Mack, G., & Love, D. (2007). 194 (4)
This article details the renovation/restoration of a 1927 building into a neighborhood elementary school
Author: campus
School Bond Success – An Exploratory Case Study
Holt, C. R., Wendt, M. A., & Smith, R. M. (2006).
Following two-failed school bond issues in 1995 and 1998, one mid-sized rural district organized an effort that led to two successful school bond elections in 2001 and 2003. The school district’s strategic plan mirrored many of the recommendations for successful bond referendums published in School Bond Success: A Strategy for Building America’s Schools. Findings from this case study, utilizing a Rapid Assessment Process, illustrate many of the reasons why the school district passed two consecutive bond issues with unprecedented community support. Although the findings from this school district may not match the concerns of all communities, it provides readers with a perspective of voters’ beliefs in one rural district.
School design and student learning in the 21st century – A report of findings. Executive summary from Design for Learning Forum
American Architectural Foundation (2006).
As a follow-up to the recent National Summit on School Design, the American Architectural Foundation (AAF) brought together more than 30 architects, educators, design experts, and students for a two-and-a-half-day Design for Learning Forum. This Forum sought to look at the future of school design, with a particular focus on improving the link between school design and achievement. The forum participants made 10 key findings.
No Cost School Renovation
Zorn, R. L. (2006). 193 (5)
Ohio’s Poland Local School District recently completed $5.5 million in additions and upgrades at no cost to the taxpayers. How did they do it? The district entered into a multiyear energy performance contract that allows them to pay off their loan through the savings realized by the renovation itself.
Building Minds, Minding Buildings – Turning Crumbling Schools into Environments for Learning
American Federation of Teachers, AFL-CIO (AFT) (2006).
This report provides an overview of the condition of schools, the affect of those conditions on the ability of students to learn and staff to do their jobs; and outlines action for the AFT and our affiliates at the national, state and local level. (December 2006)
Developing Early Childhood Facilities
Sussman, C., Gillman, A., & Larsen, C. (2006).
Resource Guide Volume 1: Developing Early Childhood Facilities, published by LISC’s Community Investment Collaborative for Kids (CICK). This guide identifies all of the steps in the real estate development and financing process, and helps early childhood providers and their partners carry out early feasibility and planning activities, assemble an appropriate project development team, select and acquire a site, raise money, and implement best practices in design.
Designing Early Childhood Facilities
Arthur, D.W., Larson, C., Gillman, A., & Sussman, C. (2006).
Resource Guide Volume 2: Designing Early Childhood Facilities, published by LISC’s Community Investment Collaborative for Kids (CICK). This volume highlights the connection between well-designed space and high quality programming, and helps early childhood providers, community developers and architects plan effective spaces for young children. The guide includes an overview of design principles, a tour through a center’s functional areas, and information on materials, lighting, security, urban settings and accessibility.
Learning to Learn, Pre-kindergarten — Kindergarten Design Implications
Johnson, K. (2006).
As the current K-12 generation approaches societal maturity they will encounter issues that are changing almost as fast as they are identified. Fast on the heels of the elementary population are the pre-kindergarten children who will be facing an ever-changing global society. Business and educational leaders have called for universal preschool education that will meet the developmental needs of pre-K children. These developmental needs are identified through research that supports the advantages of early childhood education and intervention. The primary goal is to close achievement gaps as they invest in the future. As world competitors in the global marketplace make investments in early education, and domestic social and economical conditions dictate the need for childcare, the call for implementing pre-K universal programs is being heard. State funded preschool programs have expanded over the last decade. By the 2001-2002 school year, 40 states had preschool programs. The social benefits of high-quality early learning programs and the long-term effects of early intervention on achievement are continually supported by research. Preschool has been shown to increases early reading and math skills in kindergarten and studies found that children who attended quality preschools demonstrated lower incidents of social problems. A national survey of American families revealed 82% of three and four year olds with employed mothers are in non-parental care, and 43% use child care centers for this care. With so many children already enrolled in environments outside of home, attention must be given to the merits of pre-K education. It is important to note that the research explaining the benefits of early education, qualifies the findings with the descriptive phrase "high quality." As states come on-line with pre-K programs they are requiring certified, degreed teachers and standard approved curricula. These requirements are elevating the importance and professionalism of the early childhood learning environment.
Johnson_Learning to Learn_Pre-Kindergarten_Kindergarten Design Implications
Report from the National Summit on School Design – A resource for educators and designers
(2006). Washington, DC: American Architectural Foundation.
The National Summit on School Design convened more than 200 professionals from around the country to discuss current trends related to school design. The event was an open dialogue on school design, where participants were actively engaged in discussions about school design principles for the 21st century and the challenges and tensions related to effective design. This report details eight overall recommendations made by Summit participants following discussions on a range of school design topics.
Improving Comfort, Enhancing Learning
Yocum, F. (2006). 193 (12)
This article details the efforts of one Ohio school district to raise capital and pay for improvements with energy savings during a time of economic hardship and budget cuts.
