Design Patterns for American Schools: Responding to the Reform Movement.

MF01/PCO2 Plus Pnitage. *Educational Change; *Educational Environment; Educational Facilities; *Educational Facilities Design; *Educational Facilities Improvement; Educational Facilities Planning; Elementary Secondary Education; Institutional Environment; *School Buildings; School Size; School Space; *Space Utilization This paper explores the often elusive yet very important relationship between architectural design and educational reform. A review of the major findings from the educational and architectural research literatures on the impacts of school design on educational program effectiveness is presented. Commonalities among the disciplines were identified to create 27 design patterns. Seven sample patterns are described: (1) small schools; (2) the school as community center/necklace of community activities; (3) team suites/clusters of classrooms; (4) supervisable circulation paths; (5) small classrooms; (6) portfolio process studio; and (7) cluster of teacher offices. A table shows the origins and ranking of all 27 patterns. The development and use of design patterns should be seen as a collaborative dialogue between researchers and practitioners from both the architectural and educational professions. In addition, there is a need for a process view of the implementation of these reforms. (LKI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U DEPARTMENT 00 EDUCATION "Toe a Woocettnt 14,51111eh na imorovemenl EDUcATIONAl. RE SOURCES INFORMATION CENTER !ERIC' 3ITIRE Document nu can e01,0124COCI as fetemee NOM. Iht Dotson Of oroentiston otoGuulw, Mmot nunces no.e teen meae lD ottoe eprOCIUCII0111:11U401V Punts dome a oCentonselsthe tol Pus Ottu men! CIO not necemluov elueseni OE RI cosmon Or MINT "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER /ERIC)." Design Patterns for American Schools: Responding to the Reform Movement, Gary T. Moore Jeffery A. Lackney Center for Architecture and Urban Planning Research University of Wisconsin-Milwaukee Milwaukee, WI 53201-0413 Tel: 414/229-5940; Fax: 414/229-3976 E -mail: gtmoore@csd4.csd.uwm.edu Running head: Design patterns for American schools Manuscript submitted: April 9, 1993 An earlier and longer version of this paper was presented as a keynote address at the Prairie School National Conference on Architecture and Education, Prairie School and Wingspread Conference Center, Racine, Wisconsin, May 16, 1992. Gary T. Moore, Ph.D., is Professor of Architecture and principal of Gary T. Moore & Associates, Consultants. Jeffery A. Lackney, MArch., is an architect currently pursuing a Ph.D. in environment-behavior studies in architecture. Our thanks to the School cf Architecture and Urban Planning at the University of Wisconsin-Milwaukee for co-sponsoring the conference, and to Henry Halstead and thc gr,, Conference Planning Committee, for their support. Address for thc full paper including bibliography.: Center for Architecture and Urban Planning Research, University of Wisconsin-Milwaukee, Milwaukee, WI 53201-0413. To appear in A. Meek (Ed.). Environments for Learning. Alexandria. VA: Associaticin for Supervision and Curriculum Development (in press). Design Patterns for American Schools: Responding to the Reform Movement This paper explores the often tiusive yet critically important relationship between architectural design and educational reform. A review of the major findings from the educational and architectural research literatures on the impacts of school design on educational program effectiveness is presented. These findings will then be translated into a set of design principles or patterns which respond to the available research literature and to aspects of the current American school reform movement. The study, of which this paper is a summary, consisted of several investigative stages. First, the approach to this and previous work,' has been to review empirical literature identifying reliable findings about the impacts of the designed environment on educational performance (e.g., teacher attitudes, student attitudes and behavior, and student achievement). The educational and environment-behavior (EB) research literatures have over the years dealt with the concerns of the physical environment and its relationship to educational program effectiveness. An excellent review of the research on the physical environment of the schools was by Carol Weinstein in the 1979 Review of Educational Research. Only part of what Weinstein concluded in 1979, however, is still true: "When classrooms varying in terms of furniture arrangement, aesthetic appeal; and the presence or absence of windows are