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Community Schools in ActionLessons from a Decade of Practice$
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Joy G. Dryfoos, Jane Quinn, and Carol Barkin

Print publication date: 2005

Print ISBN-13: 9780195169591

Published to Oxford Scholarship Online: November 2020

DOI: 10.1093/oso/9780195169591.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 23 July 2021

Schools as Centers of Community: Planning and Design

Schools as Centers of Community: Planning and Design

Chapter:
(p.233) 16 Schools as Centers of Community: Planning and Design
Source:
Community Schools in Action
Author(s):

Steven Bingler

Publisher:
Oxford University Press
DOI:10.1093/oso/9780195169591.003.0030

As we stand at the beginning of the twenty-first century, we face a national challenge in planning and designing learning environments that meet the needs of all learners. Throughout the country, elementary and high school districts are spending unprecedented amounts of money to renovate existing school facilities or build new ones. In 2001 alone roughly $27 billion worth of kindergarten through grade 12 construction projects were approved and funded, a trend that is likely to continue for several years. In 2000 public and private kindergarten through grade 12 school enrollment reached a record 53 million students. The Department of Education projects that 55 million children will enroll in 2020 and 60 million in 2030. By 2100 the pattern of steady growth is expected to result in a total of 94 million school-age children, an increase of 41 million students over the century. It is also projected that diversity will increase, with most of the growth among Hispanic children. They represented about 15% of the public school population in 2000; that proportion is expected to grow to 24% by 2020. This steady increase in the number and diversity of school children, all of whom need and deserve a quality education, suggests that the design of new school facilities and the modernization of old ones will be an ongoing process in communities across the United States. One important component of this challenge is the need to rethink how we plan learning environments to coincide with some new ways of thinking about education. It seems as if such a short time has passed since Howard Gardner introduced the theory of multiple intelligences at a time when other educational strategies, including project-based learning, cooperative learning, primary source learning, real world experiential learning, and their many variations, were enjoying a renaissance or were in the developmental stages. Many of these teaching and learning strategies have found their way into the mainstream as powerful tools that help to create more meaning-centered and personalized learning for students and educators alike. This new group of educational strategies is more diverse, more integrated, and, perhaps, more compelling than their more predictable predecessors.

Keywords:   Big Picture Company, MET Center, Cincinnati, Ohio, Walnut Hills area, Department of Education, enrollment projections, Gardner, Howard, Immigrant communities and cultures

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