BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

More documents

Recommendations

Info

social pressures and economic conditions have changed and require different approaches. 52. All three cases - Pontiac, Arlington and Dunbar - have experienced financial cut-backs and loss of student population to differing degrees. As a general rule, basic services are kept going fully; all additional services are diminished, sometimes even eliminated. A cut in week-end programs and staff is the first measure. A lack of motivation often follows. Pontiac's HRC, due possibly to the economic situation of the city, showed the most severe signs of disenchantment with the practicalities of co-operation and integration. This is not stated officially but penetrates through a number of details which all fit into the same pattern: - no adult education courses are being held during week-ends; - the pedestrian thoroughfare and link from the neighbourhood to the city center is closed at night in order to cut down on vandalism; - lack of parking causes a cut-down of multi-use requests; - the office of manpower and employment (probably of particular importance during times of high unemployment) has been closed; - workshops and studios cannot be operated at full capacity for lack of programs and staff. 53. Pontiac probably is the most ambitious project in terms of trying to overcome deep-rooted.socio-economic and urban problems. In comparison, neither' T.J. (with its basic two-agency co-operation) nor Dunbar (in refusing to desegregate) attempted to solve as much in such a short period of time. The question is whether this also accounts for HRC's failure as a model for the entire urban area. Changes in Educational Content and Teaching Methodology 54. Apart from the co-ordination of different social services in the new educational and community centers, a second level of co-or.dination can be found at the childhood level. In order to eliminate social differences, changes in curricula and teaching methods adapted to local needs and priorities have been established. In this context questions of size and scale of school must be seen in relationship to questions of choice and adaptability. It was assumed that only the larger organisational units would be able to provide individualised and small group instruction, of the variety needed for different socio-economic background of children and parents. In the meantime, it has become clear that at the elementary school level (HRC), smaller organisational units may be more advantageous. However, this Is a matter of organisation, planning and architecture in 58
addition to education as will be shown in the S<strong>AND</strong> Project in Hartford (see Part Two, paragraphs 123-146). 55. In all three centers, the range of specific educational programs geared to the community's needs far surpasses traditional options. Parent and children bi-lingual programs, infant care for mothers in adult education classes, the celebration of Spanish holidays, Chinese or Jewish New Year's days, ethnic cooking, etc., are only some of the more common examples of the school responding to local needs and resources. Two examples are of particular interest: the federally funded Developmental Continuity Pilot Project, carried out in Pontiac's HRC; and the Vocational Education, Infant Care and Homemaking Program in Dunbar. 56. Parents of HRC elementary school children may choose among the following options for their children: i) the self-contained classroom; ii) the open classroom; iii) project developmental continuity. The first two options respond to the various and differing needs of children for structured or self-motivated learning. The early innovative model for team teaching (see Figure 4) is one of the results of the comprehensive and participatory planning process. The third option is the "Developmental Continuity Program". This five year pilot program, involving teachers, children, and parents and dealing with education, health, and social needs of the whole family, is one of the new thrusts which link school and community. Funded by the Federal Department of Health, Education and Welfare ($95 OOO/year), it supports a director, secretary, parent co-ordinator, health and other necessary social services. The program builds on experiences with "Head Start Programs" which were designed to alleviate at an early age the disadvantages in learning ability caused by socio-economic differences. In addition to special programs provided within the school', this pilot project includes the home and parents of a child. It serves approximately 1 100 students with an ethnic composition of 44.8% black, 40.6% latino. Forty-five minute home visits of teachers occur weekly, on a regular basis and at agreed-upon times. The home visitor instructs the parents to better utilise "desirable teaching behaviours". He also uses some activities from individualised parent-child activity kits to instruct the child while the parent observes. Parents assist the Early Childhood staff in evaluating the effectiveness of the program and participate in educational and committee work. 59
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 and 28: INTRODUCTION CONTENT OF STUDY 1. Th
Page 29 and 30: is available on these projects, thi
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 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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?