Architecture for Achievement: Building Patterns for Small School Learning

by Victoria Bergsagel and Kathleen Cushman

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• Format: Perfect Paperback
• Language: English
• ISBN: 097967770X
• ISBN13: 9780979677700
• Release Date: October 2007
• Publisher: Eagle Chatter Press
• Length: 156 Pages
• Weight: 1.60 lbs.

Customer Reviews

A must for anyone ionvolved with an SLC program

I am so excited to have this book. It really identifies and defines all of the up-front efforts that the AOA team had laid out for us to even start the design on the SLC spaces from an architectural design standpoint. It explains so many things that are vital to the success of the SLC's. This book should be the first thing given to anyone who is involved with any SLC program at any District. It has laid the very foundation for what we are doing right now at LAUSD. I am so thankful to have this book as I have referred to it many times in the short time I've had it. It's riddled with post-its and looks like I've had for much longer than really I have. Thank you for this masterful SLC reference book.

Excellent resource for school building construction/remodeling

Improving the teaching and learning processes in secondary and elementary schools is the core task of reformers. Happily, in Architecture for Achievement: Building Patterns for Small School Learning, a team led by Victoria Bergsagel have tackled one clear barrier to the "new" 3 R's (rigor, relevance and relationship) by attending to the physical contexts in which teaching and learning occur. More specifically, the way architectural spaces are imagined in new and remodeled buildings can enhance or inhibit purposeful and natural learning experiences. The team of authors in this fine text take up the translation work that is necessary between architects and those who work with children all day in schools. Such translation isn't necessarily glorious work (although the pictures of transformed buildings are beautiful) because it is indirectly related to teaching and learning - and absolutely vital nonetheless. Drawing on their real experiences designing award-winning schools, the authors lay out a set of attributes of healthy schools (personalized, learning-focused, collaborative, community-connected, and flexible) for readers to chew. Here it is obvious that teaching and learning considerations lead architectural design and not vice versa. The discussions of architectural options organized around these educational variables show how the former support the latter in fundamental ways. The writing is engaging and accessible, the importance of the topic made clear, and plentiful photographs and illustrations augment the text. This is truly a useful read for policy-makers, facilities planners, administrators, teachers, and the parents of children in American schools. Demographics and the laws of nature ensure that we will continue to build and remodel schools, spending huge amounts of money along the way. The challenge will be to build schools wisely. Architecture for Achievement: Building Patterns for Small School Learning will serve as a trustworthy guide.