DESIGN MATTERS? THE EFFECTS OF NEW SCHOOLS ON STUDENTS', TEACHERS' AND PARENTS' ACTIONS AND PERCEPTIONS

该项目将调查新设计的学校对其使用者，特别是学生和教师的影响。这解决了一个重要的政策问题，但也对建筑实践、教育理论和方法产生了影响。这项研究具有特别和直接的政策重要性。在2000年代，英国政府在未来学校建设和学院项目上投入了大量资金，以相对较高的成本委托了一些建筑师设计的新学校。自2010年以来，政策措辞已转向需要以更低的成本进行更标准化的设计。不用说，大量的公共资金正处于危险之中，而这些发现不仅关乎国家利益，也关乎国际利益。做出这种判断的研究基础非常薄弱，主要表现在三个方面。首先，在告知新学校的负责人和设计新学校的建筑师方面，教育理论应该如何支持这一领域的决策还不够明确。其次，关于视觉空间（地点和空间）在学习和教学中的重要性，以及在创造一个合适的教育环境中的重要性，以及新设计学校的有效性方面，实证研究基础非常有限。目前的入住后评价往往集中在诸如能源使用等具体环境问题上。第三，关于解决这类问题的研究方法的文献仍然相对有限。虽然我们有足够的信心来承担这个项目，但毫无疑问，我们将能够在这个研究不足的领域为未来的研究人员提供新的见解。研究团队汇集了教育领域的领先学术研究人员（在理论和方法方面的贡献得到认可，并在学校的实证工作中具有丰富的经验）和学校设计领域的领先建筑师，并由其主要专业团体的代表提供支持。我们将使用多种方法，包括“第一人称”（包括采访和书面记录）和“第三人称”（包括观察、文献和数据分析），以便得出迄今为止最全面的关于各种类型的新设计学校对儿童教育体验、教师和学校其他用户的差异（如果有的话）的描述。这将为政策辩论提供信息，并为理论做出贡献，在教育方面，学校空间如何被分配为学习和社会空间的问题是有限的，在建筑方面，在设计特定的教育成果方面是有限的。我们与自2007年以来在建设未来学校和学院项目下建立的五所学校达成了协议。它们代表了FeildenCleggBradley的不同设计，FeildenCleggBradley被公认为学校设计领域的领先公司之一。我们将跟踪从附属小学（其中一些也是新建的）转到新设计的中学的孩子，以及从这些小学转到旧中学的孩子作为对照。这样，我们就可以跟踪孩子们从新小学到新中学，从旧小学到新中学，从新小学到旧中学，从旧小学到旧中学，尽管大部分将在新建的学校学习。样本将包括总共约300名儿童。该项目由RIBA和BCSE支持。该项目将分五个阶段运行36个月，详见《支持案例》。由专业建筑师、参与学校建筑政策的人士及项目团队组成的督导小组将会通报进度。研究成果将通过学术和专业渠道广泛传播，以最大限度地影响学者、建筑师、政策制定者和用户

The project will investigate the effects of newly designed schools on their users, particularly students and teachers. This addresses an important policy issue but also has implications for architectural practice, educational theory and methodology. The research is of particular and immediate policy importance. During the 2000s, the UK government invested heavily in the Building Schools for the Future and Academy programmes, commissioning a number of architect-designed new schools at relatively high cost. Since 2010 the policy rhtetoric has shifted to the need for more standardised designs at much lower cost. Needless to say, large amounts of public money are at stake, and the findings are of international as well as national interest. The research base for making such judgments is remarkably thin, on three fronts. First, there is insufficient clarity about how educational theory should underpin decisions in this area, in terms of informing both commissioners of new schools and the architects who will design them. Secondly, the empirical research base is very limited, regarding the importance of the visuo-spatial (place and space) in learning and teaching, and in the general creation of a suitable educational environment, and also regarding the effectiveness of newly designed schools. Current post-occupancy evaluations tend to be tightly focused on specific environmental issues such as energy use. Thirdly, the literature on research methods to tackle issues such as this is still relatively limited. While there is sufficient for us to undertake the project with confidence, we will undoubtedly be able to offer new insights for future researchers in what remains an underresearched field. The research team brings together leading academic researchers in education (recognised for contributions to both theory and methodology, and with considerable experience of empirical work in schools) with leading architects in the field of school design, supported by representatives from their principal professional bodies. We shall use a variety of methods, both 'first person' (including interviews and written accounts) and 'third person' (including observations and documentary and data analysis) in order to arrive at by far the most comprehensive account yet of the differences (should there be any) that newly designed schools, of a variety of types, make to children's educational experience, to teachers, and to other users of the schools. This will inform the policy debate as well as making contributions to theory, which in education is limited on the issue of how school spaces are appropriated as learning and social spaces, and in architecture is limited in terms of designing for specifically educational outcomes. We have agreement from five schools built since 2007 under the Building Schools for the Future and Academy programmes. They represent different designs by FeildenCleggBradley, who are acknowledged as one of the leading firms in the field of school design. We will follow children from their feeder primary schools (some of which are also new-build) into the newly designed secondaries, alongside children from those primary schools who move to older secondary schools as a control. Thus we will be able to follow children from new primary to new secondary, old primary to new secondary, new primary to old secondary, and old primary to old secondary, though the majority will be studied in the newly built schools. The sample will comprise about 300 children in total. The project is supported by RIBA and BCSE. The project will run for 36 months, in five phases, as detailed in the Case for Support. Its progress will be informed by a steering group involving professional architects and those involved in school building policy as well as the project team. The outcomes will be disseminated widely, through academic and professional channels, in order to maxmise impact for academics, architects, policy makers and users