Many features of our secondary schools are static, self-destructive, and depersonalizing. Rather than organizing the middle school along secondary school lines, using the elementary school model, with some obvious modifications, provides a more humanistic approach. (Author/SJL)

Data collected in both classroom and open design schools suggest that teacher-pupil interactions in classrooms are not as routine as is often assumed, and that open plan schools may not provide for dynamic and fruitful teacher-teacher interaction to the extent that was earlier thought to be the case. (Author/NQ)

Campus design is discussed as a metaphor for an educational world view. Present spatial organization of the average campus works against the best interests and efforts of the academic community. Implications for spatial reorganization are detailed. (Article originally published in 1971.) (AF)

Author finds that in one authority comprehensives can hold their own with selective schools on performance in examinations. (Editor/RK)

Describes a Kansas City elementary school's successful energy conservation via its environmental design that includes the use of ground source heat pumps and computer energy management systems. Also discusses how this design concept contributes to the educational experience of the school's students. (GR)

Presents basic guidelines to help school districts comply with the Americans with Disabilities Act (ADA) in making their schools accessible to disabled students. A brief overview of the ADA is provided as well as a list of where to get help for advise prior to new school construction or renovation. (GR)

Describes one school's approach to school renovation that supported the seven ways in which students are smart as advocated by Howard Gardner's Multiple Intelligences (MI) theory. It includes a highlighted section on MI that covers its framework, descriptions of each intelligences, and five entry points to the MI framework. (GR)

Construction in and around a school building can be disruptive. With planning, communication, and a willingness to be creative, a school can run smoothly and construction can also be used as a learning opportunity for students. (MLF)

Describes the Ohio School Facilities Commission, whose mission is to provide funding, management oversight, and technical assistance to Ohio's 612 school districts for the construction and renovation of school facilities. Discusses the commission's actions at various stages of the construction process. (EV)

Describes this South Carolina higher education building, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a case study of construction costs and specifications. Also includes the floor plan and photographs. (EV)

Discusses design elements of a 21st century school library, including space, books and shelving, seats, tables, technology (computers, scanners, projectors), building materials (wood, metal, plastic, paint, glass, fibers), and light and color. A sidebar describes the L!BRARY initiative to creatively design, professionally staff, and…

Discusses incorporating green design into school construction, asserting that schools can improve their impact on the environment and reduce their operating costs while educating people about the value of sustainable design. Addresses energy reduction (including daylighting), site design for low environmental impact, flexible design, indoor air…

Demographic changes and the obsolescence of many existing school buildings have led to an all-time high in the construction of educational facilities in 1989. Case studies discuss the different needs and design solutions of four communities. (MLF)

Advice from a Kansas board of education president and an architect on how to balance the elements of good design and procedures with political realities when building new school facilities or renovating old ones. (MLF)

The study compared the motor activities and environmental interactions of sighted and visually impaired children (N=36), ages 7-13. Analysis suggested that some developmental delays in visually impaired children may result from lack of gross motor interactions with the environment. Implications for the design of play environments and personnel…