BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

More documents

Recommendations

Info

2. For all the above reasons, approaching the diversity of the situations through different case studies seemed preferable to the detailed study of a single case. Such a definition of the scope of the study implied, however, a suitable method of work. The method adopted and ap^ plied in the three other studies of cases, drawn from different countries, made a clear distinction between the description of the case and the comments to which it gave rise. The objective of the former was to provide detailed information on issues or themes considered to be the most important for the overall study of co-ordination of school and community facilities, whereas the comments, through the professional opinion of a competent observer, aimed at bringing out the problems to which coordination had given rise in the case under consideration. In view of the multiplicity of the situations studied in the case of the United States, it would have been impossible to proceed in this way. First, because sufficient information could not be presented on each of these situations in one single report, and secondly, because it would imply a dispersion harmful to the analysis. 3. This is why the presentation of the United States study will have two distinct characteristics. First, the totality of the information will be regrouped around the three major types of situations studied and presented in two parts, supplemented by references to cases in order to elucidate specific aspects. Secondly, the presentation of the study will almost do away with the distinction between description and comments. While referring to the objectives of the overall study which in the first instance aim at identifying the problems common to the various experiences of co-ordination of facilities, the study will try to focus information and comments, simultaneously around a limited number of themes conceived as bundles of problems. This means, in a sense, anticipating the synthesis which will be the end product of the overall study and the integration of the various case studies. 4. Part One deals with two extreme solutions: Facilities that have been conceived to house educational and social services and are typical for a number of large complexes which were planned and built in the 60's and early 70's. The examples presented are the Human Resources Center in Pontiac, Michigan; the Thomas Jefferson Junior High School and Community Center in Arlington, Virginia; and Paul Laurence Dunbar High School and Community Center in Baltimore, Maryland. (Since a large amount of detailed information 26
is available on these projects, this report concentrates on their use today and the developmental changes since, they opened their doors to the public.) A new situation which most school districts in the United States are facing today: shrinking enrolments and declining economic resources. This section describes the fast-changing context in which the community schools movement has gained new territories for vastly different reasons than those which led to the large integrated community school complexes of the 60's or even the citywide models of the late 60's and early 70's. ,For school districts faced with decreasing enrolments and empty schools the introduction of new uses and users to schools often becomes a matter of survival rather than ideology. 5. Part Two reports on the neighbourhood and city-wide models, in particular the S<strong>AND</strong> project and the Everywhere School in Hartford, Connecticut, and the community school concept (including various models and programs) in Ann Arbor, Michigan. Both differ from the earlier models in their stress on the dispersion of educational and community facilities. Short descriptions and evaluations of the community school movements in New Haven and Flint (as some of the oldest examples of city-wide community 'school concepts) and East Windsor (as an example of a smaller but growing community) have been added to show organic growth patterns as well as interventionist approaches to planning co-ordinated school and community facilities on a city-wide scale. HISTORICAL PERSPECTIVE .6. Since many features of today's programs and plans are based on earlier models, a short history of the community school movement in the United States seems a necessary pre-requisite for a- full understanding of the situation today. The idea of integrating "academic" and "social" education has its roots in the very American conviction that man is an -educable creature, that, through a far reaching education that deals with life's demands, he will not only be better off individually but a more worthy and useful member of society as well. From it's beginnings, however, America has recognised the fundamental conflict between the individual's 27
Page 1 and 2: OECD BUILDING FOR SCHOOL AND COMMUN
Page 3 and 4: OECD PROGRAMME ON EDUCATIONAL BUILD
Page 5: PREFACE CONTENTS THE DEVELOPMENT OF
Page 8 and 9: strictly speaking a case study repo
Page 11 and 12: INTRODUCTION 1. Change and the deve
Page 13 and 14: different groups within the communi
Page 15 and 16: Congress passed the National Defens
Page 17 and 18: programs continued through the 1940
Page 19 and 20: 36. There are now approximately 1 1
Page 21 and 22: Secretary of the Department of Heal
Page 23: 53. All of these trends have combin
Page 27: INTRODUCTION CONTENT OF STUDY 1. Th
Page 31 and 32: school to widen its uses to include
Page 33 and 34: In 1935 financial support for commu
Page 35: GLOSSARY OF TERMS 19. Mainly for th
Page 38 and 39: the study, depends largely on the a
Page 40 and 41: to the acceptability of uses. State
Page 42 and 43: Background Information THE PURPOSE-
Page 44 and 45: -P- -P- Center a) Dana P. Whitmer H
Page 46 and 47: 4> C^ Table 5 ACHIEVEMENTS AND PROB
Page 48 and 49: Figure 1 PLAN OF DANA P. WHITMER HU
Page 50 and 51: Figure 2 PLAN OF THOMAS JEFFERSON J
Page 52 and 53: Figure 3 PLAN OF PAUL LAURENCE DUNB
Page 54 and 55: VJl 4> Figure 3 PLAN OF PAUL LAUREN
Page 56 and 57: came out was what the community wan
Page 58 and 59: social pressures and economic condi
Page 60 and 61: Figure 4 TEAM TEACHING ORGANISATION
Page 62 and 63: ut the ungraded home base system al
Page 64 and 65: Figure 6 SITE PLAN OF DANA P. WHITM
Page 66 and 67: however, at the seam between large
Page 68 and 69: Figure 8 DIAGRAM OF SPACE USAGE FOR
Page 70 and 71: agencies, but also an office for pa
Page 72 and 73: 71. The author then proceeds to ana
Page 74 and 75: districts in the United States to t
Page 76 and 77: the inner city were changed to acco
Page 78 and 79:
86. He organised marathon basketbal
Page 80 and 81:
school, (the largest In New Jersey,
Page 83 and 84:
Part Two CO-ORDINATION ON A CITY-WI
Page 85 and 86:
was conducted, neither of these pla
Page 87 and 88:
30% use empty schools for new purpo
Page 89 and 90:
ORGANIC GROWTH OF THE COMMUNITY SCH
Page 91 and 92:
"Almost without exception, the vari
Page 93 and 94:
supermarket has proved to be an exc
Page 95 and 96:
- working at a large enough scale;
Page 97 and 98:
126. The list of projects dedicated
Page 99 and 100:
and to specific measurable educatio
Page 101 and 102:
ii) Problems and Barriers 133. Desc
Page 103 and 104:
Figure 13 ORIGINAL PROPOSAL FOR A M
Page 105 and 106:
open warehouse space into highly pe
Page 107 and 108:
107 PEB Secretariat
Page 109 and 110:
parts of the community. He often co
Page 111 and 112:
tion of new teachers; staff develop
Page 113 and 114:
iii) produce a detailed planning pr
Page 115 and 116:
problems associated with them. None
Page 117 and 118:
158. Even though the intention to d
Page 119 and 120:
Figure 14 THE ORGANISATIONAL UNITS
Page 121 and 122:
e) Examples of Cases Implemented 16
Page 123 and 124:
- and the indoor recreation buildin
Page 125 and 126:
Figure 16 FLOOR PLAN OF MACK SCHOOL
Page 127 and 128:
Figure 17 FLOOR PLAN OF BRYANT SCHO
Page 129 and 130:
of its curriculum, it also sets an
Page 131 and 132:
Meeting to select new staff and str
Page 133 and 134:
iii) in terms of process: - the pro
Page 135 and 136:
BIBLIOGRAPHIC REFERENCES PUBLISHED
Page 137 and 138:
Ann Arbor, Michigan CASE STUDY MATE
Page 139 and 140:
"How to Get the New Jersey- High Sc
Page 141:
Pontiac, Michigan "Whitmer Human Re
Page 145 and 146:
INTRODUCTION 1. Co-ordination of sc
Page 147 and 148:
student comes out of the educationa
Page 149 and 150:
Part One INDICATIONS OF CHANGE Resu
Page 151 and 152:
neighborhoods there at all, at leas
Page 153 and 154:
HUMAN RESOURCES CENTER, PONTIAC, MI
Page 155 and 156:
44. Such a design was somewhat exce
Page 157 and 158:
assignments, etc.(l) Thus education
Page 159 and 160:
47. The remainder of this paper wil
Page 161 and 162:
Part Two CO-ORDINATION OF FACILITIE
Page 163 and 164:
54. The impact on co-ordination was
Page 165 and 166:
59. Turned into a method, it is as
Page 167 and 168:
citizens and users have been involv
Page 169 and 170:
j) The planners and architects will
Page 171 and 172:
GAME 1. Developing an Inventory The
Page 173 and 174:
FIRST NEIGHBORHOOD CENTER, GANANDA
Page 175 and 176:
Making Maps 69. Every community and
Page 177 and 178:
Children Making Maps RE-USE OF THE
Page 179 and 180:
ANN ARBOR, MICHIGAN Children and pa
Page 181 and 182:
citizens to walk in off the street
Page 183 and 184:
design. Two young people from the c
Page 185 and 186:
89. Gradually a design for the buil
Page 187 and 188:
and representatives of the communit
Page 189 and 190:
IX. Final Town Meeting. The followi
Page 191 and 192:
III. Third day. Team executes desig
Page 193 and 194:
user/needs are being properly met,
Page 195:
120. Perhaps the most radically new
Page 198 and 199:
125. The reasons for this growing c
Page 200 and 201:
134. But a new building (or even a
show all

BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

Create successful ePaper yourself

Delete template?

Save as template?