9
Bernal, Jorge L. "Design and Architecture High School." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/31126.
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This thesis is about learning from architecture, it is about teaching design at an early age, and how light and space speak about architecture. It is about teaching design and architecture at the high school level, and the ideas, metaphors and sources of inspirations used to achieve this.
Design students require a sense of the sublime, the ability to respond to art and architecture, and challenge to aspire to greatness. Schools of design must teach about nature, the metaphysical and the fragility of mankind, moving away from prior schools of thought including "form follows function" and replacing the traditional teaching of architecture with a more inclusive approach.One way to develop thought processes that lead to inclusivity is through the metaphor.
Metaphors are the foundation of the imagination. Strongly developed metaphorical channels are essential to any designer. They offer opportunities to contemplate a proposed work in another light. They inspire the designer to probe new sets of questions and develop new ideas and interpretations. Several metaphors formed the basis of this thesis, "Learning as Light," "A new light every dawn," and "Education by Design," which proposes that twenty?first century design educators rely more greatly on the use of metaphors in their teaching curriculum. Above all, the search for the metaphysical "soul of the building" is and will continue to be the most integral element in the teaching of design and architecture.
Art, architecture and archeology are essential elements to a robust design education, for they provide the context for the history, challenges and changes of the field. This thesis proposes a Design and Architecture High School in downtown Washington, a design developed through careful consideration of the elements essential to the transfer of knowledge.Master of Architecture
10
Lam, King Lancelot. "Metamorphosing education : an alternative design approach to secondary school design /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25952481.
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Forrer, Dustin R. "School ground naturalization : augmenting the school, community, and environmental connection : community-responsive design principles for master planning and site design of contemporary school grounds." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259753.
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The deficiency of environmental understanding in conjunction with community and educational connections, isolates a problem. Few connections exist between the school, community, and the environment. Because of this, existing connections need to be enhanced and other connections need to be created. These linkages are essential to instilling ownership and stewardship of the land for the entire community. In addition, these linkages also provide vast opportunities for learning, observing, participating, and enjoying the environment.This creative project identifies and discusses the various issues that relate to the lack of connections between the school, the community, and the environment. From this analysis, three research questions evolved. To answer these questions, four case studies were reviewed and analyzed. The summary of these findings included the best features from each case study. These findings led to the formation of a model of design characteristics. The model was then applied to a site in central Indiana and led to the establishment of several design guidelines.These community-responsive guidelines are applicable to any site where connections between the school, community, and the environment are desired.Department of Landscape Architecture
12
Hassan, Doaa Esmat Abdel-Kader. "Green school grounds : a study of sustainable landscape design in English primary schools." Thesis, University of Sheffield, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577571.
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School design in England has undergone a process of continued development in response to political and educational reforms. The last decade has witnessed unprecedented investment in building schools programmes, which were initiated by the last Labour Government. It had an ambition to build schools that would make a major contribution to promoting sustainability. To date there has been little critical analysis of these new schools and the contribution that their associated landscape has made towards delivering sustainability. Where there has been research this has focused on the performance of new school buildings and social aspects of school grounds. This research has studied the sustainable profiles and potential of landscape in primary schools, aiming to identify the key drivers and challenges to achieving sustainable landscape. Existing environmental and design assessment tools, to varying degrees, undervalued the contribution that landscape can make to environmental performance of schools. As a result, this research developed a comprehensive assessment tool for this purpose. Five new primary schools in England were identified for detailed research into the key drivers which contribute to or challenge delivering sustainable landscape. Site visits and qualitative interviews with the selected schools' designers and headteachers provided information about how they were designed and managed. In depth analysis was done using the developed assessment tool. This study revealed a number of important findings. School grounds are still significantly undervalued in terms of the wider contribution they can make to sustainability. This was reflected in under investment in school grounds and lack of considering their on-going management requirements. Existing policies do not fully recognise and support their potential because of their focus on the building. Schools that did succeed were invariably supported by a highly committed design team, school community and the Local Authority. Irrespective of budget, the most successful designs were those which recognised the potential to integrate the building with the school grounds and to extend this approach to the wider landscape.
13
Teeple, Lisa J. "Historical development of selected design amenities in central Indiana rural school buildings, 1875-1915." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/865947.
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The purposes of this study were: (1) to study the conditions that influenced the construction of early rural schoolhouses in Indiana, (2) to examine how emerging concerns for sanitation and student health surfaced from the construction of early rural schoolhouses, and (3) to provide a data base for individuals who desire to do further research on school buildings and their historic preservation. The research concentrated on the period of 1875 to .1915. Special attention was given to conditions that led to the passage of the Sanitary Schoolhouse Act of 1911.Results revealed that early schoolhouses often were constructed as little more than shelters. Virtually no consideration was given to either educational processes or the health and safety of occupants. As a result, water and other design and care of water and sewage systems resulted insanitary factors became major concerns. The inadequate serious health concerns for students and teachers. These concerns contributed to the passage of laws that eventually led to: (1) the abandonment of early rural schoolhouses, and (2) the construction of more sophisticated structures often designed by professional architects.This study also revealed that some of those early schoolhouses that survived have been converted to residential, business, or civic purposes. Photographs of such buildings in Boone, Hamilton, Hancock, Hendricks, Henry, Madison, and Tipton counties in Indiana are included in the thesis. They provide evidence that preservation is a means with which these buildings can continue to serve a useful existence.There is historical value in understanding conditions that led to the rise and fall of early rural school buildings. Collectively, data about the construction and sanitary conditions provide insights into rural culture, expand an appreciation of the uniqueness of design for these buildings, and enhance the importance and desirability of preserving these structures. The net product of this thesis is to provide a view of the construction of buildings in central Indiana of this period.Department of Architecture
14
Zelenock, Julie Ann. "Ecology, architecture, education, design." PDF viewer required Home page for entire collection, 2008. http://archives.udmercy.edu:8080/dspace/handle/10429/9.
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Crawford, Jennifer Marie. "Edinburgh Art School." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/74870.
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Rolfe, Annie. "School design and procurement and educational goals: A qualitative case study of two Australian schools." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/130702/13/Annie%20Rolfe%20Thesis.pdf.
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Rapid population growth in Australia requires extensive new school infrastructure. This qualitative case study of two Australian government schools investigated implications for educational goals of differing school design and procurement approaches (public private partnerships (PPP) and state managed). Key findings: (i) primary challenges in providing school facilities were budgetary and time pressures in the face of ever-growing student populations; (ii) differences arose between PPP and non-PPP procurement regarding communication and management of school facilities; (iii) both school buildings appeared constrained by prescriptive design guidelines; and (iv) products of both design and procurement processes appeared to affect educational goals for intellectual, physical, social and emotional wellbeing.
17
Trosper, Shawn T. "Safe School Building Characteristics in Virginia's Elementary Schools: Architect and Principal Perspectives." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85258.
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A safe school is defined as a physically and emotionally safe environment where faculty and staff, members of the community, and students perceive that they are safe. School safety is an important topic for both school administrators and architects who design schools. Previous research into the physical environment of a school has explored its impact on student achievement and, to a lesser extent, school climate and school safety. Overall, research into the relationship between a physical environment of a school and its influence on the perception of safety is inadequate. The study sought to determine what were the design elements that principals and architects believed promoted a safe elementary school. The main research question for the study was, "What are the design elements that principals and architects believe influence a safe elementary school?"
The study replicated the methodology of Walton's study (2011) called Physical Design for Safe Schools. Walton focused on perceptions of high school principals and architects who were involved in designing and building schools. Walton's study concluded that safety was an important issue to principals and architects. Specifically, each group identified supervision, technology and cameras, and controlling access to school buildings as important to school safety. The groups also identified restrooms and locker rooms as the two most problematic areas of a school building due to inability to supervise.
Data for the study were gathered through qualitative methods and utilized a phenomenological approach to exploring data. Principals from elementary schools built before 1999, principals from elementary schools built since 2011, and architects with experience designing elementary schools were included as participants in the study. Participants were asked five to nine semi-structured and open-ended questions relevant to the design elements and physical features associated with school buildings.
Results of the study found that the physical design of a school building was viewed as having an influence on safety in schools. The two common themes from all three groups were access control and visibility. Sub-themes were the importance of preparation for emergencies, perceptions of inequality in funding for school safety measures, the prevalence of technology that has created greater opportunities to keep schools safe, and the need for balance between safety and aesthetics when designing schools.Ed. D.
18
Ozdemir, Pinar. "Ergonomic Evaluation Of School Busses." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615668/index.pdf.
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In this study, perceived comfort and discomfort regarding school busses is assessed with the main focus on students. A total of 149 students and 38 drivers from a private school in Ankara was chosen participated in the study. Two different surveys were conducted on students and drivers separately, in order to assess perceived comfort and discomfort and suitability of the seat design features. Using SPSS Software to analyze the data, factors contributing to safety, driver distraction, perceived discomfort and perceived comfort were investigated. Bus seat comfort is found to be the most influential factor on the general
assessment of bus comfort. Although no evidence of significant discomfort related to specific body parts such as neck, shoulders, back, thigh or legs is found, in-depth analysis revealed that seat features such as seat pan cushion firmness or armrest height are in correlation with
seat comfort.
19
Noonan, Andrea. "Middle School Teachers' Technology Integration." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5916.
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Although school districts have invested heavily in technology for teachers and students, the problem of inconsistent technology integration permeated a local school district. In order to create a 21st century learning environment for students, teachers must integrate technology with curriculum and evidence-based teaching practices. The purpose of this case study was to investigate current middle school teachers' technology integration in a suburban school district in North Dakota, Midwest Public Schools (pseudonym). Technological Pedagogical Content Knowledge (TPACK) was used as a conceptual framework to guide the study. This study focused on exploration of current teacher practice in regard to technology integration and the perceived support they currently receive to do so. A case study research design was used, and data collection included interviews and classroom observations of 10 middle school teachers to determine current technology integration practices and explore the barriers for integration and teachers' perceived support in this endeavor. The 10 participants were chosen based on content area, grade level, and years of experience. The data were analyzed using thematic coding followed by an open coding process based on the TPACK framework constructs. Teachers are using technology in their instruction at varying levels. Overall, the case showed a strong indication of TCK and lower results in the area of student technology use. The results provided information for administrators in the district regarding additional training for teachers based on their current technology integration and perceived barriers of implementation in the classroom. Social change implications for this study involve an increased awareness of technology integration for teachers and administrators. Classroom teachers in this local district as well as districts across the nation could benefit from improved practice using technology to be able to learn and work in the complex school and work environments.
20
Song, Kanda. "Knowledge organization : Beichuan Middle School architecture design." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54556.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Architecture, 2009.Page 67 blank. Cataloged from PDF version of thesis.
Includes bibliographical references (p. 65-66).
This Thesis is comprised of two interrelated parts: the first part attempts to incorporate Design and Methodology into the framework of Knowledge Organization, tries to refine/ redefine the workflow, and establishes a working model which represents/guides the process from the formation of ideas to the solutions of fabrication/construction using BIM. The second part further explore the meaning/connotation of Knowledge Organization, reconfigure the model and accordingly adjust the methods being used, considering the specific context and conditions at the earthquake area of Beichuan County in China.
by Kanda Song.
S.M.
21
Ozler, Derin. "A School of Culinary Design for Alexandria." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/71714.
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The need for a space for the community to gather and the underutilization of the waterfront led to the design of a public space for Alexandria. A school of culinary design was chosen to elevate the current situation of the site by supporting the open space and giving back to the community.
The culinary school served as a vessel to explore the truthfulness of materials and structure, and the aesthetics of the unfinished. The design of the culinary school conveys the story of its making by revealing the structural elements and not covering them with unnecessary finishes. The materials used in the design are true to their nature.
The project serves as a place to create culinary art and to express the spirit of the architecture.Master of Architecture
22
Zimmer, Diane Marie. "A Comprehensive School Counseling Training for Seasoned School Counselors: A Single Case Research Design." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556275821441157.
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Newman, M. "Post occupancy evaluation of primary schools : a multi-stakeholder perspective." Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/63752b3c-45f7-d6ff-b065-a80705279f0f/1.
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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.
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Lam, King Lancelot, and 林兢. "Metamorphosing education: an alternative design approach to secondary school design." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31984630.
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Hyland, Claire A. "10 out of 10 for Scottish school design? : embedding the social model of disability in the school design process." Thesis, University of Strathclyde, 2014. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=24374.
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This thesis explores standards of accessible design in Scotland's new and refurbished schools with the aim of suggesting practical steps towards creating school environments which actively promote inclusion of people with impairments and provide positive learning environments for children with additional support needs. Existing research of new and refurbished Scottish school buildings is inconclusive with regards to accessible design and at the midpoint of the largest school building programme in the history of Scotland, it is crucial that accessible design processes and practices be evaluated in order to inform future building projects. The research explores the relationship between impairment, disability and the built environment and the impact that the disability movement and its associated social model of disability on contemporary architectural profession. This allows a vision for architecture to be proposed through a 'social model of disability' which is used as a basis for examining school design issues. The inclusive education discourse and current research examining standards of new school design in Scotland are used to determine the parameters for practical investigations, which use a variety of quantitative and qualitative research methods and involve a wide variety of stakeholders. Results are used to establish the extent to which 'the social model of architecture' is embedded within the school design process and give practical recommendations as to how this can be better achieved, including a proposed overlay to the RIBA Plan of Work 2013. This study highlights the need for a paradigm shift in the architectural design ethos and contributes towards the creation of an inclusive, inspirational and sustainable learning environment for current and future generations.
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Law, Wai-ming Vivian, and 羅慧明. "Specialist Music School in Diamond Hill School Village." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31986584.
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Jolley, Christopher S. "Waldorf Architecture: A Pedagogy's Relation to Design." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276954474.
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Oktem, Zeynep. "Design Guidelines For Special Education Schools For Children With Autism Design And Appraisal Of Private Ilgi Special Education School." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611476/index.pdf.
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Autism is a pervasive developmental disorder that is seen more and more in the society and it significantly affects the lives of not only those who have autism but also their families and close ones. There is no known cure for autism, the most effective treatment is education. The choice between the several approaches regarding the education of autistic children is shaped according to education choices, children&rsquos age, the severity of symptoms and children&rsquo
s intellectual capabilities. The thesis focuses on the architectural design of special education schools among other education opportunities. The aim is to draw architectural guidelines for the design of a special school for children who are diagnosed with autism and who require special education support. These architectural guidelines are hoped to aid architects who will work with similar architectural programs in the future. The study concludes with an appraisal of the design of Private ilgi Special Education School, realized by the author of this thesis and architect Kadri AtabaS. In the light of information gathered during the study, the preliminary design is evaluated. Suggestions are offered concerning the architectural design, in the subjects of program elements, natural lighting, layout of education and circulation spaces, acoustics and color scheme.
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Graham, Thomas Alan. "The design of a school reflecting Mormon beliefs." Thesis, Georgia Institute of Technology, 1988. http://hdl.handle.net/1853/23770.
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LOUREIRO, MICHELE MARCONSINI. "DESIGN FOR SOCIO-EMOTIONAL LEARNING: ELEMENTARY SCHOOL EXPERIENCES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=30699@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Esta dissertação apresenta reflexões acerca de aspectos de ensino-aprendizagem inerentes a processos de design, especificamente os processos de desenvolvimento de projeto, como contribuições para se alcançar um aprendizado socioemocional. Um tipo de aprendizado necessário para lidar com a complexidade da contemporaneidade. A pesquisa se fundamenta em teorias, conceitos e pensamentos como o do paradigma da complexidade, de Edgar Morin; o de prática reflexiva, de Donald Schon; e o de aprendizagem por meio de projetos, de Fernando Hernández, dentre outros. Aponta aspectos de Design como uma possibilidade de transcender as fronteiras do conhecimento (disciplinas) e favorecer o desenvolvimento de competências socioemocionais - incluindo as habilidades para lidar com as próprias emoções; para se relacionar com os outros; e para gerenciar objetivos de vida em um contexto de mudança e interação. Discute o papel do design no ensino fundamental, a partir de dados coletados com profissionais da área de educação que vivenciam a prática de ensino-aprendizagem por meio de projetos. Com base nos dados coletados, propõe uma reflexão acerca das possibilidades de experiências no ensino fundamental para um aprendizado socioemocional, sob a ótica de um design reflexivo.
This master thesis presents reflections on teaching-learning aspects of design processes, specifically processes concerning the development of projects, as a contribution to the achievement of social-emotional learning. A type of learning required to deal with the complexity of contemporaneity. The research is based on theories, concepts and thoughts like Edgar Morin s paradigm of complexity; the reflective-practice of Donald Schön; and learning through projects, by Fernando Hernández, among others. It points out aspects of Design as a possibility to transcend the frontiers of knowledge (disciplines) and to favor the development of social-emotional competences - including the abilities to deal with one s emotions; to relate to others; and to manage life goals in a context of change and interaction. It discusses the role of design in elementary education, based on data collected from professionals of the educational field, who have experience in teaching-learning practice through projects. Based on the collected data, it proposes a reflection about the learning experiences possibilities in elementary school for a social-emotional learning, from the perspective of a reflective design.
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Hernandez-Mena, Lucas. "National product design competition for high school students." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54533.
Full textAbstract:
Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2009.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 26).
Sir Ken Robinson said, "We don't grow into creativity, we grow out of it or rather we're educated out of it."' Throughout my education I have found this statement to be true especially in it's relation to high school education in America. This lack of creativity-based education is the inspiration for this thesis work. As a high school student I was able to participate in a few robotics competitions, such as FIRST Robotics Competition, that enabled me to begin thinking creatively about problems. These competitions were focused on allowing students to gain engineering experience and inspiring them to pursue a degree in a science or technology field. However, the competitions tended to primarily attract students who are already interested in these fields. This thesis will propose and provide motivation for an Internet-centric, national product design competition for high school students that will teach and inspire the use of creativity for a wide range of students that have interests in many different fields. This document begins with highlighting and outlining the main competitions, programs, and classes that have been drawn on for the creation of this competition. Then, the main motivation and goals of the competition are outlined. Lastly the structure of the competition and the online community is described. The competition proposed in this thesis is perhaps a utopian ideal structure that requires further development and consideration before it can be implemented in the high school setting. Some future development includes surveying high school teachers on the practicality of such a competition in relation to their personal experiences with the interest level and capabilities of high school students.
(cont.) Also a large a part of the future work would include the development and testing of the online community as a portal for high school students to learn and share about product design. Lastly, future work will involve an intensive analysis of the financial requirements incorporated with the implementation of a competition of this nature.
by Lucas Hernandez-Mena.
S.B.
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Clonts, Kelly A. "Methods to improve school design in Sierra Leone." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65735.
Full textAbstract:
Thesis (S.B. in Art and Design)--Massachusetts Institute of Technology, Dept. of Architecture, 2011.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 80-83).
Most schools in Sierra Leone are constructed using a standard design with little variation from building to building. They are relatively high-cost and have poor ventilation, lighting and thermal comfort. In January 2010, thirteen primary schools in Sierra Leone were analyzed in order to identify design changes that will improve performance and reduce costs. One struggle that this analysis revealed is that construction methods have not changed for decades, as local builders resist changes in the current design. This thesis aims to explain small-scale alterations for primary school buildings in Sierra Leone and list the impact on daylighting and thermal comfort performance for each alteration. For each design alteration, the daylight performance, air flow, and thermal comfort of the new design are compared to the standard design. The overall goal of this thesis is to create guidelines that can be used to reduce the risk of design changes and improve the performance of schools without raising costs.
by Kelly A. Clonts.
S.B.in Art and Design
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Woo, Ching-hang Amy, and 胡菁恆. "Chinese net: school complex primary school & resource centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31986900.
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Abdun-Nur, Roy D. "School for Autism - Responding to Autism." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3836.
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Schools can often be overstimulating environments for children with autism. Creating a space where these children can thrive is what this project explored. The site used for this exploration was the Lewis Ginter Recreation Association on the north end of Richmond, VA. Children with autism have very sensitive needs, so exploring these needs within the context of an educational setting provided for an in-depth journey into the lives of those affected by autism.
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Knapp, Petra C. "The Architecture of Education: Public Schools in Akron, 1890-1920." Connect to resource online, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1252415666.
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Hughes, Stephanie Marie Williamson James Lonnie. "The relationship between school design variables and student achievement in a large urban Texas school district." Waco, Tex. : Baylor University, 2005. http://hdl.handle.net/2104/3012.
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Zetréus, Emma, and Moa Olsson. "To design security : A quantitative study of high school students security in the physical school environment." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40085.
Full textAbstract:
High school students' schooling is preparing for their future. It is therefore important that their school time is characterized by security and a good physical school environment. The purpose of this thesis is to investigate how the physical school environment outside the classroom affects the safety of high school students. The aim of the study is also to highlight a possible connection between how the design of various places in the school affects the safety of the students, connected to where the students mostly stay during the school day. Previous science and background facts about safety in the physical school environment emphasize how important it is with the school's design. There are numbers of relevant factors to consider when designing a school and how to promote security in the physical school environment. To be able to answer the issues of the thesis, quantitative surveys have been sent out to high schools students at a secondary school. Through bar charts, the result is presented and then analyzed based on the method bivariate analysis. The theoretical framework of the thesis consists of Simmel's sociological theory and the spatial theory perspective. The results of the study are analyzed on the basis of the theory perspective and compared with previous science and other background facts. The results of this study shows that students are safest in the dining room, the library and in the places where they mostly stay daily. The factors that contribute to security are mainly that people they feel safe with are there, open spaces and comfortable sound levels.
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Mahoney, Michelle A. "Educational Facilities: Designing for Everyday Stress in Public, Primary School Environments." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1428048435.
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Proctor, Laura L. (Laura Lynne) 1975. "Graduate school introductory computational simulation course pedagogy." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/55080.
Full textAbstract:
Thesis (S.M.)--Massachusetts Institute of Technology, Computation for Design and Optimization Program, 2009.Vita. Cataloged from PDF version of thesis.
Numerical methods and algorithms have developed and matured vastly over the past three decades now that computational analysis can be performed on almost any personal computer. There is a need to be able to teach and present this material in a manner that is easy for the reader to understand and be able to go forward and use. Three popular course at MIT were without lecture notes; in this thesis the lecture notes are presented. The first chapter covers material taught in Numerical Methods for Partial Differential Equations (2.097/6.339/16.920) specifically the Integral Equation Methods section of this course, chapter two shows the notes for the course Introduction to Numerical Simulation (2.096/6.336/16.910), and chapter three contains the notes for the class Foundations of Algorithms and Computational Techniques in Systems Biology (6.581/20.482). These course notes give a broad overview of many algorithms and numerical methods that one can use to solve many problems that span many fields - from biology to aerospace to electronics to mechanics.
by Laura L. Proctor.
S.M.
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Turner, Alwyn. "The attitudes of high school pupils to technology." Thesis, University of Huddersfield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270704.
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Shearon, Gregory Glenn. "Designing an outdoor learning lab for the elementary school setting." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1244862.
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The purpose of this creative project was to develop a master plan for an outdoor learning lab for Daleville Elementary School (DES) in Daleville, Indiana. Utilizing a formal design process, including surveys, case study research, and site analysis, the best solution was devised specific to the needs of DES. Along with a design team from Daleville, additional DES faculty responded to a written survey to validate requests for various features. Daleville students participated in a design workshop to express their own ideas for outdoor learning activities and features. A site analysis was conducted on the school grounds utilizing criteria set for features within the design program. Three concepts were generated, leading to the development of the master plan. The research and design process used to create the master plan have provided data suitable for further research and concepts for outdoor learning labs in the elementary school setting.Department of Landscape Architecture
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Thilenius, William Jackson. "The GALAXY addition : a strategy for elementary school design." Thesis, Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/23152.
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Nakfoor, Sarah Shamus. "A Science & Mathematics Magnet School at Maymont." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1438.
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I am interested in the idea that schools should be designed to offer individualized learning."A Science & Mathematics Magnet School at Maymont" explores a type of school that is becoming more familiar and accessible. By allowing students who have an interest in excelling in school and preparing for their future careers to come together and meet one another and experience aneducation that might not otherwise be available can be beneficial in many ways. In most cases, because of the funding required for such specialized schools, class sizes are reduced to meet budgets and the schools are opened to the community to gain funding. Smaller class sizes increase student interaction and aid in forming connections among students and between studentsand teachers. The use of the school as a venue for the community adds needed revenue. Both occurences may be advantageous and positively effect community at the school and surrounding populous levels.
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Garira, Elizabeth. "The development of a school self-evaluation framework for classroom quality in Zimbabwean primary schools." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/63608.
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There are growing concerns about quality of education in schools in many countries, and education systems implement mechanisms like school inspection, an external education quality assurance measure, to evaluate their education. Realising that effective improvement of education quality may be achieved from within rather than from outside, many education systems are adopting School Self-Evaluation (SSE), an internal evaluation process, to evaluate quality of education.
This study attempted to identify the characteristics of effective SSE frameworks in order to develop one for Zimbabwean primary schools. The study utilised exemplary frameworks as facilitators for introducing SSE practices in Zimbabwe and was guided by the following question: What are the characteristics of an effective SSE framework for improving classroom quality in Zimbabwean primary schools?
The study espoused design research approach which aims to provide solutions to various education problems. The study comprised three phases, the preliminary phase which included a literature review and a needs analysis with the former aimed to gain insight into the efficacy of SSE in evaluating quality of education. The needs analysis sought to establish how education is evaluated in Zimbabwean primary schools. The second, the prototyping phase, involved developing and formatively evaluating various prototypes. The last phase, a semi-summative evaluation, involved field-testing and appraisal of the intervention. Interviews and questionnaires were used to collect data. Six design principles were generated with the main ones being to engage stakeholders in developing SSE frameworks, to agree on the need for SSE initiative and to define the quality indicators in context. The main characteristics of the SSE framework were that it should have a clear purpose, be context specific, and should focus on what is essential for education. The main conclusion of the study is that there are no clear policy guidelines for Zimbabwean primary schools, coupled with lack of SSE instruments, to engage in self-evaluation of quality of education and therefore, no meaningful SSE takes place. An SSE framework with procedural guidelines developed in this research appears to be relevant, feasible and is expected to be effective for use in Zimbabwean primary schools. Some recommendations were made in order to improve Zimbabwe‟s quality of education.Thesis (PhD)--University of Pretoria, 2015.
Centre for Evaluation and Assessment (CEA)
University of Pretoria
Science, Mathematics and Technology Education
PhD
Unrestricted
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Jund, Nicole C. "Strategic Design: Developing Community Relations in a Texas School District." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849729/.
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School leaders often contemplate implementing measures that will increase community and parent involvement in schools. There is a shortage of research that concisely takes school leadership through a process that details how to integrate parent and community input in a school transformation initiative and careful analysis of student outcomes. Within this study, I provide an in-depth look at one school district’s efforts to engage its community through strategic planning and mission and vision redesign. This process includes community involvement at every phase. For the purpose of this study, community refers to both community members who do not have children in the school system and parents of current students. In this study, I outline the inception of the transformation effort, the ongoing efforts to include community input in decision-making and campus implementation, and finally a review of the overarching impact on leadership, staff, students and community. Data collection analyzed in this study include assessment data, survey data, discipline data and walk through data collected by the school district.
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Sugati, Alsaleh. "Finding Intersection Between School and Community." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/86828.
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This thesis seeks to create an architectural response for learning spaces that gathers community. A school and community center are explored through the interaction at public and private zones, and day and night operation. The thesis develops a propositional response to the dualities through material, light, and scale.
A particular focus within the study of light is the effort to minimize solar gains while improving daylight and view to the outside that is challenging in hot climates, such as in Jeddah, Saudi Arabia.Master of Architecture
This thesis seeks to create an architectural response for learning spaces that gathers community. A school and community center are explored through the interaction at public and private zones, and day and night operation. The thesis develops a propositional response to the dualities through material, light, and scale. A particular focus within the study of light is the effort to minimize solar gains while improving daylight and view to the outside that is challenging in hot climates, such as in Jeddah, Saudi Arabia.
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Wong, Shiu-tao Stephen, and 黃紹滔. "Secondary school prototype." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985531.
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Griggs, Norman. "The pedagogy and design of the Victorian school building." Thesis, Anglia Ruskin University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400429.
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Qu, Jinwu. "Terraced Landscape: A School Building Design in Virginia Tech." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/24073.
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This thesis is an exploration of the fusion of building and landscape. Along with the development of modern design education, architecture design has been subdivided into several specific branches which actually cause harm to the whole design process and education in turn. In this thesis, I try to bridge the difference between the traditional concepts of building and landscape and try to make these two parts interweave with each other. By breaking the boundary between these two fields, integrity can be created which is able to make the building an object growing from its environment and to create a new middle landscape on the campus of Virginia Tech.Master of Architecture
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"Flexible school." 2001. http://library.cuhk.edu.hk/record=b5890964.
Full textAbstract:
Wong Hoi Ho Michael."Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2000-2001, design report."
Includes bibliographical references.
Site
Access
Massing
Community need
Building
Program
Section
Space interaction
Module compositions
Holiday conversion
Construction
Modules
Construction process
Holiday conversion
Integration
Planning control
Building control
FS control
Daylighting
Structure
Mechanical services
Policy
Site Analysis
Community needs
Access
Topography
Land use
Local precedent
Corridor Classrooms
Special rooms
Hall
Cover playground
Open playground
Communal space
SIP
Pre-fabrication