School and classroom size

the process of evaluation for the jury, making special note of the criteria that was used by the jury, which included an intentional overlap of architectural features (relation to context, connection to nature) and pedagogical features (flexibility of space, enabling of easy movement between spaces by students and teachers). The winning design was characterized as having the following attributes: 1) excellent connection with the neighborhood/context, 2) forms recalled a desirable organic nature, 3) thoughtful use of landscape enables connection to nature, 4) interconnection of volumes with covered walkways enables some activities to be moved outside, 5) permeability of interiors and central courtyard enable flexibility and easy communication/coming together, 6) school also functions as a civic center for the community 307.

Publication type: Journal article Study type: Case study

Darling-Hammond, L., Ross, P., & Milliken, M. (2006). High School Size, Organization, and Content: What Matters for Student Success? Brookings Papers on Education Policy, 2006(1), 163–203. https://doi.org/10.1353/pep.2007.0001 In this paper, the authors’ focus in reviewing the literature is to identify design, pedagogical, and philosophical attributes that contribute to student success in high schools. Of particular focus are school size/density, curriculum, school mission, and adaptable pedagogy. The researchers reviewed the relevant literature and subdivided their main findings into these categories: 1) School size, 2) School Design, and 3) the School Change Process. Size of school (# of students) as well as density (# students per classroom/teacher) were found to be important variables. The authors note that size matters “because it can create condition conducive to other relationships and opportunities more directly relevant to student attachment and learning”. They found that the conditions/design features that affect student success are 1) mechanisms that personalize student-teacher relationships, 2) a shared school mission emphasizing academic success creates cohesiveness, 3) a strong core curriculum that challenges students, 4) instruction that is adaptable and responsive to student learning, and 5) a professional community that encourages teachers to take responsibility for student learning. 308

Publication type: Journal article Study type: Literature review

Hand, K. (2014). The Relationship Between the Physical Classroom Environment and the Academic Functioning of School Age Males and Females A doctoral project submitted to the faculty of the Shirley Mount Hufstedler School of Ed. February. The author conducted a thorough literature review with the purpose of

understanding more about the effects of classroom design on student performance and well-being, with particular focus on elementary school students. The environmental factors of most significance are density/ crowding in the classroom, and flexibility of furniture. The author conducts a review of the relevant literature to summarize her primary findings on the topics at hand. The two primary takeaways from the author’s review are that students perform better in classrooms with an ideal level of density, i.e. not overcrowded, as they feel more ownership and connection with the teacher and other students. Also, easily movable, and reconfigurable furniture combinations are important so that classrooms can flex between a lecture format and small group work formats 309.

Publication type: Doctoral Dissertation Study type: Literature review

Merike Darmody, & Emer Smyth. (2012). Exploring School and Classroom Environments in Irish Primary Schools. Children, Youth and Environments, 22(1), 178. https:// doi.org/10.7721/chilyoutenvi.22.1.0178 Darmody and Smyth performed qualitative research on primary schools in Ireland by conducting interviews and focus groups with teachers and students. The authors selected six schools that represented a range of total school population, average classroom size, age of building, and urban vs rural settings. The purpose was to obtain firsthand perspectives from building users in order to supplement existing quantitative research on student performance. Researchers found that, in general, smaller school and classroom sizes (# of students) were preferable, but that larger classroom dimensions (i.e. less student density) were better. The research also backed up existing research as to preferred environmental qualities, i.e. more daylight, more control over temperature and air quality, less ambient noise, etc 310.

Publication type: Journal article Study type: Case study Sample: 50 students Duration: Single point in time Age or developmental stage: 9 to 10 and 11 to 12 (focus groups)

Moore, G. T., & Lackney, J. A. (1993). School Design : Crisis , Educational Performance and Design Applications Author ( s ): Gary T . Moore and Jeffrey A . Lackney Source : Children’s Environments , Vol . 10 , No . 2 , School Design : A Continuous Process Published by : Board of Regents of . 10(2), 99–112. Using existing research into spatial attributes of schools and student performance, the authors aim to distill the most impactful attributes of school design on student performance. They review the literature on spatial attributes of schools, notably school size (area and population), classroom size and density, location and noise, and availability of secluded study areas. As a result of their literature review, the authors conclude that the ideal school is smaller than the current average; they suggest capping schools at 500-600 students, as a smaller community gives students a greater sense of ownership. They follow this up by suggesting that successful schools have what they refer to as “well-defined activity pockets”, or in other words, a