The first part of this article describes in brief the Six Steps methodology for designing educational environments--be they K-12 schools, tertiary institutions, community centers, youth movements, or the like-- as set forth in my book "Educational Design in Six Steps: A Strategic and Practical Scaffold" (Routledge 2020). The second part…

The quality of education suffers when pedagogies are not aligned with physical learning spaces. For example, the architecture of the triple-decker Victorian schools across England fits the information transmission model that was dominant in the industrial age, but makes it more difficult to implement student-centred pedagogies that better fit a…

Many educational change proposals, designed to improve student learning, fail to be implemented in classrooms, which is a threat to the impact of educational policy on educational practice. This has led to a call for participatory educational design in which different stakeholders are involved in the generation and consideration of alternative…

New evidence builds upon the Student Engagement IndexTM and Teacher Engagement IndexTM research (Scott-Webber, Konyndyk, & French, 2019; Scott-Webber, Konyndyk, French, & French, 2018; Scott-Webber, Konyndyk, French, Lembke, & Kinney, 2017) determining post-occupancy answers to, "Can we demonstrate that the design of the built…

School premises make a difference to learning, but it is important to understand the relationship between setting and educational activities. Physical space has been found to entrench practice, making it harder to reflect and make changes. Yet changes made to the physical environment may not lead to changes in teaching or learning. This may be…

The Building Schools for the Future programme has been established to ensure that English secondary schools are designed or redesigned to allow for educational transformation. The programme represents the biggest single UK government investment in school buildings for over 50 years. For this reason, it poses a major challenge to those involved in…

The purpose of this study was to determine the design features of the physical learning environment that support and enhance collaborative, project-based learning at the community college level, and to gain an understanding of the rationale for selection of the features. The characteristics of the physical environment investigated in the study…

Interviews were conducted with 27 teachers working in open space schools in Australia. The selection of interviewees was arranged to find those with both critical feelings of the deprivation of their traditional roles and the independence of the self-contained classroom and with enthusiasm for what others view as a major component of educational…

Explores how the physical condition and design of school facilities can shape a child's learning experience. Discusses school environments' connection to asthma, heating and ventilation problems, noise problems, full-spectrum lighting, trends in teaching methods requiring different building designs, optimum school size, portable classrooms, and…

The article aims to reveal teachers' dispositions concerning stability and change in the field of schooling and to suggest some possible connection to the social space. Forty teachers who attended a principals' training course were asked to write educational fantasies regarding their "dream school". A content analysis of the fantasies showed…

Twelve assumptions concerning learning are presented which underlie the rationale for the establishment of learning laboratories in 3 small high schools in Utah. Based on these assumptions, 12 specific recommendations are made for the improvement of education in small, rural schools through implementation of the learning laboratory concept. A…