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Full Product Details

Author:   Peter C. Lippman
Publisher:   John Wiley and Sons Ltd
Imprint:   John Wiley & Sons Ltd
Dimensions:   Width: 21.00cm , Height: 3.10cm , Length: 24.20cm
Weight:   1.028kg
ISBN:  

9780470289105

ISBN 10:   0470289104
Pages:   352
Publication Date:   15 October 2010
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

Preface ix Acknowledgments xi Chapter 1: Where Does Evidence-Based Design Fit in the Design Process for Creating Responsive Learning Environments? 1 Introduction 1 Thinking Beyond the Aesthetic 2 Normative Theories 3 Changing the Role of the Architect 6 Innovation in Design: Historical Overview 7 Extending Design: A Responsive Approach 9 Places for Learning: Primary and Secondary Environments 10 Evaluating Settings as Passive and Active 14 References 15 Chapter 2: Responsive Design Approach: Defining Intentions 19 Introduction 19 Behavior Settings 19 Communities of Practice 20 Recognizing Schools as Learning Communities 22 Two Ends of the Spectrum: Resistant and Reactive Design Approaches 23 The Reflexive Design Approach 27 The Responsive Design Approach 29 References 37 Chapter 3: Understanding Practice-Based Evidence, Evidence-Based Design, and Responsive Research as Approaches for Guiding the Design of Learning Communities 39 Introduction 39 Research Methodologies 42 Case Studies 43 Ethnography 43 Postoccupancy Evaluation 44 Specific Programmatic Purposes of Research 52 Research in Practice: Programming 60 Conclusion 68 References 73 Chapter 4: Historical Overview of School Design in the United States 75 Introduction 75 Colonial Period: Resistant Design 75 Industrial Period: Reflexive in Execution 76 Progressive Era: Responsive in Idea and Reflexive in Execution 78 Crow Island School: A Responsive Approach to Design 82 Modern Era 84 Postmodern Era 88 Twenty-First-Century School Design 94 References 96 Chapter 5: Technology in Education 101 Introduction 101 A Brief History of Instructional Technology Use and Alternative Learning Environments 102 The History of the Internet 105 The Open University 107 Information Technology, Cyberspace, and Environmental Psychology 111 Use of Instructional/Information Technology 112 The Distance Learning Environment 113 Distance Learning: Synchronous to Asynchronous 114 Considerations for Virtual Classroom Design 115 References 124 Chapter 6: Learning Theories 127 Introduction 127 Genetic Determinism 127 Behaviorism 129 Theory of Multiple Intelligences, Constructivism, and Social Constructivism 129 The Reactive Design Approach in Relation to Constructivism 133 Practice Theory 134 Practice Theory and Its Relationship to the Situated Nature of Knowledge Acquisition 135 Conclusion 140 References 140 Chapter 7: Models for Twenty-First-Century Schools 143 Introduction 143 Reggio Emilia, Montessori, and Waldorf 144 Twenty-First-Century Learning Communities 155 Twenty-First-Century Learning Environments: Nothing New Under the Sun 158 Conclusion 164 References 166 Chapter 8: Promoting a Framework for the Design of Learning Communities 169 Introduction 169 Constraints and Affordances of Creating Small Schools 169 Considerations for How to Grow the Learning Community 177 Guidelines for Creating Learning Communities 179 Four Stages of Personalization 190 Pattern for the Design of Learning Communities 191 Primary Patterns: Administration, Athletic, Science, Art and Music, Media, and Cafeteria Precincts, and Neighborhoods within the Learning Community 193 Secondary Patterns: Streets, Common Areas Outside the Home, Porch, and Home 198 Tertiary Patterns: Fixed Features, Sociohistorical Elements, Transparency, and Ceiling Heights 204 Conclusion 206 References 206 Chapter 9: Case Studies: Elementary Schools, Middle Schools, High Schools, Urban Schools, Specialized Schools, Private Schools, and Community Schools 211 Elementary Schools 213 Middle Schools 231 High Schools 245 Urban Schools 259 Specialized Schools 274 Private Schools 292 Community Schools 309 References 316 Chapter 10: Next Steps for the Twenty-First Century 317 Introduction 317 Democratic Ideals, Individualism, and Situated Learning 317 Practice Theory and Twenty-First-Century Learning 318 Overview of Methods 320 Conclusion and Recommendations 324 References 327 Index 329

Reviews

""Evidence-Based Design of Elementary and Secondary Schools is a book written for design professionals that link research based on principles to theories, methods, and best practices for learning space design."" ( The Journal Resources Site Map/Children, Youth Environment, Spring 2012)

Evidence-Based Design of Elementary and Secondary Schools is a book written for design professionals that link research based on principles to theories, methods, and best practices for learning space design. ( The Journal Resources Site Map/Children, Youth Environment , Spring 2012)

Evidence-Based Design of Elementary and Secondary Schools is a book written for design professionals that link research based on principles to theories, methods, and best practices for learning space design. (The Journal Resources Site Map/Children, Youth Environment, Spring 2012)

Evidence-Based Design of Elementary and Secondary Schools is a book written for design professionals that link research based on principles to theories, methods, and best practices for learning space design. ( The Journal Resources Site Map/Children, Youth Environment, Spring 2012)

Author Information

PETER C. LIPPMAN is a senior architectural staff member of the Educational Practice Group at JCJ Architecture in New York City. He has worked on a range of educational projects, including elementary and secondary schools, as well as higher education facilities. From 2001 to 2004, Lippman served as chair for the AIANY Chapter Committee on Architecture for Education, where he developed and presented programs that examined and extended ideas about the design of school environments.

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