School Design: Crisis, Educational Performance and Design Applications

Gary T. Moore · Jeffrey A. Lackney

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Educational Environments and Student Outcomes School Health and Nursing Education Facilities and Workplace Management

Abstract

This paper explores the relationship between educational outcomes and the architectural design of educational facilities. Following a brief review of the crisis in school buildings in the United States, an attempt is made to clarify the issues involved in the research literature bearing on the relationship between educational performance and school facilities and to critically review some of that literature. Two physical environmental factors are found that directly impact academic achievement in elementary schools (school size and classroom size) and another two that impact 'non-achievement' behaviors (location and secluded study spaces). Two of the 27 design patterns developed in response to these findings are presented and discussed: 'And the Winning School is . . . Smaller,' and 'Well-defined Activity Areas'. In conclusion, a mediational-interactional model of the relationship between the socio-physical environment and educational outcomes is presented.

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1987Handbook of environmental psychology 1977A Pattern Language 1977Do Schools Make a Difference 1990Answers and Questions About Class Size: A Statewide Experiment 1965Big School, Small School 1979The Physical Environment of the School: A Review of the Research 1982School Class Size: Research and Policy 1980An Experimental Study of the Effects of Class Size

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2008The building process as a tool towards an all-inclusive school. A Swedish example focusing on children with defined concentration difficulties such as ADHD, autism and Down’s syndrome 2022A Framework for Fire Safety Management in School Facilities

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