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This research project examined how educational facilities are perceived and used by the occupants. It sought to inform the design of effective learning environments in elementary schools through a heightened awareness of the needs of the occupants and an understanding of how they use their school facilities. Project objectives included the following: (1) to increase awareness of the needs of facility users by encouraging a dialogue between designers, educators, and facility occupants; (2) to develop a knowledge base that will lead to the design of effective learning environments; and (3) to assemble a set of visual examples of effective learning environments that can be used as a resource to facilitate communication between architects and educators. The project involved the case study of three elementary schools: Irwin Avenue Open Elementary School in Charlotte, North Carolina; Grasonville Elementary School in Grasonville, Maryland; and Cougar Elementary School in Manassas Park, Virginia. In addition to detailed building descriptions with photographs, significant findings were: (1) a sense of community at multiple scales provides students with a sense of belonging and a sense of place; (2) functional spaces that allow for multiple uses and a variety of tasks encourage students to make choices for themselves, fostering the development of individual responsibility; and (3) experiential learning takes place when a student is engaged in an activity; active participation allows students to apply what they learn and helps them define their interests, thereby contributing to a sense of self. Implications for designers are also discussed. Appendices contain interview questions, the survey instrument, and school floor plans. (EV)

This document provides a case study of the renovation of Johnson-Williams Middle School in Clarke County, Virginia. Chapter 1, "Planning and Designing a School Renovation," describes considerations for measuring the quality of a school renovation project, including its value to users and its imapct on learning. It summarizes the research methods and rationale used in this study of the renovation, presents the condition of the school prior to renovation, and articulates the planning phases of the construction processes. It concludes by delineating the projected outcomes and expected benefits of the renovation project to its stakeholders. Chapter 2, "Undertaking the Construction Process," discusses the guiding principles of the project and the punch-list phase of construction. Chapter 3, "Outcomes of Renovation," discusses the results of the renovation in terms of industry standards of renovation quality, user perceptions of facility quality, changes in social interactions and school relationships, and student achievement outcomes. The concluding chapter provides thoughts on educational facilities research and implementing school renovation. Appendices contain a list of the primary sources and architectural plans of Johnson-Williams Middle School. (Contains 102 references.) (EV)

In response to today's concern for the environment and growing curricular demands to teach about the natural world, educators are discovering the power of a school's surrounding outdoors area as a teaching tool. This booklet presents an overview of educational landscapes and examines the pervasive attitudes and practices that have led to the undervaluing of the schoolyard environment, identifies specific steps to create successful educational landscapes, provides insights for integrating the schoolyard more fully into the school culture and pedagogy, and discusses how to sustain educational landscape programs over time. Examples of built educational landscapes from the United States and Britain are provided to illustrate the range of possibilities for school grounds. Appendices present a list of standards of learning opportunities related to the school grounds, ways to link school grounds with the curriculum, and students' wish lists for their school grounds. A list of resources concludes the document. (Contains 21 references.) (GR)

A study of new design features for public schools was conducted to determine what specific design features were being implemented in Virginia's schools. This report summarizes the major trends in facility design that were discovered in the following areas: safety and security features; classroom space; technology areas; administrative spaces; communal space; school grounds; teachers' facilities; community use of school facilities; energy use and sustainable design; organization of instruction; and special programs. While numerous innovative design features are being implemented in school across Virginia, the data reveal that older schools built prior to 1990 have fewer of them. Older schools lack some of the benefits of flexible space and extra space for learning, have limited use of landscapes and community access to school assets, and lack central air conditioning. New schools have more cost-saving features and flexible space for instruction, and greater access to the surrounding community. An appendix provides survey statistics. (Contains 11 references.) (GR)

In 1997, the Danville City Public Schools opened four focus schools at the high school level, adding 2 more schools in the next 2 years. This booklet relates the efforts of this small urban school district to bring educational choice to its students, parents, and teachers, while having to grapple with issues of autonomy and governance, innovation and academic rigor. Due to focus schools, student achievement, standards of learning scores, and attendance have improved; fewer "at risk" students have dropped out; and students and teachers are talking about the learning process. Through the process of examining their accomplishments and struggles, teachers, administrators, and policymakers can better promote innovative and sustainable learning environments in their own schools and districts. The booklet analyzes the challenges and stumbling blocks of starting innovative learning environments, and provides some suggestions and guidelines based on Danville's experience. It answers several questions: What are focus schools and how can they promote reform? How were these schools implemented and what can be learned from this process? Appendices list individuals, print, and Web-based references, and the "Danville Public Schools Focus School Planning Guide, January 1998." (DFR)