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Author: Peter C. Lippman
Publisher: John Wiley & Sons
ISBN: 0470915935
Category : Architecture
Languages : en
Pages : 370
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Book Description
An in-depth, evidence-based design approach to the design of elementary and secondary schools The contemporary school must be a vibrant, living extension of its community. Evidence-Based Design of Elementary and Secondary Schools instructs design professionals on how to successfully achieve this goal. With assistance from research-intensive principles grounded in theories, concepts, and research methodologies—and with roots in the behavioral sciences—this book examines and provides strategies for pooling streams of information to establish a holistic design approach that is responsive to the changing needs of educators and their students. This book: Delivers an overview of the current research and learning theories in education, and how they apply to contemporary school design Explores the history of school design in the United States Examines the role of information technology in education Includes case studies of more than twenty exemplary school designs, based on research of the best physical environments for learning and education Considers what learning environments may be in the near future Evidence-Based Design of Elementary and Secondary Schools analyzes the current shift toward a modern architectural paradigm that balances physical beauty, and social awareness, and building technologies with functionality to create buildings that optimize the educational experience for all learners. Enlightening as well as informative, this forward-thinking guide provides educational facility planners, designers, and architects with the tools they need to confidently approach their next school building project. In addition, this guide provides administrators, educators, and researchers with design options for rethinking and creating innovative learning environments.
Author: Peter C. Lippman
Publisher: John Wiley & Sons
ISBN: 0470915935
Category : Architecture
Languages : en
Pages : 370
Get Book Here
Book Description
An in-depth, evidence-based design approach to the design of elementary and secondary schools The contemporary school must be a vibrant, living extension of its community. Evidence-Based Design of Elementary and Secondary Schools instructs design professionals on how to successfully achieve this goal. With assistance from research-intensive principles grounded in theories, concepts, and research methodologies—and with roots in the behavioral sciences—this book examines and provides strategies for pooling streams of information to establish a holistic design approach that is responsive to the changing needs of educators and their students. This book: Delivers an overview of the current research and learning theories in education, and how they apply to contemporary school design Explores the history of school design in the United States Examines the role of information technology in education Includes case studies of more than twenty exemplary school designs, based on research of the best physical environments for learning and education Considers what learning environments may be in the near future Evidence-Based Design of Elementary and Secondary Schools analyzes the current shift toward a modern architectural paradigm that balances physical beauty, and social awareness, and building technologies with functionality to create buildings that optimize the educational experience for all learners. Enlightening as well as informative, this forward-thinking guide provides educational facility planners, designers, and architects with the tools they need to confidently approach their next school building project. In addition, this guide provides administrators, educators, and researchers with design options for rethinking and creating innovative learning environments.
Author: Lisa Gelfand
Publisher: John Wiley & Sons
ISBN: 0470445432
Category : Architecture
Languages : en
Pages : 354
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Book Description
Get the comprehensive guide to the sustainable design of schools. The elementary and secondary school buildings and campuses built today are the schools of the future. Sustainable School Architecture is a guide to the planning, architecture, and design of schools that are healthy, stimulating, and will conserve energy and resources. Written with the needs of architects, construction professionals, educators, and school administration in mind, the book provides a road map for sustainable planning, design, construction, and operations. By its very nature, a school is often the centerpiece of its community and, therefore, well positioned to take the lead in influencing environmental awareness. Building on this point, Sustainable School Architecture shows how eco-friendly practices for school construction can create an environment that young students will emulate and carry into the world. Written by experts on sustainable school design, this book: Focuses on the links between best sustainable practices and the specific needs of educational institutions. Has nineteen international case studies of the best contemporary sustainable schools located in urban, suburban, and rural communities in temperate, tropical, and extreme climate zones. Contains valuable information on the California Collaborative for High Performance Schools (CHPS) and the Leadership in Energy and Environmental Design (LEED®) rating system. Serves as a resource for incremental modernization and operation strategies as well as comprehensive transformation. Offers tips on running an integrated, community-based design process with support information on the materials and systems of the sustainable school. Includes contributions by experts on approaches to the sites, systems, maintenance, and operation of sustainable schools. With a practical overview of how sustainability can be achieved in new and existing schools, and how to maintain this momentum in the years ahead, this important book provides architects with detailed guidance for designing healthier learning environments to help usher in a more promising future.
Author: Grant P. Wiggins
Publisher: ASCD
ISBN: 1416600353
Category : Education
Languages : en
Pages : 383
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Book Description
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Author: Elizabeth McGhee Hassrick
Publisher: University of Chicago Press
ISBN: 022645665X
Category : Education
Languages : en
Pages : 245
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Book Description
The challenge of overcoming educational inequality in the United States can sometimes appear overwhelming, and great controversy exists as to whether or not elementary schools are up to the task, whether they can ameliorate existing social inequalities and initiate opportunities for economic and civic flourishing for all children. This book shows what can happen when you rethink schools from the ground up with precisely these goals in mind, approaching educational inequality and its entrenched causes head on, student by student. Drawing on an in-depth study of real schools on the South Side of Chicago, Elizabeth McGhee Hassrick, Stephen W. Raudenbush, and Lisa Rosen argue that effectively meeting the challenge of educational inequality requires a complete reorganization of institutional structures as well as wholly new norms, values, and practices that are animated by a relentless commitment to student learning. They examine a model that pulls teachers out of their isolated classrooms and places them into collaborative environments where they can share their curricula, teaching methods, and assessments of student progress with a school-based network of peers, parents, and other professionals. Within this structure, teachers, school leaders, social workers, and parents collaborate to ensure that every child receives instruction tailored to his or her developing skills. Cooperating schools share new tools for assessment and instruction and become sites for the training of new teachers. Parents become respected partners, and expert practitioners work with researchers to evaluate their work and refine their models for educational organization and practice. The authors show not only what such a model looks like but the dramatic results it produces for student learning and achievement. The result is a fresh, deeply informed, and remarkably clear portrait of school reform that directly addresses the real problems of educational inequality.
Author: Deborah Hanuscin
Publisher: National Science Teachers Association
ISBN: 9781681406954
Category : Education
Languages : en
Pages : 0
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Book Description
"This book is the result of more than a decade of work with teachers through the Quality Elementary Science Teaching professional development program. We used two frameworks that come together in powerful ways to support student learning in science -- the 5E Learning Cycle and Universal Design for Learning. Using these frameworks encourages teachers to rethink how they have typically approached lessons and to reframe them in ways that mirror how students learn, that provide depth and conceptual coherence, and that support the success of all learners. Implementing these frameworks doesn't require adopting a new curriculum, but working with the existing curricula and resources to identify barriers to learning and possible solutions -- in other words, using a sharper knife, a bigger fork, or a deeper spoon to more effectively deal with what's already on your plate! The information in this book will be useful to individual teachers seeking to improve their craft, or to groups of teachers collaborating to support student success in science. In particular, general educators and special educators who are co-teaching science may find valuable common ground in the ideas presented in the book. Even if you are familiar with these frameworks, we believe you will find something new within these pages"--
Author: Christine M. Cunningham
Publisher: Teachers College Press
ISBN: 0807758779
Category : Education
Languages : en
Pages : 177
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Book Description
Bolstered by new standards and new initiatives to promote STEM education, engineering is making its way into the school curriculum. This comprehensive introduction will help elementary educators integrate engineering into their classroom, school, or district in age-appropriate, inclusive, and engaging ways. Building on the work of a Museum of Science team that has spent 15 years developing elementary engineering curricula, this book outlines how engineering can be integrated into a broader STEM curriculum, details its pedagogical benefits to students, and includes classroom examples to help educators tailor instruction to engage diverse students. Featuring vignettes, case studies, videos, research results, and assessments, this resource will help readers visualize high-quality elementary engineering and understand the theoretical principles in context. Book Features: Frameworks to help teachers create curricula and structure activities. A focus on engaging the diversity of learners in today’s classrooms. Experiences from the nation’s leading elementary education curriculum that has reached 13.3 million children and 165,000 educators. Go to eie.org/book for videos, assessment tools, reproducibles, and other instructional supports that enliven the text.
Author: Dominick Pilla
Publisher: CRC Press
ISBN: 1315314509
Category : Technology & Engineering
Languages : en
Pages : 327
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Book Description
This overview of the analysis and design of buildings runs from basic principles and elementary structural analysis to the selection of structural systems and materials, and on to foundations and retaining structures. It presents a variety of approaches and methodologies while featuring realistic design examples. As a comprehensive guide and desk reference for practicing structural and civil engineers, and for engineering students, it draws on the author’s teaching experience at The City College of New York and his work as a design engineer and architect. It is especially useful for those taking the National Council of Examiners for Engineering and Surveying SE exam.
Author: Tracey E. Hall
Publisher: Guilford Press
ISBN: 1462506313
Category : Education
Languages : en
Pages : 177
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Book Description
"Clearly written and well organized, this book shows how to apply the principles of universal design for learning (UDL) across all subject areas and grade levels. The editors and contributors describe practical ways to develop classroom goals, assessments, materials, and methods that use UDL to meet the needs of all learners. Specific teaching ideas are presented for reading, writing, science, mathematics, history, and the arts, including detailed examples and troubleshooting tips. Particular attention is given to how UDL can inform effective, innovative uses of technology in the inclusive classroom. Subject Areas/Keywords: assessments, classrooms, content areas, curriculum design, digital media, educational technology, elementary, inclusion, instruction, learning disabilities, literacy, schools, secondary, special education, supports, teaching methods, UDL, universal design Audience: General and special educators in grades K-8, literacy specialists, school psychologists, administrators, teacher educators, and graduate students"--
Author: United States. Division of State and Local School Systems
Publisher:
ISBN:
Category : Classrooms
Languages : en
Pages : 66
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Book Description
Author: Doug Robertson
Publisher: Solution Tree Press
ISBN: 1952812569
Category : Education
Languages : en
Pages : 188
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Book Description
A design-minded teacher facilitates learning that is flexible, creative, and collaborative—with a healthy mix of critical thinking, trial and error, failure, and success. In The Cardboard Classroom, authors Doug Robertson and Jennifer Borgioli Binis offer practical guidance and sample projects developed from Robertson’s authentic classroom experiences to help you find space for this engaging approach to instruction in your daily practice. Elementary educators will: Discover why design thinking is more the identity of the teacher than instructional strategy Learn how design-minded teaching advances student learning and improves engagement Study real-world examples and experiences of the design process in action Receive comprehensive examples of projects you can utilize and adapt to fit your classroom’s needs Obtain reproducible tools and templates to enhance your understanding of the material Contents Preface Introduction: Lighting and Thunder Part 1: Overview of Design-Minded Teaching Chapter 1: What Does Design-Minded Thinking Mean? Part 2: Design-Minded Teaching in Practice Chapter 2: Define—What’s the Problem? What’s the Goal? Chapter 3: Design—How Can We Solve the Problem? Chapter 4: Build—How Do We Create a Solution? Chapter 5: Test and Revise—What Happens When We Try Out the Solution and Respond to Data? Chapter 6: Reflect—What Did We Learn? Chapter 7: Putting It Into Practice Part 3: Becoming a Design-Minded Teacher Chapter 8: Specific Designs Chapter 9: Assessment in the Design-Minded Classrooms Chapter 10: Cure-Alls, Buy-Ins, and Trust Frequently Asked Questions (FAQs) References and Resources Index
