Fase 2: Inducción

tural response to the issues of school consolidation and new 21st century learning pedagogies. The result of my thesis raised many questions, particularly about current pedagogical models and teaching technologies. The fi nal proposal of FUSED is a mere snapshot into the possibili- ties of how architecture can have an impact on the educa- tion and growth of children. I hope those who experience this project will share a similar understanding to the im- portance of the environment on a child’s development. Knowing that learning can occur anywhere, anytime, and anyplace, it was a challenge to design every aspect of my project to the degree necessary for my chosen program

of an elementary school. I often found it diffi cult to de-

vote the same amount of eff ort and design towards ele- ments. Coordinating between the school consolidation and pedagogical research, I strived to fi nd connections that would guide the design process and development. My experience with this thesis project was so dif- ferent than those I have had in my academic career. Throughout this process, I have learned a lot about myself as a designer. I look forward to what the pro- fession of architecture has in store for me and you.

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BIBLIOGRAPHY

Aiken, Dave, “Class I School District Consolidation Ballot Referendum,” Cornhusker Economics, 2005.

“Architecture for Education: new school designs from the Chicago competition,” Chicago Public Schools Design Competition, 2002.

Bard, Joe, Clark Gardener and Regi Wieland. “ National Rural Education Association Report: Rural School Consolidation: History, Research Summary, Conclusions, and Recommen¬dations.” The Rural Educator, Winter 2006.

Beggs, J. J., Haines, V. A., & Hurlbert, J. S. (1996). Revisiting the rural- urban contrast: Personal networks in nonmetropolitan and metropolitan settings. Rural Sociology 61(2). 1996: 306-325.

Bellanca, James, and Ron Brandt (ed.). 21st Century Skills: Rethinking How Students Learn. Bloomington, Indiana: Solution Tree Press, 2010.

Blauwkamp, Joan, Peter Longo and John Anderson. “School Consolidation in Nebraska: Economic Effi ciency vs. Rural Community Life.” The Online Journal of Rural Research and Policy 6.1 2011:1-20.

Brewer, Ernest, Jacquelyn DeJonge and Vickie Stout. Moving to Online: Making the Tradition From Traditional Instruction and Communication Strategies. Thousand Oaks, California: Corwin Press, Inc., 2001.

Brown, Stuart and Christopher Vaughan, Play: How It Shapes the Brain, Opens the Imagination, and Invigorates the Soul . New York: Penguin Group, 2009. Dudek, Mark. Children’s Spaces. New York: Architectural Press, 2005.

Fisher, Kenn. “Linking Pedagogy and Space”. Melbourne, Australia: Department of Education and Training, 2005; available from www.eduweb.vic.gov.au/edulibrary/ public/asset¬mann/bf/Linking_Pedagogy_and_Space.pdf; Internet; accessed on 8 September 2011.

Gelfand, Lisa and Eric Corey Freed. Sustainable School Architecture. Hoboken, NJ: John Wiley & Sons, Inc., 2010.

Graves, Ben and Cliff ord Pearson (ed.). School Ways: The Planning and Design of America’s Schools. New York: McGraw-Hill, Inc., 1993.

Heinz, Ken. “The real and perceived social and economic impact of school consolidation on host and vacated communities in Nebraska.” Doctoral dissertation, University of Nebraska-Lincoln, 2005.

Hill, Thomas. Modern Schools: A Century of Design for Education. Hoboken, NJ: John Wiley & Sons, Inc., 2011.

John, Peter and Steve Wheeler. The Digital Classroom: Harnessing Technology for the Future. New York: Routledge, 2008. Kliment, Stephen (ed.). Building Type Basics for Elementary and Secondary Schools. New York: John Wiley & Sons, Inc., 2001.

Lasley, Paul, Larry Leistritz, Linda Lobao and Katherine Meyer. Beyond the Amber Waves of Grain. Boulder, CO: Westview Press, 1995. Lippman, Peter, Evidence-Based Design of Elementary and Secondary Schools. Hoboken, NJ: John Wiley and Sons, 2010.

McClintock, J., & McClintock, R. Henry Barnard’s School Architecture. New York: Teachers College Press, 1970.

McCombs, Barbara, “A Framework for the Redesign of K-12 Education in the Context of Current Educational Reform,” Theory Into Practice, Volume 42, Number 2, Spring 2003, pg. 93-101.

Merritt, Edwin, James Beaudin, Charles Cassidy, and Patricia Myler. Magnet and Specialized Schools of the Future: A Focus on Change. Oxford: Scarecrow Education, 2005.

Nair, Prakash, Randall Fielding and Jeff ery Lackney. The Language of School Design: Design Patterns for 21st Century Schools. New York: DesignShare, 2009. OECD. Designing for Education: Compendium of Exemplary Educational Facilities. OECD, 2011.

Orr, David. Ecological Literacy: Education and the Transition to a Postmodern World. New York: State University of New York Press, 1992. PEB Steering Committee. Designs for Learning: 55 Exemplary Educational Facilities. Danvers, MA: OECD, 2001.

Perkins, Bradford and Raymond Bordwell, Building Type Basics for Elementary and Secondary Schools, 2nd ed. NJ: John Wiley and Sons, 2010. Peshkin, Alan. The Imperfect Union: School Consolidation & Community Confl ict. Chicago, IL: University of Chicago Press, 1982.

Prensky, Marc, Teaching Digital Natives: Partnering for Real Learning. California: Corwin, 2010.

Pytel, Barbara, “No More Classroom Chairs: Students Are Sitting on Exercise Balls” Nov. 21, 2001; available from http://www.balldynamics.com, Internet; accessed 5 September 2011.

Reynolds, David. There Goes the Neighborhood: Rural Consolidation at the Grass Roots in Early Twentieth-Century Iowa. Iowa City, IA: University of Iowa Press, 1999. Rural School and Community Trust, “Beating the Odds: High Performing, Small High Schools in the Rural South,” 2004; available from http://www.ruraledu.org/docs/ beatingodds/SGAreport.pdf; Internet; accessed 30 August, 2011.

Sanoff , Henry, Community Participation Methods in Design and Planning. Hoboken, NJ: John Wiley and Sons, 2000.

Stewart, Concetta, Catherine Schifter and Melissa Markaridian Selverian (ed.). Teaching and Learning with Technology: Beyond Constructivism. New York: Routledge, 2010.

Tanner, Kenneth and Jeff ery Lackney. Educational Facilities Planning: Leadership, Architecture, and Management. New York: Pearson Education, Inc., 2006. Walden, Rotraut (ed.). Schools for the Future: Design Proposals from Architectural Psychology. Cambridge, MA: Hogrefe & Huber Publishers, 2009.

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ACKNOWLEDGEMENTS

I would like to thank all those that have helped me throughout this journey. Without them, I would not have been able to complete this project.

My thesis mentor, Sharon Kuska, for her thoughtful input and continued support throughout this entire process. Thank you for your guidance and for pushing me to always do my best.

My guest critics, Judith De Jong, Rumiko Handa, Tim Hem- sath, and Nate Krug, for off ering their time and input. Your suggestions were always well directed and I want to thank you for encouraging me to look at my design from diff er- ent perspectives.

My professional on education, Sara Cooper, for provid- ing her expertise on 21st century pedagogies. Thanks for introducing me to ‘Idea Paint’ and the notion that learning should be visible to the world and not hidden.

My fellow students, for the memories, thank you for all your help and feedback. We survived!

My family, for their constant love and support throughout these past six years. I’m truly blessed to have such great parents that have inspired me along the way. Angie, you were always there to help me get through the good times and the bad and for that I will always be grateful.

My soon to be husband, Jason, for reminding me that everything is going to work out in the end. Your words of encouragement have meant more to me than you know. Thank you for being there when the stress took over.