000			01153cam a2200301 a 4500
999			_c7193 _d7193
001			16054322
005			20180807113723.0
008			100114s2010 njuaef b 001 0 eng
010			_a 2010000778
020			_a9780470289105 (cloth)
020			_a0470289104 (cloth)
040			_aDLC _cDLC _dUKM _dYDXCP _dC#P _dCDX _dUKMGB _dDLC
043			_an-us---
050	0	0	_aLB3218.A1 _bL56 2010
082	0	0	_a727.1 _222 _bL.P.E
100	1		_aLippman, Peter C.
245	1	0	_aEvidence-based design of elementary and secondary schools / _cPeter C. Lippman.
260			_aHoboken, N.J. : _bJ. Wiley, _cc2010.
264			_aHoboken, N.J. : _bJ. Wiley, _cc2010.
300			_axi, 337 p., [16] p. of plates : _bill. (some col.), plans (some col.) ; _c24 cm.
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
504			_aIncludes bibliographical references and index.
505	0		_aChapter 1. Where Does Evidence-Based Design Fit in the Design Process for Creating Responsive Learning Environments? -- Introduction -- Thinking Beyond the Aesthetic -- Normative Theories -- Changing the Role of the Architect -- Innovation in Design: Historical Overview -- Extending Design: A Responsive Approach -- Places for Learning: Primary and Secondary Environments -- Evaluating Settings as Passive and Active -- References -- Chapter 2. Responsive Design Approach: Defining Intentions -- Introduction -- Behavior Settings -- Communities of Practice -- Recognizing Schools as Learning Communities -- Two Ends of the Spectrum: Resistant and Reactive Design Approaches -- The Reflexive Design Approach -- The Responsive Design Approach -- References -- Chapter 3. Understanding Practice-Based Evidence, Evidence-Based Design, and Responsive Research as Approaches for Guiding the Design of Learning Communities -- Introduction -- Research Methodologies -- Case Studies -- Ethnography -- Postoccupancy Evaluation -- Specific Programmatic Purposes of Research -- Research in Practice: Programming -- Conclusion -- References -- Chapter 4. Historical Overview of School Design in the United States -- Introduction -- Colonial Period: Resistant Design -- Industrial Period: Reflexive in Execution -- Progressive Era: Responsive in Idea and Reflexive in Execution -- Crow Island School: A Responsive Approach to Design -- Modern Era -- Postmodern Era -- Twenty-First-Century School Design -- References -- Chapter 5. Technology in Education -- Introduction -- A Brief History of Instructional Technology Use and Alternative Learning Environments -- The History of the Internet -- The Open University -- Information Technology, Cyberspace, and Environmental Psychology -- Use of Instructional/Information Technology -- The Distance Learning Environment -- Distance Learning: Synchronous to Asynchronous -- Considerations for Virtual Classroom Design -- References -- Chapter 6. Learning Theories -- Introduction -- Genetic Determinism -- Behaviorism -- Theory of Multiple Intelligences, Constructivism, and Social Constructivism -- The Reactive Design Approach in Relation to Constructivism -- Practice Theory -- Practice Theory and Its Relationship to the Situated Nature of Knowledge Acquisition -- Conclusion -- References -- Chapter 7. Models for Twenty-First-Century Schools -- Introduction -- Reggio Emilia, Montessori, and Waldorf -- Twenty-First-Century Learning Communities -- Twenty-First-Century Learning Environments: Nothing New Under the Sun -- Conclusion -- References -- Chapter 8. Promoting a Framework for the Design of Learning Communities -- Introduction -- Constraints and Affordances of Creating Small Schools -- Considerations for How to Grow the Learning Community -- Guidelines for Creating Learning Communities -- Four Stages of Personalization -- Pattern for the Design of Learning Communities -- Primary Patterns: Administration, Athletic, Science, Art and Music, Media, and Cafeteria Precincts, and Neighborhoods within the Learning Community -- Secondary Patterns: Streets, Common Areas Outside the Home, Porch, and Home -- Tertiary Patterns: Fixed Features, Sociohistorical Elements, Transparency, and Ceiling Heights -- Conclusion -- References -- Chapter 9. Case Studies: Elementary Schools, Middle Schools, High Schools, Urban Schools, Specialized Schools, Private Schools, and Community Schools -- Elementary Schools -- Middle Schools -- High Schools -- Urban Schools -- Specialized Schools -- Private Schools -- Community Schools -- References -- Chapter 10. Next Steps for the Twenty-First Century -- Introduction -- Democratic Ideals, Individualism, and Situated Learning -- Practice Theory and Twenty-First-Century Learning -- Overview of Methods -- Conclusion and Recommendations -- References.
520			_aEvidence–Based Design of Elementary and Secondary Schools to take an in–depth, evidence–based design approach to the design of primary and secondary schools. The author, who has years of experience in the design of primary and secondary schools, presents an overview of the current research on the impact of the physical environment on learning and education. Includes more than a dozen in–depth case studies of good school design based on evidence–based research.
650		0	_aElementary school buildings _zUnited States _xDesign and construction.
650		0	_aHigh school buildings _zUnited States _xDesign and construction.
650		0	_aElementary school buildings _zUnited States _xPlanning.
650		0	_aHigh school buildings _zUnited States _xPlanning.
942			_cBK _2ddc