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- W2558508474 abstract "The school environment affects pupils' and teachers' health, work and emotions: onaverage they spend around six hours a day and over one thousand hours a year inschool. There is strong evidence for the argument that good design of school buildingsmakes these places pleasanter and more functional; and increases the quality of theconsiderable amount of time users spend there. A problem identified in a review ofliterature was that there appeared to be a gulf between school users and designers. Thisthesis is an effort to bridge that gap by involving school users' voices in the designprocess. It has been argued that users have a lot of implicit knowledge about schoolbuildings and it would be valuable to make this explicit so that it can be instructive to alleducators, architects, designers and policy-makers.This study explores the views and expectations of pupils and teachers regarding theirschool environments and has focused on making a tool for the school design process,based on information and reflections provided by both user groups. The researchobjective required the undertaking of three separate studies: analysis of secondary data,qualitative and quantitative empirical studies, each one leading to the next. The findingsrevealed that teachers and pupils are not necessarily more satisfied with recently builtschools as compared with much older schools. The findings helped to highlight theimportance attributed to various issues by each user. It is revealed that the two groups ofparticipants have different priorities in terms of the types of things in their environmentthat are more important to them. However, within each user group there are clearpatterns in responses. Overall, 'Nature and Outdoors' became the least importantcategory for both school users. 'Facilities' was the most important category for pupilsthough 'Comfort and Control' was the most important category for teachers.The overall findings have been developed as the basis for a 'generative tool' for schooldesign to guide the design and decision-making processes of architects and designers.The generative tool and the relative importance of each item helped to progress thestudy further by suggesting an 'evaluative tool for designers': able to assess the qualityof an existing school or a new school at various stages of design by consideration of thegiven scores and the weighting that each item obtained according to school users'opinions. It is suggested that further research could, in a similar way, involve otherschool users in the design process by developing appropriate tools." @default.
- W2558508474 created "2016-12-08" @default.
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- W2558508474 date "2009-01-01" @default.
- W2558508474 modified "2023-09-28" @default.
- W2558508474 title "Children's and teachers' voices : a framework for school design." @default.
- W2558508474 hasPublicationYear "2009" @default.
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