• Design features for Project Based Learning
This publication is a condensed version of a doctoral research study by Susan Wolff entitled "Relationships among People and Spaces:
• Managing the collaborative process
Educational leaders have been increasingly called to lead and participate in collaborative governance structures with little explicit instruction in facilitating the collaborative process
• Planning the Learning Community
We break 100 people [25 students, 25 parents, 25 educators and 25 community members] into 6 groups, each group with a different task. Then we cross-fertilize those groups. It's a huge discovery process, where the groups are discovering information in their community.
• Planning Lighting
“We want plenty of windows and full spectrum lighting - not those cold fluorescents.” This is a request I hear frequently from teachers while planning learning environments. While the benefits of full spectrum lamps remain inconclusive, there is a good deal of consensus on the value of daylight and quality lighting design.
• Thirty three Educational Design Principles
This paper provides a framework of thirty-three educational design principles from which educators and design professionals can structure the content of their educational facility development process,
• The POE and Educational Design Practice
Post-occupancy evaluation of school buildings and educational environments
• A Principal's Guide to On-Site School Construction
This publication addresses construction that takes place in or near the school building while school is in session--the most difficult kind of construction to manage. Success largely depends upon the preparation, competence, and goodwill of the school district's facility staff, the project architect/engineer, the contractor, and local school officials-- and the way they work together. |
• Post occupancy evaluation reports about a variety of facility developments as undertaken by the Minsitry of Education
• Brain-Based Principles for Educational Design
The following summary list was collaboratively generated at CEFPI's brain-based learning workshop track that offered participants the ability to explore implications in an open and reflective way. The intention for these workshops was primarily to start the public dialogue concerning the implications of research on brain-based learning in the design of school environments.
• Selecting a Technology Designer
Hiring the wrong technology designer — one who does not have
the skills needed or one who does not understand the educational process — easily can turn into an embarrassing and costly endeavor.
• The Education Environment Program
The learning environment can no longer be described by a set of classroom square footage minimums and maximums
• Post Occupancy Evaluation
The research team for gathering information about Davidson Elementary School used three methods: personal interviews, surveys, and observations. The methods were used independently and collectively to gain a better understanding of the behavioral issues effected by the physical environment.
• Implementing Change
book review
Hall and Hord provide an excellent overview of the principles and tools that make up their Concerns-Based
Adoption Model (CBAM) for school change. This book is essentially an updated version of the author's (1987) "CBAM" book, Change in Schools: Facilitating the Process.
• Change Management
A possible model to follow when change is necessary - contact for help with this model |
