Discusses how, with today's recreational sports landscape broader than ever, sportsplex operators must and can accommodate diverse activities within limited spaces. (EV)

Although educators have succeeded in informing the public about the transformative power of electronic and telecommunications tools, they have frequently overlooked physical features of spaces needed to house them. This article discusses workspace, arrangements, flooring, environment, electrical wiring, lighting, acoustics, and security features…

Describes how the North Indiana Conference of the United Methodist Church has designed new conference lodges and improved existing facilities to increase flexible space at its camps and conference centers. Outlines the flexible use of bedrooms/dormitories and activity rooms. Includes floor plans. (SV)

Offers a diagram of how the renovated publication area at City High School, Iowa City, Iowa, is set up. (SR)

Examines a workshop that helps college space planners provide a facilities-and-space management planning process as part of the college's effort to modernize its management systems and evaluate its physical resources. Lists tips for successful space management. (GR)

Examines the "spacesaver" architectural design of the International Elementary School (Long Beach, California) that was built with concern for security, saving money, and not being too complicated. The design uses one-third less space than conventional Los Angeles-area elementary schools. Photos and floor plans are provided. (GR)

Offers advice on building and equipping a college athletic training room that can serve in preventing and treating athletic injuries. Issues concerning space utilization, protecting confidentiality, and making accommodations for amenities such as hydrotherapy pools are addressed. (GR)

A caring, effective style of classroom management has transformed a Chicago elementary school. The Responsive Classroom approach acknowledges children's need to feel pleasure and significance as members of a classroom community via morning meetings, rules and logical consequences, guided discovery, classroom organization, academic choice, and…

The New York City Department of Education has recently set forth new mandates for the redesign of classrooms. Teachers must be taught how to redesign their classrooms correctly so that all students will be provided with the necessary space to accommodate their environmental learning-style preferences. By altering the classroom, teachers give some…

This article first appeared in FORUM, Volume 46, Number 1, 2004, pp.19-23, and appears now as a tribute to the late Annabelle Dixon. In this article Annabelle looks at the nature, potential and changing character of the spaces provided for younger children in present day schools from the viewpoint of an Early Years teacher. In typically elegant…

In this article, the author emphasizes the importance of "working" walls in children's programs. Children's programs need "working" walls (and ceilings and floors) which can be put to use for communication, display, storage, and activity space. The furnishings also work, or don't work, for the program in another sense: in aggregate, they serve as…

The idea of the information commons as a space for students to gather and work with technology is over a decade now. Carving out these areas has allowed many university libraries to remain relevant in the academic lives of students. Just as libraries have historically provided reading rooms for users to access and work with print collections, they…

The small-schools movement has revolutionized educational concepts, design and construction. By reconfiguring large high schools into smaller learning academies, districts believe they can educate students more effectively. However, planners face numerous challenges in creating or renovating small schools, especially in urban environments where…

This article explores how young children can play active roles as researchers, explorers, and designers of their outdoor environment. It introduces the Mosaic approach, a framework for listening and responding to young children's perspectives, first developed in a study in a London preschool in 1999 (Clark & Moss 2001). The author used this…