Educational Facilities Planning: Leadership, Architecture, and Management / Edition 1

by C. Kenneth Tanner, Jeff Lackney

Overview

This book includes a thorough conceptual framework, with descriptions and “how to” applications of educational planning, architectural design, and research. Serving as both a reference and textbook, each of the 18 chapters includes exercises to expand traditional and computer-assisted facilities planning and design activities. The book is amenable to web-assisted instruction and there are numerous citations from the Internet.

Each chapter provides a special “reality-based” contribution to the educational facilities planning and design process. Ideas are conveyed through comprehensive descriptions, illustrations, summaries, and extended activities developed to increase understanding and emphasize the relevance of school planning and design in a regulated, political climate. The reader is guided to visualize a broader context for educational planning and design, where design principles are categorized according to building organization, primary education, shared school and community resources, character of all spaces, and site design and outdoor spaces.

Product Details

ISBN-13:	9780205342464
Publisher:	Pearson
Publication date:	10/28/2005
Edition description:	New Edition
Pages:	456
Product dimensions:	7.40(w) x 8.97(h) x 0.94(d)

Table of Contents

Preface

Part I: Educational Architecture: History and Principles of Design

1. History of Educational Architecture

Educational Architecture in the Colonial Period

Societal Influences on Education in the Colonial Period

The One-room Country Schoolhouse

Lancasterian Schools

Educational Architecture of the Industrial Revolution

Societal Influences on Education During the Industrial Revolution

The Common School

Immigration, Urbanization and Urban Schools of the 1920s

The Progressive Movement

The Birth of Educational Facility Planning

Educational Architecture in the Information Age

Societal Influences on Education in the Information Age

The Emergence of the Modern School Building

The Educational Facilities Laboratory

Open Education and Open Plan Schools

Alternative Schools Movement

Neighborhood School Movement

Community Education, Community Schools & Schools in the Community

Middle School Philosophy and the House Plan

Technology, the Virtual School and the Internet

Summary

Activities

References and Bibliography

2. Trends in Educational Architecture That Influence the Design of Learning Environments

Principles for Site & Building Organization

1. Plan Schools as Neighborhood-Scaled Community Learning Centers

2. Plan for Learning to Take Place Directly in the Community

3. Create Smaller Schools

4. Respect Contextual Compatibility While Providing Design Diversity

5. Consider Home as a Template for School

6. Meander Circulation While Ensuring Supervision

7. Design for Safe Schools

Principles for Primary Educational Space

8. Cluster Learning Areas

9. Provide Space for Sharing Instructional Resources

10. Design for a Variety of Learning Groups and Spaces

11. Keep Class Sizes Small

12. Provide Resource-Rich Well-Defined Activity Pockets

13. Integrate Early Childhood Education into the School

14. Provide a Home Base for Every Learner

15. Regard Teachers as Professionals

16. Provide Studios to Support Project-based Learning

17. Encourage Educational Leadership by Decentralizing Administrative Space

Principles for Shared School and Community Facilities

18. Establish a Community Forum

19. Allow for Community Conferencing Space

20. Create Privacy Niches

21. Weave Together Virtual and Physical Learning Spaces

Community Spaces

22. Provide Opportunities for Job Training

23. Provide a Parents Information Center

24. Provide Health Care Service Centers

Character of All Spaces

25. Design Places with Respect for Scale and Developmental Need

26. Maximize Natural and Full-Spectrum Lighting

27. Design Healthy Buildings

28. Design for Appropriate Acoustics

Site Design and Outdoor Learning Spaces

29. Allow for Transitional Spaces Between Indoor and Outdoor Spaces

30. Establish a Variety of Outdoor Learning Environments

31. Separate Children and Pedestrians from Vehicles and Service

Summary

Activities

References and Bibliography

Bound Sources

Internet Sources

Part II: Educational Facilities Planning

3. A Procedural Model for Developing Educational Facilities

Premises

Premise 1. Strong leadership is essential

Premise 2. The school system has a defined direction - a mission and a vision

Premise 3. School facilities are provided after long-range goals and objectives are established

Premise 4. The educational program’s goals and objectives are linked to physical places

Premise 5. Planning and design activities are integrated

Premise 6. Management is systematic; data, and goal driven

Premise 7. The demand for resources is greater than those available

Premise 8. The school and community should work cooperatively

Connections in the Development Model

Leadership

Expertise, Resources, Data, and Information

Involvement of the Students, Community, and Educators

Evaluation

A Practical Application of the Model

Summary

Activities

References

4. A Review of Educational Facilities Planning Procedures

A Definition of Planning

The Objective for Planning and People Who Plan

A Broad Context for Planning

Educational Facilities Planning Procedures (1970s and 1980s)

Planning Procedures (The 1990s and Beyond)

Classic Planning Approaches

A View of the Philosophy of Teaching and Learning

Environmental Psychology and Social Design

Summary

Activities

References

Part III: Planning, Programming, and Design of Educational Learning Environments

5. Planning and Programming for A Capital Project

Need for Planning Activities

Phases in Planning for Educational Learning Environments

Phase I- Determine the Principles and Values of the Community

Phase III - Examine the Context

Phase IV - Specify What is Realistic, Given the Context, Mission, Values and Beliefs

Phase V - Envision Alternative School Environments That Capture the Surprise-free Scenarios

Phase VI - Select the Best Alternative

Phase VII — Program the Best Alternative

Phase VIII- Complete Final Design and Pre-Construction Activities

Phases IX and X — Construct and Occupy the Facility

Basic Milestones in Planning Capital Projects

Charting the Master Schedule of Activities

Planning a Capital Project for Remodeling a School

Summary

Activities

References

6. Architectural Design

The Relationship Between Planning and Design Activities

The Architectural Design Process

Basic Design Services

Construction Documents and Specifications

Bidding and Negotiation

Construction Administration

Community Involvement in Design

Applications of School Design Principles

Davidson Elementary School, Davidson, NC

Cragmont Elementary School, Berkeley, California

Crosswinds Arts and Science Middle School, Woodbury, MN

The School for Environmental Studies, Apple Valley, Minnesota

The Gary and Jerri-Ann Jacobs High Tech High School, San Diego, California

Harbor City Charter School, Duluth, Minnesota

Henry Ford Academy, Dearborn, Michigan

Illinois Mathematics and Science Academy: Grainger Center for Imagination and Inquiry, Aurora, Il

Canning Vale High School, Perth, Australia

Summary

Activities

References

Part IV: School Construction and Capital Outlay Activities

7. Construction and Construction Management

Construction Delivery Methods

Competitive Bidding

Construction Management

Design/Build

The Construction Process

The Construction Project Team

The Bidding Process

Contract Documents

Construction Coordination

Phasing Construction Around School Activities

Change Orders

Substantial Completion

Building Commissioning

Occupancy

Liability Issues and Dispute Resolution

Summary

Activities

References

Internet Resources

Glossary

Appendix to Chapter 7

California’s Public School Construction Process

Part V: Management, Maintenance, and Operations of School Buildings

8. Managing School Facilities

Planning for Obsolescence

Deferred Maintenance in School Facilities

A Model for Facility Management

The Organization of Maintenance & Operations at the District Level

Custodial Services

Maintenance and Operations Budget

The District Maintenance and Operations Program

Facility Maintenance Management

Forms of Facility Maintenance

Preventive Maintenance

Additional Forms of Facility Maintenance

The Role of Information Technology in Facility Management

Computer-aided Facility Management (CAFM)

Building Automation Systems

Role of Internet in Facility Operations

Outsourcing Facility Management Services

Facility Management and Organizational Change

Maintenance & Operations at the School Site

Summary

Activities

References

9. Maintenance and Operations of the School Facility: The Role of the Principal

Organization and Management of M & O

Variables Affecting the Quality of M & O

Crowding, and School Capacity

Approximating Building Capacity - Formula 9.1

Estimating Capacity - Formula 9.2

Levels of Perceptions of Cleanliness

Custodial Work Schedule and Work Load

Estimating Custodial Staffing Needs

Workload Formula - Formula 9.3

Schedule for Custodians

The Custodian’s Qualifications and Job Description

Supervisor of Custodians

Head Custodian

Night Foreman

Characteristic Duties and Responsibilities:

Student Care of the Learning Environments

The School Principal’s Role in School Maintenance

Fire Prevention and Protection

Mechanical Crafts and Maintenance

Knowledge of the Custodial Workstation

Priorities and Checklists for Preventive Maintenance

Summary

Activities

References

Part VI: Legal and Financial Issues in Developing Educational Facilities

10. Legal Issues in School Facilities Planning, Design, and Construction

Contracts

Restraints on Government Actions

Open Meetings

Due Process and Eminent Domain

Zoning and Building Codes

Compliance With Federal Statutes

Section 504 of the Rehabilitation Act

The Americans with Disabilities Act

Individuals with Disabilities Education Act

Tort Law

Playgrounds

Toxics and Environmental Impact

Non-Curricular Use of Public School Facilities

Funding Equity and Facilities

Security

Demographics and Desegregation

Summary

Activities

References

11. Financing School Infrastructure Projects

The Historical Perspective

Local Funding Options

Determining What is Affordable

The Bond Issue

Advantages

Disadvantages

Establishing a Credit Rating

Bond Issue Dos and Don’ts

Hiring Consultants

Wording the Ballot

Accounting Procedures

Budgeting Issues

Local Option Sales Taxes

Sinking Funds

Lease-Purchase Agreements & Certificates of Participation

Pay-As-You Go

State Funding of Capital Projects

Direct State Aid

Flat Grants

Equalized Grants

Categorical Grants

State Loan Authorities

Federal Funding

Start Up Costs

Summary

Activities

References

Additional Suggested Readings

Part VII: Research About the Physical Environment

References

12. The Physical Environment and Student Achievement in Elementary Schools

Background: The School’s Physical Environment

Movement Classifications

Large Group Meeting Places

Architectural Design

Daylight and Views

Color

Location of the School Site

Instructional Neighborhoods

Outdoor Environments

Instructional Laboratories

Environmental

Method

Instrumentation

Reliability of the Instrument

Data Collection

Research Question and Assumptions

Results

Third Grade

Fifth Grade

Conclusions and Discussion

Implications

Summary

Activities

References

Appendix

Design Appraisal Scale for Elementary Schools

13. Classifications of Middle School Design

The Problem

The Unique Character of Middle School Students

Middle School Facility Design

Environmental Attributes

Learning Spaces

Procedural Attributes

Instrumentation

Components of the Design Assessment Scale for Middle Schools

Zone 1 - Entry/Movement

Zone 2 — Work

Zone 3 - Storage Systems

Zone 4 - Display and Mini-Museums

Zone 5 - Living Things

Zones 6 - Soft Areas

Zone 7 — Teacher Spaces

Zone 8 — Technology

Zone 9 - Indoor/Outdoor Relationships

Zone 10 — Environmental

Zone 11 — Aesthetics

Scoring and Reliability

Procedures

Analysis and Findings

Supposition

Toward a Design Characteristic Language Theory

Need for Further Study

Summary

Activities

References

14. Investigating Environmental Quality in Schools

The Problem

Research Approach

Case Study Selection Process

Participant Selection

Physical Facilities Inventory

Observations, Interviews and Surveys

Workshops

Planning Workshops

Cross-case Analysis

Case Study Narrative: Roger R. Cunningham Elementary School

The Dilemma

Obstacles to the Vision

Facility Concerns

The Solutions

Discussion and Conclusions

Summary

Activities

References

15. Identifying Relevant Variables for Understanding How School Facilities Affect Educational Outcomes

Research Problem

Methodology

Phase I - Literature Analysis

Phase II - Identifying Measures of Success Using a Concept Mapping Methodology

Phase III - Identifying Physical Factors Plausibly Related to Measures of Success

Phase IV — Identify Gaps and Develop Research Priorities

Findings

Phase I - Literature Analysis

Phase III: Identifying Physical Factors Plausibly Related to Measures of Success

Discussion

Future Research Needs

Summary

Activities

References

Appendix

Part VII: Models, Examples, and Applications

16. Student Population Forecasting

Introduction

Background

Estimating Student Enrollment: The Modified Grade Progression Ratio Model

Step 1- Obtain Resident Live Births For the County Where the School District is Located.

Step 2- Determine the Net Enrollment by Grade Level for the Past Five Years.

Step 3- Enter the Data Sets in the Model

Step 4 — (Optional) Develop a 10-year Student Population Forecast.

Estimating the Enrollment for Various Levels

One Elementary School

One Middle School in a Large School System

One High School

Summary of Steps for the Electronic Spreadsheet

Adjusting The Student Population Forecast: A Case Study of Sunny River County

Forecasts by Year and Grade Level

Possible Adjustments Based on the "Factor of Potential^™"

Possible Adjustments as A Result of an Expected Increase in Density

A Guiding Factor for All Adjustments

Findings and Conclusions for Sunny River Schools

Accuracy of the Base Model

Summary

Activities

References

Appendix for Chapter 16

Formulae for the Base Model

17. A Collaborative Strategic Planning Activity for Planning and Designing Educational Facilities: A Case Study

Assumptions, Advantages, and Limitations of Strategic Planning

Problem-Based Activities

Managing Meetings

Developing a Strategic Plan — A Problem-Based Format

A Model for Strategic Planning

Step: 1: Selecting Members and Organizing the SP Teams

Step 2: Orienting Team Members

Step 3: Determining Values about Learning Environments

Step 4: Developing a Mission Statement

Step 5: Scanning the External and Internal Environments

Step 6: Constructing Surprise-Free Scenario Statements

Examples of Surprise-Free Scenario Statements

Step 7: Creating a Vision of the Program and Facilities

Step 8: Developing the Educational Specifications

Context

Develop Philosophy Statements

Complete Strategic Design Goals

Formulate Educational Specifications

Step 9: Going From Educational Specifications to School Design

Step 10: Presenting the Strategic Plan and Concept Design of the School Program

Summary

Activities

Bibliography

Selected Web Sites

Glossary

Appendix for Chapter 17

18. Size and Space: Facts and Guidelines for Planning, Site Selection, and Design.

School Size

Space Needs

The Child-Care Center

Elementary School

Secondary Schools

Translating the Educational Program into Space Needs

School Sites

Steps in Site Selection

Criteria for Site Selection

The Site Selection Team

Summary

Activities

References